Socially Engaged Art and Social Work: Reflecting on an Interdisciplinary Course Development Journey

This article shares key questions guiding our process of building interdisciplinary bridges between social work and art to contribute to social justice-oriented education. Through a focus on socially engaged art, we discuss the purpose and forms that these practices take and the role of the audience/participants when working for social change with communities. We then present a proposed course outline that brings social work and socially engaged art together. Our hope is that this discussion will guide others interested in working through interdisciplinary collaborations, as can be seen by the growing interest in the mix of art and social work in practice and education.     

Workplace bullying as sensemaking: An analysis of target and actor perspectives on initial hostile interactions

This study explores the micro-level processes sustaining hostile workplace behaviour at the level of interactions between targets and actors. Drawing on Weick's [1995. Sensemaking in Organizations. Thousand Oaks, CA: Sage] sensemaking theory, the study examined how targets and actors of workplace bullying made sense of each other's behaviours during first occasions of hostility. An analysis of collective biography stories of hostility in academia showed that targets experienced destabilisation of identity, positioned actors as arbiters of adequacy, and engaged in self-undermining. Actors' stories revealed not only moral condemnation of targets, failure to recognise the injury caused, but also precarious emotions, which could have subverted harmful behaviours. Based on these findings, the authors argue that understanding target and actor sensemaking is vital since it appears to contribute to power differentials between the parties from the very onset of hostility, thus allowing it to escalate. The implications for the development of a sensemaking approach to workplace bullying and organisational intervention are discussed.     

Parenthood wage penalties in a double income society

We estimate how parenthood affects hourly wages using panel data for Norwegian employees in the years 1997–2007. Though smaller than for most other OECD countries, we find substantial wage penalties to motherhood, ranging from a 1.2 % wage reduction for women with lower secondary education to 4.9 % for women with more than four years of higher education. Human capital measures such as work experience and paid parental leave do not explain the wage penalties, indicating that in the Norwegian institutional context, mothers are protected from adverse wage effects due to career breaks. We do however find large heterogeneity in the effects, with the largest penalties for mothers working full time and in the private sector. Contrary to most studies using US data and to previous research from Norway, we find a small wage penalty also to fatherhood. Also for men, the penalty is greater for those who work full time and in the private sector. A substantial share of the fatherhood wage penalty is explained by paternity leave.     

Latent Classes of Adolescent Sexual and Romantic Relationship Experiences: Implications for Adult Sexual Health and Relationship Outcomes

Adolescents’ sexual and romantic relationship experiences are multidimensional but often studied as single constructs. Thus, it is not clear how different patterns of sexual and relationship experience may interact to differentially predict later outcomes. In this study we used latent class analysis to model patterns (latent classes) of adolescent sexual and romantic experiences, and then examined how these classes were associated with young adult sexual health and relationship outcomes in data from the National Longitudinal Study of Adolescent to Adult Health (Add Health). We identified six adolescent relationship classes: No Relationship (33%), Waiting (22%), Intimate (38%), Private (3%), Low Involvement (3%), and Physical (2%). Adolescents in the Waiting and Intimate classes were more likely to have married by young adulthood than those in other classes, and those in the Physical class had a greater number of sexual partners and higher rates of sexually transmitted infections (STIs). Some gender differences were found; for example, women in the Low-Involvement and Physical classes in adolescence had average or high odds of marriage, whereas men in these classes had relatively low odds of marriage. Our findings identify more and less normative patterns of romantic and sexual experiences in late adolescence and elucidate associations between adolescent experiences and adult outcomes.     

Sexual orientation and differences in mental health, stress, and academic performance in a national sample of U.S. college students

This study examined the relationships of mental health issues and sexual orientation in a national sample of college students. Using the Fall 2009 American College Health Association-National College Health Assessment, responses from heterosexual, gay, lesbian, bisexual, and unsure students (N = 27,454) relating to mental health issues and impact of these issues on academics were examined. The findings indicate that gay, lesbian, bisexual, and unsure students consistently reported higher levels of mental health issues and a more frequent impact on academics because of these issues than heterosexual students. Bisexuals frequently reported higher levels than students identifying as gay, lesbian, and unsure.     

The impact of expert evidence on care proceedings

There has been an increased demand for expert child psychiatric opinion in child care cases where social services have instigated care proceedings under the Children Act 1989. However, there has been little evaluation of this work in terms of whether such a referral changes the care plan of the referring social work agency or the outcome for the child. This article examines the contribution to care proceedings of assessment reports completed by a child and adolescent forensic psychiatry team in respect of 37 consecutive child care cases. All of the assessments were presented to court and the information was collated once the proceedings were completed. Our findings indicated that the court followed the recommendations of the child psychiatric report entirely in 73% of cases. In addition, in 86% of cases the social service departments reported that they had gained confirmation of their professional opinion. In only 10% of cases did they change their care plan in response to the child psychiatric assessment. In conclusion, the results suggest that in most cases social service departments are using child psychiatry expert evidence merely to validate and/or lend support to their original care plans. Copyright © 1999 John Wiley & Sons, Ltd.     

Statistical resource needs to be increased in the European regulatory agencies

The following viewpoint from PSI and EFSPI regarding the current level of statistical resource in the European regulatory agencies was first presented as a position paper to a meeting of the EU Heads of Agencies in July 2009, and was endorsed by EFPIA. Copyright © 2010 John Wiley & Sons, Ltd.