Invitation to the Barbecue: Political Correctness,Social Criticism and Family Therapy

Marta Lohyn and Andrew Relph were asked to read and comment on two recent works by Australian‐born social commentators: Germaine Greer's The Whole Woman and Robert Hughes Culture of Complaint: The Fraying of America. As they searched for what relevance these two books could have to family therapy practice, Andrew and Marta found themselves discussing political correctness, the fear of voicing an opinion that differs from the dominant one, attitudes to the personal and the political, and the state of male‐female relationships in 2000.     

Naomi Wolf and the New Feminism: Women's Power Revisited

In her recent book Fire With Fire, Naomi Wolf (1993) argues that contemporary feminism has, for a number of reasons, alienated many women and consequently needs to change direction. Wolf claims that the time is ripe for change as the socio-political context is now sufficiently different for women to claim the power, status and authority which is rightfully ours. Her analysis of women's power turns on her notions of victim feminism and power feminism, the former being an unnecessary and unhelpful stance for women to take, while the latter is, for Wolf, the most effective way to bring about enduring changes for women. In this article, I will explore these ideas and their relevance for our work with women, especially those women who have been physically emotionally and/or sexually abused. My aim is to highlight the complexities in the lives and experiences of such women, and to discuss both the applications and limitations of Wolf's ideas about women's power.     

LYING ABOUT WHAT YOU KNOW OR ABOUT WHAT YOU DO?

We compare communication about private information to communication about actions in a one‐shot 2‐person public good game with private information. The informed player, who knows the exact return from contributing and whose contribution is unobserved, can send a message about the return or her contribution. Theoretically, messages can elicit the uninformed player's contribution, and allow the informed player to free‐ride. The exact language used is not expected to matter. Experimentally, however, we find that free‐ride depends on the language: the informed player free‐rides less—and thereby lies less frequently—when she talks about her contribution than when she talks about the return. Further experimental evidence indicates that it is the promise component in messages about the contribution that leads to less free‐ride and less lying.     

Differences in Life Expectancy Between Self-Employed Workers and Paid Employees when Retirement Pensioners: Evidence from Spanish Social Security Records

European Journal of Population - The aim of this paper is to examine differences in life expectancy (LE) between self-employed (SE) and paid employee (PE) workers when they become retirement...     

Assessment of the Living Conditions in Polish and German Transborder Regions in the Context of Strengthening Territorial Cohesion in the European Union: Competitiveness or Complementation?

Social Indicators Research - The European Union's regional policy aims to strengthen economic, social, and territorial cohesion and equal space development opportunities. It is an action...     

The school experience of children in residential care: A multiple case study

Children in residential care are the out‐of‐home population group with the lowest rate of access to postsecondary education. Research aimed at understanding their situation within the school context suggests that besides learning progress and outcomes, subjective experiences should be taken into account. Qualitative research based on a multiple‐case study was designed and carried out in Spain with the aim of deepening the understanding of the individual school experiences of three children in residential care. Each case was analysed from the perspective of the child, the educators and the teachers. Semistructured, one‐to‐one interviews were carried out, and children's files were consulted. The results pointed to emotional distress and accumulated educational delay as common traits of the three children in the study. In shaping each particular school experience, the key themes identified included (1) individual characteristics, (2) the children's academic aspirations and strategies, (3) relationships with peers and teachers, (4) response experienced in school, (5) the complex structure of the residential centre, (6) the sense of belonging to the residential centre, (7) team work and (8) political action and investment in inclusive education.     

Internationally adopted children's general and adoption‐specific stressors,coping strategies and psychological adjustment

We examined stress, coping and psychological adjustment of 68 children, aged 8–12, who were internationally adopted to Spain. Using the Kidcope, all children were asked about the most stressful general and adoption‐related problem they experienced and the use and effectiveness of various coping strategies when dealing with the problem. For all reported problems, the nature of the problem (personal, interpersonal, regarding others), the content, the degree of stress it created and its perceived controllability were analysed. Emotional and behavioural functionings were assessed with the Behaviour Assessment System for Children. About half of the children mentioned specific problems concerning the adoption, with inracial adoptees reporting less adoption‐related problems than transracial adoptees. For general and adoption‐related problems, interpersonal problems were mentioned most often. With regard to the content, ‘relationships’ and ‘victimization’ were mentioned most often for general and adoption‐related problems, respectively. Adoption‐related problems were appraised as less controllable. No differences emerged in terms of coping with general or adoption‐related problems except for ‘self‐criticism’. Overall, the children used many coping strategies and were generally well‐adjusted. Identifying the problems and coping strategies of adoptees is important in order to help these children and their families tackle these stressors.     

Robust unit root tests with autoregressive errors

ABSTRACT

This article presents a new test for unit roots based on least absolute deviation estimation specially designed to work for time series with autoregressive errors. The methodology used is a bootstrap scheme based on estimating a model and then the innovations. The resampling part is performed under the null hypothesis and, as it is customary in bootstrap procedures, is automatic and does not rely on the calculation of any nuisance parameter. The validity of the procedure is established and the asymptotic distribution of the statistic proposed is proved to converge to the correct distribution. To analyze the performance of the test for finite samples, a Monte Carlo study is conducted showing a very good behavior in many different situations.