Notions of self: lived realities of children with disabilities

To research children’s notions of self, semi‐structured interviews, drawings and focused group discussions were used with 14 children with mobility ‘impairments’ aged 11–16 years. The objective was to capture children’s ‘lived realities’. Findings illuminated immense variation and fluidity in children’s understanding of ‘disability’. Children desired to appear similar to ‘non‐disabled’ children. Most attributed ‘disability’ to existential causes. Parents’ ambivalent attitudes and societal reactions to ‘disabled’ children are discussed. The study points out the unremitting hope and potential of these children, which is often silenced by the overarching ‘negativism’ that surrounds ‘disability’.     

Behavioral and Electrophysiological Indices of Memory in Typically Developing and Hypoxic‐Ischemic Injured Infants

Behavioral and electrophysiological indices of memory were examined in 12‐month‐old typically developing control infants (CON) and infants with history of perinatal hypoxic‐ischemic injury (HII) across 2 days. Using a visual paired comparison (VPC) procedure, novelty preference was tested immediately after a familiarization period and then after delays of 2 min and 24 h. Both groups showed a significant novelty preference only for the no‐delay condition. On day two, event‐related potentials (ERPs) were recorded while infants viewed the VPC familiar face, a more recently familiarized face, and a novel face, and mean amplitude for components thought to reflect memory (positive slow wave, PSW) and attention (negative central, Nc) were computed. In temporal regions, HII showed a diminished Nc and enhanced PSW to the recently familiarized face, while CON showed a similar trend for the PSW only. Overall, infants showed the largest PSW over left scalp regions. Finally, a positive correlation between VPC novelty preference after 24 h and PSW was found in CON, and preliminary results suggest that this association differs as a function of group. Therefore, in comparison with CON, HII showed both similarities and differences on individual tasks of memory as well as potentially disparate relations between the behavioral and neural mechanisms underlying memory performance.     

I got all my sisters with me (on Black Twitter): second screening of How to Get Away with Murder as a discourse on Black Womanhood

ABSTRACT

In addition to performing racial identity on Black Twitter, Black users also use the platform to host discourse on Blackness. Tweets, hashtags, and trends associated with the television show How to Get Away with Murder are used to demonstrate that second screening and co-viewing of the series on Twitter enables a technocultural discourse on a shared cultural history of Black womanhood. Specifically, we address scenes portrayed in HTGAWM and highlight the intersection of race and gender. From a critical Black feminist lens we analyze the response on Black Twitter.     

Difference in Condom Use Between Bear Concordant and Discordant Dyads During the Last Anal Sex Event

The purpose of this study was to understand how bear identity influenced condom use during the last anal sex event. Participants were recruited to complete an online, anonymous self-report survey through bear-related sexual and social networking websites. A total of 1,080 men who identified as gay or bisexual and as a member of the bear community and were 18 years or older completed the survey. Overall, fewer than a third of men reported condom use during the most recent receptive (28%) and insertive (30%) anal sex event. Men in bear concordant pairings were less likely to use a condom during receptive and insertive anal sex compared to those is discordant pairings (p < .05). Findings suggest that bear identity concordance influences condom use during anal sex after accounting for an individual’s relationship to their most recent partner as well as other confounding variables.     

Attitudes and beliefs about mental health among African American older adults suffering from depression

Depression among older adults is a major public health concern leading to increased disability and mortality. Less than 3% of older adults utilize professional mental health services for the treatment of depression, less than any other adult age group. And despite similar rates of depression, African Americans are significantly less likely to seek, engage and be retained in professional mental health services than their white counterparts. Cultural differences in the way depression symptoms are manifested, defined, interpreted and labeled may in part explain some of these racial differences in help-seeking behaviors. Focus group methodology was utilized to identify and explore attitudes and beliefs about depression and mental health treatment utilization among 42 older African Americans who had recently suffered a major depressive episode. Thematic analysis of identified six overarching themes: (a) perceptions of depression, (b) the African American experience, (c) seeking treatment as a last resort, (d) myths about treatment, (e) stigma associated with seeking treatment and (f) culturally appropriate coping strategies. We discuss implications for practice, education and research.     

EMPLOYER CHOICES IN EAP DESIGN AND WORKSITE SERVICES

In today's complex private healthcare market, employers have varied preferences for particular features of behavioral health products such as Employee Assistance Programs (EAPs). Factors which may influence these preferences include: establishment size, type of organization, industry, workplace substance abuse regulations, and structure of health insurance benefits. This study of 103 large employer purchasers from a single managed behavioral healthcare organization investigated the impact of such variables on the EAP features that employers select to provide to workers and their families. Our findings indicate that for this group of employers, preferences for the type and delivery mode of EAP counseling services are fairly universal, while number of sessions provided and choices for EAP-provided worksite activities are much more varied, and may be more reflective of the diverse characteristics, organizational missions and workplace culture found among larger employers in the US.     

Sex-positive criminology: Possibilities for legal and social change

This article provides an introduction to sex-positive criminology and its goals for change. Sex-positive criminology draws from the “thick desire” organizing principle, which is a rights-based approach to human sexuality, as well as from positive sexuality approaches. It also draws from critical, queer, and feminist criminological traditions and abolitionist sensibilities. We discuss examples that pertain to key tenets of sex-positivity: consent and bodily autonomy, education, medical access, harm reduction, and ways to increase agency. Main topics of discussion include addressing deeply harmful and sex-negative laws and policies that perpetuate state violence, such as coerced or forced sterilization, criminalization of abortion and pregnancy loss, sexual and physical assault of sex workers by police, criminalization through medically inaccurate laws, and legislation such as Allow States and Victims to Fight Online Sex Trafficking Act and the Stop Enabling Sex Traffickers Act that puts marginalized populations at risk. Throughout, we reflect on possibilities for sex-positive laws and policies and the social impacts they would have, such as improving health and well-being.     

Parents' beliefs about children's emotions,children's emotion understanding,and classroom adjustment in middle childhood

To explore how parental socialization of emotion may influence children's emotion understanding, which then guides children's interpretations of emotion‐related situations across contexts, we examined the pathways between socialization of emotion and children's adjustment in the classroom, with children's emotion understanding as an intervening variable. Specifically, children's emotion understanding was examined as a mediator of associations between mothers' beliefs about the value and danger of children's emotions and children's adjustment in the classroom within an SEM framework. Classroom adjustment was estimated as a latent variable and included social, emotional, and behavioral indices. Covariates included maternal education, and child gender and ethnicity. Participants were a diverse group of 201 third‐graders (116 African American, 81 European American, 4 Biracial; 48.8% female), their mothers, and teachers. Results revealed that emotion‐related beliefs (value and danger) had no direct influence on classroom adjustment. However, children whose mothers endorsed the belief that emotions are dangerous demonstrated less emotion understanding and were less well‐adjusted in the classroom. Mothers' belief that emotions are valuable was not independently associated with emotion understanding. Findings point to the important role of emotion understanding in children's development across contexts (family, classroom) and developmental domains (social, emotional, behavioral) during the middle childhood years.