Reports of Conferences,Institutes, and Seminars

In the span of four weeks, from late March to early April 2008, three important technical services conferences were held: the Electronic Resources & Libraries Conference, the New England Technical Services Librarians Conference, and the North Carolina Serials Conference.     

The Relation Between Emotion Production Behavior and Preschool Social Behavior: In the Eye of the Beholder

Two questions were examined with a sample of preschool children: (a) What is the relation between emotion production behavior and classroom social behavior?; and (b) Does familiarity with a child affect the perception of emotion expressions and the relations between emotion expressions and social behavior? Two theoretical perspectives on the ‘eye of the beholder’ (familiarity) were evaluated: reputation bias and generalized effects. Sixty‐eight (55% female) children were photographed posing emotion expressions (e.g., happy, sad, and angry). Expressions were rated by classmates, peer strangers, and adults. Classmates and teachers evaluated social behavior. Analyses indicated that children who were more negative and dependent had angry production biases and were likely to display happy expressions instead of sad. Results support the reputation bias and generalized familiarity theories.     

Community Wildfire Events as a Source of Social Conflict*

Abstract The literature notes that natural disasters, including wildfires, that damage human settlements often have the short‐term effect of “bringing people together.” Less recognized is the fact that such events can also generate social conflict at the local level. This study examines the specific sources of such social conflict during and after community wildfire events. Examining qualitative data generated from six case studies of wildfires in the American West, we suggest that integrating the theories of Weber, Giddens, and Habermas with community interaction theory provides a context for understanding such conflict. Rationalized forms of interaction and problem solving imposed by extra‐local organizations during and after wildfire events are often resisted by local actors who are also inhibited from acting due to local capacity limitations. Thus, conflict occurs when social relations are disembedded by non‐local entities, and there is a perceived loss of local agency.     

Can Klein and Kohut work together in a group?

This paper addresses the usefulness of recent contributions of psychoanalytic theory to treatment in groups. Current concepts of Klein and Kohut are described and illustrated with clinical examples. The Kleinian emphasis upon innately destructive features of personality, such as envy, is juxtaposed with Kohut's attention to the need for emphathic responses to deficits in mirroring, soothing and identification. Reconciliation of these differing points of view is considered practical and worthwhile.     

Mother–Adolescent Conflict: Adolescent Goals,Maternal Perspective‐Taking,and Conflict Intensity

Younger and older adolescents were interviewed about their goals in recent disagreements with their mothers. Six goals were identified: instrumental (simply gaining their immediate desire); dyadic concern; achieving emotional support; autonomy; dominance; and nonengagement (avoidance of conflict). Younger adolescents reported significantly more instrumental and significantly fewer emotional support and dominance goals than did older adolescents. Maternal perspective‐taking predicted more dyadic concern and fewer dominance goals, as well as more nonengagement goals for younger adolescents. Dominance goals mediated the effect of maternal dyadic perspective‐taking on conflict intensity for older adolescents.     

Participation or practice innovation: tensions in inter‐agency working to address disciplinary exclusion from school

This paper explores dilemmas and tensions between two models of school based inter‐agency meetings to prevent disciplinary exclusion from school. The first model is characterised by innovative practice developed through long established professional relationships and addresses both individual and strategic issues in supporting young people who are at risk of disciplinary exclusion from school. The second model strongly emphasises the right to participation of young people and their families in school based inter‐agency meetings. Research participants in three Scottish councils (parents, pupils, teachers and other professionals 1 ) had identified school based inter‐agency meetings as key to the process of inter‐agency working to prevent school exclusion.     

EXCHANGE PROCESSES IN HISTORY: INTEGRATING THE MICRO AND MACRO LEVELS OF ANALYSIS

The existing form of social exchange theory has serious flaws. Yet, this article argues that exchange theory should and can be a powerful tool for analysis at both the micro and macro levels. A model of exchange is developed that: (1) includes temporality; (2) includes both positive and negative sanctions; (3) defines rationality and voluntariness in such a way as to account for long-term, stable systems of unequal exchange; and (4) links the micro and macro levels of analysis. Selective historical materials are introduced to analyze the problem of routine, peaceful, unequal exchange between Romans and barbarians inside the Roman Empire. In interpersonal exchange, it shows, all the terms of exchange are not negotiated by the partners to exchange. Governing rules have been established by collective actors at the macro level for social exchange at the micro level. Traditional exchange theory has failed to identify the historically distant conflict of macro level actors over governing rules.     

The role of social skills in encoding posed and spontaneous facial expressions

The purpose of this study was to determine the relationships between social skills and the abilities to express emotions intentionally and spontaneously. Students were videotaped during two tasks: a) while watching a series of emotionally arousing slides; and b) while posing emotional facial expressions. Judges viewing the videotapes determined how accurately the subjects could express emotions. Results suggested that certain social skills do underlie the ability to express emotions. Specifically, the ability to be emotionally expressive, but not ability to control emotions, is related to spontaneous sending ability. Expressive ability, coupled with role-playing skills, is related to posed sending ability. Additionally, the abilities to express emotions intentionally and spontaneously are positively related, suggesting that these two abilities involve some common, underlying social skill components.The authors would like to thank Charles Salinas for his assistance in the data collection.