Negotiating a third space for participatory research with people with learning disabilities: an examination of boundaries and spatial practices

The focus of this article is participatory research with and by people with learning disabilities. Drawing on discussions that took place across a series of seminars, we use the concepts of space and boundaries to examine the development of a shared new spatial practice through creative responses to a number of challenges. We examine the boundaries that exist between participatory and non-participatory research; the boundaries that exist between different stakeholders of participatory research; and the boundaries that exist between participatory research with people with learning disabilities and participatory research with other groups. With a particular focus on participatory data analysis and participatory research with people with high support needs, we identify a number of ways in boundaries are being crossed. We argue that the pushing of new boundaries opens up both new and messy spaces and that both are important for the development of participatory research methods.     

Reply to Sloan

Abstract

While previous studies have used trust in the government as an exogenous variable to measure political protest and other forms of social unrest, we treat it as a dependent variable. Thus, we attempt to identify variables that affect trust in government, and we also distinguish between those variables that transcend race and those that differentially affect black and white respondents. Using data from the 1987 General Social Survey, we regress trust in the government on a variety of demographic and ideological measures. Results show that political apathy and belief that the government is unresponsive to the needs of the people lead to low levels of trust, regardless of the respondent's race. However, ideological variables such as political and religious views display different patterns for black and white respondents. While these variables do not affect black respondents' attitudes toward the government, they have a strong effect for white respondents. Implications of this study are discussed.     

The how and the why: Competences and holistic practice

Social work education and training in the UK was, in the 1990s, restructured on a competence-based model. Drawing on the literature and a survey of students from one Diploma in Social Work programme, this paper offers a critical appraisal of this approach to social work education, placing it in the context of opposing ideological frameworks. It reviews the strengths and limitations of the system and discusses some of the problems and dilemmas arising in training for work involving values conflicts and complex tasks. It argues that there is a need for a new synthesis drawn from the strengths of technical rationalism and holistic reflective practice.     

Peer Stress in Preadolescence: Linking Physiological and Coping Responses With Social Competence

This study examined associations between real‐time physiological and coping responses in the context of salient peer stress experiences in preadolescence, as well as independent and interactive associations linking physiological and coping responses with social competence. Physiological responses included respiratory sinus arrhythmia reactivity (RSAR) and skin conductance level reactivity (SCLR) during laboratory‐based peer‐evaluative stress experiences. Engaged and disengaged coping strategies were assessed with real‐time responses to peer‐evaluative stress (assessed immediately following peer‐evaluative stress experiences in the laboratory) and with questionnaire‐based responses to peer victimization. Analyses consistently revealed associations between lower RSAR (lower vagal withdrawal) and lower teacher‐reported social competence among preadolescents with disengaged (and low engaged) coping responses to peer‐evaluative stress in the laboratory, as well as disengaged coping responses to peer victimization.     

Prevention of shape and weight concerns among college students: An examination of education status variables

Objective: The current study examined whether overlooked aspects of the postsecondary student experience predicted individuals’ body-related concerns, beyond the influence of demographic factors that have upheld explanatory power in past research. Participants: Undergraduate and graduate students (n?=?3,259) took part in the multi-institute Healthy Bodies Study during the 2015 academic year. Method: Participants completed an online survey that assessed their undergraduate/graduate statuses, academic majors, extracurricular involvements, and body-related concerns. Hierarchical multiple regression analyses were run to answer primary study questions. Results: Gender, body mass index (BMI), undergraduate/graduate student status, being a male graduate student, major, and extracurricular activities predicted shape concern (SC), weight concern (WC), and whether these concerns increased since students began at their universities. The addition of the student-specific variables uniquely contributed to the variance in body-related concerns. Conclusions: Further research on the body-related discontent of the identified student groups should be conducted to elucidate potential campus-based treatment targets.     

Preventive Benefits of U.S. Childcare Subsidies in Supervisory Child Neglect

Using data from age 3 of the Fragile Families and Child Wellbeing Study, the current study explores the complex relationships between U.S. childcare subsidies and neglect. Specifically, the study examines two research questions: (i) Are U.S. childcare subsidies associated with self‐reported neglect among low‐income mothers? (ii) What individual types of self‐reported neglect are significantly reduced by receipt of childcare subsidy? Using negative binomial regression examining the relationships among mothers who were income‐eligible for childcare subsidy, we found that childcare subsidy was associated with lower levels of supervisory neglect, indicating an important role of subsidy in the lives of low‐income families.     

商务社交法则

你知道有一种人：他们惹人厌烦地大笑,声调咄咄逼人,而且有本事在行业会议中把你堵住,没完没了地谈论他们自己长达数小时;他们显然并无恶意,但是他们的礼仪不周会让你满心希望自己没有到场。这里有一个友善的建议：别做那样的人。社会交往是至关重要的一环,同时也可能是最容易出错的一环。