The Developmental Life Course Perspective: A Conceptual and Organizing Framework for Human Behavior and the Social Environment

The developmental life course perspective (DLC) focuses attention on the socio-historical context in which we live our lives as it influences opportunities and life events that produce cumulative advantage or disadvantage. These large contextual forces shape preference and behavior, and it is within this context that the individual exerts personal agency. This perspective has particular utility as a conceptual framework for human behavior and the social environment courses as it integrates individual-level behavior within a social forces context. This article describes the DLC and its application as both a conceptual and an organizing framework for human behavior and the social environment courses at the masters level. It is illustrated with a case example.     

Real Versus Imagined Gender Harassment

Sexual harassment studies that use hypothetical situations and retrospective surveys may overestimate the degree to which victims actually confront their harassers. The result is that immediate emotional reactions are little understood and victims are often taken to task for nonconfrontational behavior. To address this neglect, we describe our experimental investigation of immediate reactions to sexually harassing questions encountered during a realistic job interview. Behavioral and emotional responses are compared to those in an imagined harassing interview. Results indicate that interviewees who are actually harassed react very differently than those who only imagine their responses. For example, imagined victims anticipate feeling angry but actual targets report being afraid. Anticipated behavior also did not mesh with actual behavior. Implications of these discrepancies for perceptions of correct ways to respond to harassment are examined.     

Individualized education programmes and parental behaviours for children with disabilities: moderation effects of head start on children's developmental outcomes

This study examined associations among Head Start attendance, individualized education programmes (IEPs), parental behaviours and child outcomes in a sample of five‐hundred and seventy 3‐ to 4‐year‐old children with disabilities. Home language, number of disabilities and Head Start enrollment were associated with having an IEP. Parents of children with IEPs and those who participated in Head Start used more social services, while social support was more prevalent for parents of non‐Head Start children with IEPs. For all children, frequent parental book reading, greater number of books in the home and greater perceived social support among parents were associated with favourable cognitive and social–emotional outcomes. Greater social service use was adversely associated with reading scores only for non‐Head Start children. Findings highlight the need for inclusive IEP policies and Head Start programmes for parents regarding access to special education supports for children who demonstrate developmental concerns. Participation in Head Start may buffer negative effects of social service use on children's reading skill development, although more research is needed to uncover the specific mechanisms responsible for this association.     

Questioning the Pro‐Poor Agenda: Examining the Links between Social Protection and Poverty

This article investigates an empirical puzzle. Taking the case of Botswana, how is it that poverty is so high, when the country largely conforms to pro‐poor growth strategies? This article suggests that the minimal role of social‐security policies partly explains the relatively high poverty levels. This hypothesis is tested in a large‐N study of developing countries which shows that broad‐based and generous, rather than pro‐poor, social‐security policies impact strongly on poverty levels. The analysis further alludes to other obstacles to poverty reduction, such as economic transformation, which may be combined with a pro‐active social‐policy agenda. Thus, poverty‐alleviating strategies should be refocused to allow for a wider and more coherent role for social‐security policies.     

Evaluation of multivariate surveillance

Multivariate surveillance is of interest in many areas such as industrial production, bioterrorism detection, spatial surveillance, and financial transaction strategies. Some of the suggested approaches to multivariate surveillance have been multivariate counterparts to the univariate Shewhart, EWMA, and CUSUM methods. Our emphasis is on the special challenges of evaluating multivariate surveillance methods. Some new measures are suggested and the properties of several measures are demonstrated by applications to various situations. It is demonstrated that zero-state and steady-state ARL, which are widely used in univariate surveillance, should be used with care in multivariate surveillance.     

The practice of open adoption:Findings from a study of 1396 adoptive families

Adoption agencies, centers and attorneys are arranging and creating open adoptions in increasing numbers across the United States, but little is known about how widespread this practice is, or how adoptive families manage the day to day practice of openness. New evidence from a survey of 1,396 newly adoptive families in California sheds light on the practice of open adoption and shows that the majority of these adoptions are open in some form, and that many adoptive families are cautiously comfortable with post-placement contact. Open practices across transracial and relative adoptions are also explored.     

Contributors to adjustment problems of adoptees: A review of the longitudinal research

Retrospective studies of adoptive families have identified ways in which members of the adoptive family may be at risk of behavior and adjustment problems, but it is prospective research which can link those difficulties to factors which exist early in the placement. This review of prospective adoption research finds that most studies, but not all, report that adopted children are indeed at increased risk of behavior problems and decreased selfesteem. These studies, taken in sum, caution that unrealistic parental expectations and other parental misconceptions about the child, particularly regarding academic achievement, often lead to these difficulties in adjustment. Implications for practive are discussed.     

Influencing factors in midwives’ decision-making during childbirth: A qualitative study in the Netherlands

Background

Dutch maternity care is based on the principle that pregnancy and childbirth are physiological processes. However, the last decade an increase of intra-partum referrals to obstetric-led care has been observed. Most of these referrals are among nulliparous women, non-urgent and occur during the first stage of labour. The increase in referrals seems not associated with better perinatal outcomes.