Childhood innocence and experience: Memory,discourse and practice

This article examines how childhood innocence is taken up in (92) memories of undergraduate students across four sites in the US and Canada. Drawing from Foucault's theory of discourse, we examine how three themes—innocence as not knowing, innocence as being provided for, and loss of innocence as exposure to adversity—construct childhood as the absence of conflict, which perpetuates the myth of an innocence/experience binary and encourages a deficit perspective of childhood. These findings contribute to teacher education and childhood studies by highlighting the importance of interrogating adult memories in order to disrupt normative assumptions about children.     

Adaptive shrinkage of singular values

To recover a low-rank structure from a noisy matrix, truncated singular value decomposition has been extensively used and studied. Recent studies suggested that the signal can be better estimated by shrinking the singular values as well. We pursue this line of research and propose a new estimator offering a continuum of thresholding and shrinking functions. To avoid an unstable and costly cross-validation search, we propose new rules to select two thresholding and shrinking parameters from the data. In particular we propose a generalized Stein unbiased risk estimation criterion that does not require knowledge of the variance of the noise and that is computationally fast. A Monte Carlo simulation reveals that our estimator outperforms the tested methods in terms of mean squared error on both low-rank and general signal matrices across different signal-to-noise ratio regimes. In addition, it accurately estimates the rank of the signal when it is detectable.     

Feeding Patterns and Emotional Care in Breastfed Infants

A number of studies have suggested breastfed infants have improved bonding and attachment or cognitive development outcomes. However, mechanisms by which these differences might develop are poorly understood. We used maternal time use data to examine whether exclusively breastfeeding mothers spend more time in close interactive behaviors with their infants than mothers who have commenced or completed weaning. Mothers (188) participating in a time use survey recorded infant feeding activities for 24 h over a 7 day period using an electronic device. Tracking was conducted at 3, 6, and 9 months postpartum. Data was collected for maternal activities including infant feeding and time spent in emotional care. The mothers of exclusively breastfed infants aged 3–6 months fed them frequently and total time spent in breastfeeding averaged around 17 h a week. Maternal time spent in emotional care was also substantial, and found to correlate positively with time spent breastfeeding. Exclusively breastfed infants received greatest amounts of emotional care from their mother, and exclusively formula fed infants the least. Mixed fed infants received more emotional care time than formula fed infants, but less than fully breastfed infants. These findings may help explain the differential cognitive developmental outcomes reported in the medical literature for breastfed and non breastfed infants.     

The distinct role of group-central and group-peripheral norms in taxpaying behaviour

In recent years, a social identity approach has been used to help understand why people do or do not pay tax [see Taylor, 2003; Wenzel, M., 2002. The impact of outcome orientation and justice concerns on tax compliance: the role of taxpayers’ identity. Journal of Applied Psychology 87, 629–645; Wenzel, M., 2004. An analysis of norm processes in tax compliance. Journal of Economic Psychology 25, 213–228; Wenzel, M., 2005. Misperception of social norms about tax compliance: from theory to intervention. Journal of Economic Psychology 26, 862–883; Wenzel, M., 2007. The multiplicity of taxpayer identities and their implications for tax ethics. Law & Policy 29, 31–50]. This research, which has focused almost exclusively on national identity, indicates that the more people identify with a group, the more likely they are to adhere to its tax norms and values. However, conformity to group norms may be more nuanced than this, and depend on (a) the meaning or content of the identity in question [e.g., Turner, J.C., 1999. Some current themes in research on social identity and self-categorization theories. In: Ellemers, N., Spears, R., Doojse, B. (Eds.), Social Identity: Context, Commitment, Content. Blackwell, Oxford, pp. 6–34] and (b) whether the norms and values are central or peripheral to the content of that identity. In line with this idea, two studies explored whether the concept and act of taxpaying are more central to what it means to be a member of one's nation than of one's occupational group. Both studies confirm this expectation. Importantly, the findings also suggest that although occupational groups have different norms and values in relation to pre-tax behaviours (e.g., how to deal with extra income), these too can be peripheral to what it means to a group member. If norms are peripheral to identity content, conformity to such norms may be independent of group identification.     

Beliefs underlying stress reduction and depression help-seeking among college students: An elicitation study

Objective: This study illustrates how a theory-based approach can identify college students’ beliefs about stress reduction activities and help-seeking for depression. These beliefs are the basis for intervention design. Participants: A sample of 53 undergraduate students at a public university in the Midwest participated in this research during March 2016. Methods: An open-ended belief elicitation survey was administered online. Beliefs were identified through qualitative thematic analyses. Results: Exercise was students’ most preferred stress reduction activity. Beliefs about exercise emphasized physical benefits yet also not having time for exercise. Beliefs about help-seeking for depression emphasized treatment efficacy, support from others, stigma, and time constraints. Conclusions: Whereas beliefs about positive outcomes inform educational and motivational messages, beliefs about time constraints underscore the need to also consider structural factors that can help students find time to attend to their well-being.     

Theory and Practice? A Comparative Analysis of Migration and Development Policies in Eleven European Countries and the European Commission

This article analyses international policy discussions on migration and development (M&D) and contrasts these with the actual M&D policies and practices of 11 European countries who were among the main proponents of this international discourse. Desk research of public documents and accompanying information sought from these 11 governments as well as in the European Commission (EC) provide the basis for a comparative analysis of their overall M&D policies and strategies, and institutional settings for formulating and implementing these. The comparison shows that M&D policy and practice remains in a tentative and experimental phase, and that countries experience difficulties reflecting their international positions in their own policies, as well as in learning from their own efforts and those of others. While stressing the developmental potential of migration in international discussions, most of the countries’ policies still reflect an understanding of migration as a problem and a preoccupation with short‐term domestic interests.     

Family support: A review of the literature on families of adolescents with disabilities

ABSTRACT

For all youth, adolescence is a time of great change, marked by multiple transitions. For those with disabilities, these transitions can be especially challenging for the youth and their families. Although families of adolescents with disabilities often require support, it is unclear what types of assistance are most helpful. To understand the responsibilities of and, correspondingly, supports needed for parents and siblings, the authors conducted a comprehensive literature review. Specifically, the authors examined the literature to identify the supports that families provide to their adolescent relatives with disabilities, the impacts of caring for an adolescent relative with a disability, and the assistance that families receive. The authors conclude by discussing implications for future research about family support.     

The Association of Alternative Financial Services Usage and Financial Access: Evidence from the National Financial Capability Study

This study examined the association of financial access and alternative financial services (AFS) using a nationally representative sample from the 2012 National Financial Capability Study (N = 25,509). Structural equation modeling was used to examine the relationship between financial access and AFS usage. Ordinary least squares regression was used to estimate the relationship between banked status and the overall AFS usage as a latent variable while controlling for sociodemographic variables, financial education, financial knowledge, and home ownership. Results suggested that being unbanked was positively associated with AFS usage after controlling for other covariates. Financial education and knowledge, age, gender, marital status, education, household income, and homeownership were significantly associated with AFS usage. These findings have implications for public policy and programs that work with the unbanked.     

What does wellbeing do? An approach to defamiliarize keywords in youth studies

Wellbeing has become a keyword in youth and social policy, a construct deployed as a measure of a good life. Often associated with physical and mental health, wellbeing encompasses numerous indicators, from subjective experiences of happiness and satisfaction to markers of economic prosperity and basic human needs of security. This article examines wellbeing as an organizing concept in discourses on young people and argues for defamiliarizing its truth claims and cultural authority by investigating what wellbeing does. We begin by examining the rise of wellbeing, drawing attention to its conceptual muddiness and ambiguity. Framed by the Foucauldian notion of problematization, the analysis proceeds along two routes: first, through an historical consideration of wellbeing as a relational concept with antecedents, focusing on ‘self-esteem’; and second, through a reading of wellbeing in contemporary educational policy. Informed by Somers' historical sociology of concept formation and Bacchi's critical policy analysis, we illuminate the mixed dimensions of wellbeing's reach, placing it within longer traditions of youth studies and psy-knowledges and showing its transformative promise as well as its individualizing effects. In doing so, we elaborate a methodological approach that can be adapted to examine other keywords in youth studies and social policy discourse.