The Function of Avoidance in Improving the Understanding of Disaster Recovery

Functional avoidance as an intermittent coping mechanism is a necessary component in disaster recovery. By temporarily avoiding losses after disaster, survivors can secure basic needs and begin rebuilding. It is not until recovery projects are completed that mental health outcomes become apparent. Many individuals begin a healthy grieving process; however, for others, where avoidance extends past the completion of normalizing tasks it becomes pathological. This study presents the concept of functional avoidance and investigates the point at which it becomes dysfunctional using case examples and data from a mental health clinic. Findings suggest increased emotional distress, depression, and posttraumatic stress disorder over 3 years after Hurricane Katrina.     

Theorizing Diaspora: Perspectives on "Classical" and "Contemporary" Diaspora

Cohen (1997) employed the term “classical” diaspora in reference to the Jews. Indeed, a vast corpus of work recognizes the Jewish people as examples of quintessential diasporic groups. However, a broader conceptualization of the term diaspora allows for the inclusion of immigrant communities that would be otherwise sidelined in the conventional literature on diaspora. This study is therefore a departure from the traditional diasporic literature, which tends to use the Jewish Diaspora as the archetype. It favours, rather, the classification of three principal broad historical waves in which the Jewish Diaspora can be interpreted as part of a classical period. The historicizing of diasporization for the purpose of this paper is achieved by an empirical discussion of the three major historical waves that influenced the diasporic process throughout the world: the Classical Period, the Modern Period, and the Contemporary or Late‐modern Period. The paper discusses these three critical phases in the following manner: first, reference is made to the Classical Period, which is associated primarily with ancient diaspora and ancient Greece. The second historical phase analyses diaspora in relation to the Modern Period, which can be interpreted as a central historical fact of slavery and colonization. This section can be further subdivided into three large phases: (1) the expansion of European capital (1500–1814), (2) the Industrial Revolution (1815–1914), and (3) the Interwar Period (1914–1945). The final major period of diasporization can be considered a Contemporary or Late‐modern phenomenon. It refers to the period immediately after World War II to the present day, specifying the case of the Hispanics in the United States as one key example. The paper outlines some aspects of the impact of the Latin American diaspora on the United States, from a socio‐economic and politico‐cultural point of view. While the Modern and Late‐modern periods are undoubtedly the most critical for an understanding of diaspora in a modern, globalized context, for the purpose of this paper, more emphasis is placed on the latter period, which illustrates the progressive effect of globalization on the phenomenon of diasporization. The second period, the Modern Phase is not examined in this paper, as the focus is on a comparative analysis of the early Classical Period and the Contemporary or Late‐modern Period. The incorporation of diaspora as a unit of analysis in the field of international relations has been largely neglected by both recent and critical scholarship on the subject matter. While a growing number of studies focus on the increasing phenomenon of diasporic communities, from the vantage of social sciences, the issue of diaspora appears to be inadequately addressed or ignored altogether. Certain key factors present themselves as limitations to the understanding of the concept, as well as its relevance to the field of international relations and the social sciences as a whole. This paper is meant to clarify some aspects of the definition of diaspora by critiquing the theories in the conventional literature, exposing the lacunae in terms of interpretation of diaspora and in the final analysis, establishing a historiography that may be useful in comparing certain features of “classical” diaspora and “contemporary” diaspora. The latter part of the paper is intended to provide illustrations of a contemporary diasporic community, using the example of Hispanics in the United States.     

Dynamic component detection in a multifactor model for stock returns

Summary In this paper the factorial structure of some asset returns quoted at the Milan stock exchange is analyzed in order to detect the presence of a dynamic component. The maximum likelihood estimates of the dynamic model, for which a space-state representation and the Kalman filter were used, are compared with the estimates of the static model via the information criteria. There is no evidence of dynamic factors underlying the analyzed samples of asset returns, while one static factor seems to be relevant. Invited paper at the Conference held in Bologna, Italy, 27–28 May 1993, on ?Statistical Tests: Methodology and Econometric Applications?.     

REVIEWS

Bigner, J. J., & Wetchler, J. L. (Eds.). (2004). Relationship therapy with same-sex couples .
Cling, B. J. (Ed.). (2004). Sexualized violence against women and children: A psychology and law perspective .
Folberg, J., Milne, A., & Salem, P., (Eds.). (2004). Divorce and family mediation: Models, techniques and applications .
Rholes, S. W., & Simpson, J. A. (Eds.). (2004). Adult attachment: Theory, research and clinical implications .
Sperry, L. (Ed.). (2004). Assessment of couples and families: Contemporary and cutting edge strategies .     

Feasibility and efficacy of a binge drinking prevention intervention for college students delivered via the Internet versus postal mail

In this study, the authors evaluated the feasibility and efficacy of a binge drinking prevention intervention for college students delivered via the Internet versus a parallel print-based intervention delivered via postal mail. A total of 116 college students completed the baseline survey. The authors then randomized the students into the Web or print group and sent them intervention materials. One hundred and six students completed the posttest survey. The intervention consisted of a series of 4 weekly "newsletters" in electronic or print format. The authors collected data using a standardized online 42-item survey. They found that an Internet-based binge drinking prevention intervention for college students was feasible. Results supported the efficacy of this intervention for those students already binge drinking, regardless of delivery mode. The authors found no significant differences on outcome measures when delivered via the Internet or postal mail. Results lend support to the use of the Internet as a viable alternative to more traditional health intervention delivery methods.     

Is there a third way? a comparative analysis of how the law treats workers in the nonprofit,private-for-profit,and public sectors

We know that personnel are often the nonprofit's greatest resource as well as its major cost. We know too that how well that resource is managed is the key to the organization's success; but, how much do we know about how to manage personnel in the third sector? Is there a “third way”—distinguishable from human resource management in the private-for-profit sector and different from personnel management in the public sector?     

Telephone survey respondents' reactions to questions regarding interpersonal violence

Concerns have been raised regarding the appropriateness of asking about violence victimization in telephone interviews and whether asking such questions increases respondents' distress or risk for harm. However, no large-scale studies have evaluated the impact of asking such questions during a telephone interview. This study explored respondents' reactions to questions regarding violence in two large recently completed telephone surveys. After respondents were asked about violence, they were asked if they thought surveys should ask such questions and whether they felt upset or afraid because of the questions. In both surveys, the majority of respondents (regardless of their victimization history) were willing to answer questions about violence and were not upset or afraid because of the questions. More than 92% of respondents thought such questions should be asked. These results challenge commonly held beliefs and assumptions and provide some assurance to those concerned with the ethical collection of data on violent victimization.     

Why the American public supports twenty-first century learning

Aware that constituent support is essential to any educational endeavor, the AOL Time Warner Foundation (now the Time Warner Foundation), in conjunction with two respected national research firms, measured Americans' attitudes toward the implementation of twenty-first century skills. The foundation's national research survey was intended to explore public perceptions of the need for changes in the educational system, in school and after school, with respect to the teaching of twenty-first century skills. The author summarizes the findings of the survey, which were released by the foundation in June 2003. One thousand adults were surveyed by telephone, including African Americans, Latinos, teachers, and business executives. In general, the survey found that Americans believe today's students need a "basics-plus" education, meaning communication, technology, and critical thinking skills in addition to the traditional basics of reading, writing, and math. In fact, 92 percent of respondents stated that students today need different skills from those of ten to twenty years ago. Also, after-school programs were found to be an appropriate vehicle to teach these skills. Furthermore, the survey explored how well the public perceives schools to be preparing youth for the workforce and postsecondary education, which twenty-first century skills are seen as being taught effectively, and the level of need for after-school and summer programs. The survey results provide conclusive evidence of national support for basics-plus education. Thus, a clear opportunity exists to build momentum for a new model of education for the twenty-first century.