Esther Thelen

This study explored whether the reported inability of newborns to perceive object unity could result from the limited abilities of newborns to recognize the correspondence between 2 stimuli that were identical except for the presence or absence of an occluder. Five experiments were carried out using a visual habituation technique. The results of Experiment 1 indicated that newborns were capable of recognizing the perceptual correspondence between a nonoccluded and an occluded form. More intriguing, the outcomes of Experiments 2, 3, and 4 suggested that newborns find a partly occluded form to be more similar to a completely unoccluded form than to an unoccluded form containing a gap. Finally, even if newborns are able to perceive the correspondence between a partly occluded object and a complete form, the presence of this skill does not appear sufficient to imply the ability to manifest veridical object unity perception at birth (Experiment 5).     

Developing social work students' communication skills with children and young people: a model for the qualifying level curriculum

Currently, there is no explicit requirement for qualifying level social workers to be skilled in communicating with children. In a recent Knowledge Review, we argued that practitioners should have a basic level of competence in such skill at the point of qualification. If that argument is accepted then how this should be acquired within the qualifying social work curriculum needs consideration. The authors present a framework for understanding those components of skilled communication with children that should be included in the qualifying curriculum. A whole programme approach to curriculum development will be outlined which, we suggest, might enable students to develop the knowledge, capabilities and values required for skilled practice in this area.     

Self-perceived Social Acceptance and Peer Social Standing in Children with Aggressive–Disruptive Behaviors

Examining children's perceptions of their social acceptance in conjunction with others’ ratings of their peer social standing can enhance our understanding of the heterogeneity in children exhibiting disruptive behavior problems. Using a sample of 213 youth rated in the top 31 percent of their class on aggressive–disruptive behaviors, the current study examined the interaction between children's perceptions of their social acceptance and their peer‐rated social standing in predicting emotional and behavioral problems. Overall, lower peer‐rated social standing was associated with higher levels of antisocial behavior, academic problems, and hyperactivity/inattention. On the other hand, higher self‐perceived social acceptance was associated with increased levels of peer‐rated fighting at school. For children who were rated as having high social standing among their peers, poorer self‐perceived social acceptance was associated with increased oppositional behaviors and conduct problems at home. In addition, children who reported lower self‐perceived social acceptance exhibited increased levels of depressive symptoms, even when they were relatively well liked by their peers. The potential implications for working with subgroups of children with aggressive–disruptive behaviors are discussed.     

The anti-social model of disability

Social theories are usually developed to enable a clearer understanding of a situation or problem. The 'Social Model' in various forms is currently the dominant model for researching disability, addressing disability from within a socio-political framework that draws substantially on a 'social constructionist' perspective. This article critiques some of the core sociological assumptions of the Social Model, questioning what 'work' this kind of theory does in informing a set of practical concerns around the design of assistive technologies, suggesting an alternative framework of analysis, supported by extensive ethnomethodologically informed ethnographic research     

Audience effects in affective imagery: Replication and extension to dysphoric imagery

Subjects imagined situations during which they reported feeling happiness, sadness, anger, or fear, at both low and high levels of imagined sociality. Electromyographic (EMG) activity was recorded from four facial sites overlying the left forehead, brow, cheek, and lip. Controlling for reported emotion, facial EMG activity was influenced by the sociality of the imagery. Results corroborate previous findings of imaginary audience effects on smiling, and extend these effects to imagined situations that elicit dysphoria.This research was supported in part by a University of California Academic Senate grant to the first author. We thank Norman Severe for his assistance in running subjects.     

Acculturation and school success: A study among minority youth in the Netherlands

In this study, we examine the school performance and school adjustment of youth from three different minority groups: Turkish and Moroccan labor migrants, and Christian-Turkish refugees. We compare these groups with their native Dutch peers in secondary school settings. The aim of the study was to test cultural explanations of ethnic differences in success and well-being in school. Acculturation attitudes were a central focus in the study and were viewed as a possible explanatory ground for ethnic diversity in educational profiles. With regard to school adjustment, our findings suggest highly selective acculturation effects for specific ethnic groups in specific contexts (home vs. school). We found that acculturation effects are highly context-dependent.     

Narrating deglobalization: Danish perceptions of a lost empire

Abstract According to Ulf Hannerz, globalization, viewed as a historic process of increasing interconnectedness, implies the possibility of an opposite process of deglobalization involving a delinking of interconnectedness. This study of Danish engagement in the Danish West Indies, a colony sold to the United States in 1917, exemplifies deglobalization. This case shows that while globalization can be reversed in terms of interconnectedness, it may continue unabated in stories of former global ventures. Indeed, the delinked Danish West Indian past has offered a rich, imagined resource for Danish narratives of past achievements on the global arena that bear little relation to the modest Danish contribution to colonial history. Globalization therefore does not just involve actual interconnectedness, but cultural interpretations of global engagement, past or present.     

Culture and human resources management: Selecting leadership in a nonprofit organization

This article examines the influence of culture in a nonprofit organization on a major human resources management decision: the selection of a new leader. Specifically, this article investigates the recent selection of the national executive vice president (known as EVP, the highest-ranking, paid staff member) in the American Cancer Society and details how three particular aspects of the culture influenced the structure, process, and outcome of the selection decision.