Changing Social Work Students’ Perceptions of the Role of Government in a Policy Class

Understanding student political attitudes—feelings about government and perceptions of its role—has long been of interest to social scientists. One factor that may influence political attitudes is belief in a just world, a complex psychological construct well established in the literature. Our study explores changes in social work students’ perception of a supportive role of government and their beliefs in a just world after one policy course using a pretest and posttest design. Student perceptions changed toward a more supportive government role, but there was no significant change for belief in a just world. The study contributes to empirical evaluation of the social work education policy class in terms of the Council on Social Work Education competencies.     

Mapuche education and situated learning in a community school in Chile

The article analyses the Mapuche language and culture teaching practices of a rural school in the Chilean Araucanía region run by Mapuche teachers, aimed at reinforcing the language, culture and identity of children. Based on a comparative study of two school ethnographies, the article shows and discusses the ways children learn to be Mapuche by participating of social and communitarian practices reproduced in school. While teaching of traditional core subjects is conducted in standard ways, Mapuche language and culture are taught through the recreation of modes of living, producing and reproducing indigenous traditional knowledge that normally occur in family and community. The maintenance of this ‘bicultural pedagogy’ is grounded on an epistemological claim on the indivisibility of contents from its forms of transmission.     

Prioritizing parental autonomy: Adult children's accounts of feeling responsible and supporting aging parents

Adult children's accounts of responsibility for aging parents were explored using data from multiple, in-person, semi-structured qualitative interviews with 28 participants in Victoria, Canada. An emphasis on respecting parental autonomy and individual responsibility was present in varying forms. Controlling or bossy behaviour was often criticized in others. For some adult children, protecting this ideal made it difficult to talk about feeling responsible for their parents; others defined it as part of their filial responsibility. These findings illustrate how adult children actively employ a framework of individualism in the praxis of parent support, in order to set limits on care provision as well as cope with guilt and helplessness (e.g., arising from parents' active attempts to exert their own agency). Findings are discussed in relation to the broader level structural–cultural tension between filial responsibility and individualism.     

Using Generational Intelligence to Examine Community Care Work between Younger and Older Adults

Exploring the factors that contribute to sustainable forms of an intergenerational relationship is becoming an important conceptual and practical challenge, not least because of the growing need for an aged care workforce that is both motivated and suitably trained. Generational intelligence is a means of examining interaction between younger and older people which has been applied to community care settings. Dimensions of generational intelligence include recognising and valuing generational differences, finding common ground, plus negotiating social and practical outcomes from the situation. A case study plus a series of qualitative interviews are used to examine the value of this approach both as a means of exploring the processes involved in generational exchange and in providing recommendations for work preparation and training. It is suggested that intergenerational relations have been a missing factor in the understanding of sustainable care and that in future, service delivery should not simply be analysed as comprising professional and lay perspectives but also as containing generationally distinctive perspectives that require negotiation.     

Audience effects on solitary faces during imagery: Displaying to the people in your head

Subjects imagined situations in which they reported enjoying themselves either alone or with others. Electromyographic (EMG) activity was recorded bilaterally from regions overlying thezygomatic major muscles responsible for smiling. Controlling for equal rated happiness in the two conditions, subjects showed more smiling in high-sociality than low-sociality imagery. In confirming imaginary audience effects during imagery, these data corroborate hypotheses that solitary facial displays are mediated by the presence of imaginary interactants, and suggest caution in employing them as measures of felt emotion.Avery Gilbert and Amy Jaffey had compelling insights throughout the course of study. We thank Paul Ekman, Carroll Izard, and Paul Rozin for extensive comments on earlier drafts. We also thank Bernard Apfelbaum, Jon Baron, Janet Bavelas, John Cacioppo, Linda Camras, Dean Delis, Rob DeRubeis, Alan Fiske, Stephen Fowler, Greg McHugo, Harriet Oster, David Premack, W. John Smith, and David Williams for their valuable comments and suggestions.     

Victimhood dissociation and conflict resolution: evidence from the Colombian peace plebiscite

Theory and Society - How does violence shape citizens’ preferences for conflict termination? The existing literature has argued that violence either begets sympathy for more violence or...     

The ambiguity of “having sex”: The subjective experience of virginity loss in the united states

Ambiguity surrounds virginity loss as defined and interpreted by young people in the contemporary United States. Drawing on in‐depth case studies of 61 women and men of various sexual orientations, ages 18 to 35, I explore the influence of that ambiguity on conduct and identity. Although uniformly agreeing that virginity loss could occur through first coitus, most respondents claimed that other kinds of genital sex could also sometimes result in virginity loss. Many argued that virginity could not be lost through rape. Respondents offered three primary interpretations of virginity—as a gift, stigma, or part of a process—which were associated with distinctive presentations of self, choices of virginity‐loss partner, and contraceptive practices. Different definitions and interpretations of virginity loss gave distinctive shape to individuals ‘ choices about the transitions from virgin to nonvirgin identity. Understandings of virginity loss were further patterned by gender and sexual orientation.     

A qualitative study investigating adolescents' understanding of aggression,bullying and violence

There is a general consistency across the research literature regarding the definition of bullying. This has filtered down into the construction of governmental and school anti-bullying policies around the world. However, research suggests that children and adolescents are failing to accurately identify cases of bullying. This in turn has implications upon the accuracy of our perception of the extent of the problem of bullying within schools. The current study aimed to investigate how 11–17 year olds understand and differentiate between terms relating to interpersonal peer aggression, violence and bullying. Fifty-seven (twenty male, thirty-seven female) participants were recruited via an opportunity sample. Participants took part in focus group interviews within which they were asked to provide a definition for a list of words relating to both traditional and cyber forms of aggression, bullying and violence. Thematic analysis revealed that the participants held a shared understanding of the terms relating to aggression, bullying and violence. Participants defined each term by describing the behaviors involved, their perception of the level of control the perpetrators of each type of negative peer interaction have and the perception of those involved. The implications of these findings for both policy and future research are discussed.     

Gambling-related problems across life domains: an exploratory study of non-treatment-seeking weekly gamblers

This study uses content analysis to provide a qualitative exploration of how life roles are affected by frequent (i.e. at least weekly) gambling, based on in-depth interviews with a community sample of 161 non-treatment-seeking frequent gamblers. Over half (51.6%) of the participants indicated problems associated with gambling and 131 examples were identified. The majority of problems were relational (50.4%), followed by financial (19.8%), work (13.7%), and school related (8.4%). Slightly less than half of participants (41.7%) reported losses due to gambling and 92 examples were provided. The most frequently reported loss was identity related (54.3%), which included self-esteem/shame (38.0%), estrangement from family (34.0%), estrangement from friends (16.0%), and estrangement from work colleagues (6.0%). Additional losses included health (29.3%) and financial (8.7%). Almost two-thirds of participants (64.6%) reported difficulty concentrating in family (18.4%), work (16.8%), and school (9.6%) activities, whereas general concentration problems comprised an additional 48.8% of the examples provided. Half of participants (49.1%) discussed behavioral withdrawal due to gambling, which included withdrawal from work (44.3%), relationships (24.5%), school (15.1%), and personal (6.6%) activities. These findings paint a complex picture of how gambling interferes with different life roles for some frequent gamblers, identifying important areas for future research and practice.     

Brief Emotion Focused Family Therapy: An Intervention for Parents of Children and Adolescents with Mental Health Issues

This study evaluated the 2‐day intensive modality of Emotion Focused Family Therapy (EFFT). The intervention attempts to prepare parents to take a primary role in their child's recovery from a range of mental health issues. One hundred and twenty‐four parents completed the intervention and provided data a week prior to intervention, post‐intervention and at 4‐month follow‐up. Results include significantly reduced parent blocks and increased parental self‐efficacy in relation to involvement in their child's recovery, as well as significant improvement in child symptomatology. The findings confirm positive results from an earlier pilot study involving eating disorders and demonstrate the potential for EFFT as an intervention for a range of clinical problems in children and youth.