Survey of midwives’ perinatal mental health knowledge,confidence, attitudes and learning needs

Background

Midwives have a primary role in facilitating the first stage of perinatal mental health risk reduction through inquiring about perinatal mental health, identifying risk factors and current perinatal mental health problems, providing support or crisis intervention, referring for treatment and decreasing stigmatisation.

‘Widening cross-disciplinary research for mental health’: what is missing from the Research Councils UK mental health agenda?

This current issues article is a brief critical examination of the recent Research Councils UK agenda and call for cross-disciplinary research in mental health. Our argument is based on the fact that patient and public involvement (PPI) is the only involvement and influencing strategy for service users and survivors in the agenda. Service user and survivor research as a discipline in itself remains unacknowledged. We conclude that service user and survivor research is distinct and is different to PPI, and should be recognised in any mental health research agenda.     

Teacher–child relationships in the context of poverty: the role of frequent school mobility

Children's relationships with their teachers are critical for classroom-based learning, but children growing up in poverty may be at risk for lower-quality relationships with teachers. Little is known about how changing schools, one poverty-related risk, affects teacher–child relationships. Using growth curve models that control for a host of other poverty-related risks, this study explores the association between children changing schools frequently (defined as three or more school moves) between preschool and third grade and the quality of their relationships with their teachers over these five years in a low-income, ethnic-minority sample. Children who frequently moved schools were reported to be less close to their teachers in third grade and experienced steeper declines in closeness than children who did not change schools frequently. Moreover, the effects of frequent school mobility at third grade were robust to other poverty-related risks, including residential mobility, parental education risk, family income, and single-parent households. Changing schools was unrelated to children's conflict with teachers. We discuss these findings in the context of policies that support students’ transitions when changing schools.     

Becoming a Transracial Family: Communicatively Negotiating Divergent Identities in Families Formed Through Transracial Adoption

Guided by intergroup and discourse dependence theorizing, the present study explored how divergent identities are communicatively negotiated in transracial adoptive families. Specifically, we examined how adoptive parents’ understandings of their child’s race and culture changed after adopting transracially and how adoptive parents navigated racial and cultural differences through talk. Results from 21 interviews revealed that adoptive parents reported an increased awareness of race and culture, such that a new appreciation for their child’s race and culture developed yet simultaneously amplified ambivalence. Results further indicated parents utilized narrating, naming, ritualizing, discussing, normalizing, and praising to communicatively negotiate racial and cultural identity differences. Findings contribute to transracial adoptive family research by illuminating how parents make sense of differing social identities within the family. Results also advance discourse-dependence theorizing by demonstrating the context-specific nature of internal boundary management strategies and by giving voice to the prevalence of border work in transracial adoptive families.     

Early Sexual Initiation and Mental Health: A Fleeting Association or Enduring Change?

The present research examined how the within‐person association between sexual initiation and internalizing symptoms decays over time, using data with annual measurement occasions across adolescence (N = 1,789) and statistical models of within‐person change. Sexual initiation was associated with increased levels of internalizing symptoms for early‐initiating girls (ninth grade, approximately age 15), but not for on‐time‐initiating girls or for boys. The association between girls' early sexual initiation and internalizing symptoms declined precipitously over time. Indeed, 1 year after sexual debut, early‐initiating girls were similar to on‐time or noninitiating girls on internalizing symptoms, suggesting early sexual initiation does not produce lasting detriments to girls' mental health. Findings inform how researchers perceive sexual initiation, both as a developmental milestone and as a prevention target.     

Veiling in Fear or in Faith? Meanings of the Hijab to Practicing Muslim Wives and Husbands in USA

This article examines the Muslim practice of wearing the hijab—the veiling and covering of a woman’s head and body. More specifically, this study aims to present insiders’ perspectives regarding the personal understandings of the hijab among 20 wives and 20 husbands (n?=?40) in religious Shia and Sunni Muslim families living in USA. Qualitative analysis yielded three emergent themes: (1) The hijab as a symbol of religious commitment; (2) the hijab as a tool of protection, rather than oppression, for women and families; and (3) two different views of Muslims’ reasoning behind the hijab. These data suggest that, as perceived by “insider” participants, the hijab has perceived benefits for religious Muslim families, although counterexamples and concerns are also expressed.     

Homeless Microaggressions: Implications for Education,Research, and Practice

ABSTRACT

Homeless individuals, often marginalized, are a group not yet explored in the microaggressions literature. However, research indicates that homeless individuals experience discrimination in a variety of contexts by well-meaning providers. This article outlines several microaggressive themes based on the current literature. The themes posited here include the following: Sub-human Status; Invisibility; Aesthetically Unappealing; Criminal Status/Dangerous; Assumption of Mental Illness; Assumption of Substance Abuse; Laziness; and Intellectual Inferiority. The manifestations and messages conveyed within each theme are discussed. Implications for social work education/training, research, and practice based on the themes are delineated.