Working on the Revolution in Bahrain: From the Mass Strike to Everyday Forms of Medical Provision

The 2011 Arab Spring uprising with the highest levels of popular support took place in Bahrain. This level of mobilization was due in part to the organizational capacity of trade unions and professional associations, and yet their role in the ‘near-revolution’ has received very little scholarly attention. In contrast to Egypt and Tunisia, where the official trade union federations played an ambiguous or even hostile role as workers began to organize strikes during the protests against Ben Ali and Mubarak, the official General Federation of Bahrain Trade Unions not only supported the protests against the Al Khalifa regime, but called for two general strikes. As significant as the strikes were, the work of unpaid volunteers constituted another less recognized, but equally important form of labor activism. Understanding the mass mobilization in Bahrain, and elsewhere, requires an encompassing approach to labor: one that can conceptualize equally the ability of collectivities to stop working, but also the ability to collectively continue to work, even on an unpaid basis. I will illustrate the contradictory role of the labor movement with examples from the Bahrain Teachers’ Association and the Bahrain Nursing Society. The majority of members of both associations were women. Finally, the Bahraini regime punished both forms of labor activism – both the teachers who went on strike, and the nurses who declared they would not strike but continue to work and care for the injured protesters.     

Social Movement Audiences1

Audiences are important to social movements, but the relationships between social movements and their audiences are not well understood. This article uses scholarship from performance studies, especially ideas of audiences as constructed, meaningful, and influenced/influential, to explore two issues. First, how do social movements define their audiences? Second, how are social movement actions toward their audiences shaped by these definitions? Analysis of longitudinal data on two social movement groups in Pittsburgh from 2003 to 2007 shows that social movements variously interpret the nature and role of their audiences and that these interpretations affect their strategies and goals, sometimes quite radically. The conclusion explores how attention to audiences can augment scholarship on the relational, iterative, interpretive, and reflexive aspects of social movements.     

Childcare: welfare or investment?

Conley A. Childcare: welfare or investment? Int J Soc Welfare 2010: 19: 173–181 © 2009 The Author, Journal compilation © 2009 Blackwell Publishing Ltd and the International Journal of Social Welfare. Childcare (also called day care or preschool) has generally served three purposes: to care for children while parents are employed; to provide early childhood education; and to cater to the needs of poor and disadvantaged children. This article proposes that the welfare approach to childcare be augmented by a social investment approach to enhance human and social capital investments among low income families and communities and to contribute to wider social development goals. The Head Start program in the United States and the Integrated Child Development Scheme in India are used to illustrate this argument.     

Repression and other Forms of Cognitive Evasiveness: Implications for Stress Symptoms in College Students

Abstract

Lazarus has proposed that palliative defenses against threat that interfere with direct efforts to alleviate the threat may prove maladaptive. Three evasive cognitive attributes that circumvent awareness of threat were studied to determine whether they related to the prevalence of stress symptoms in college students. Repression (selective forgetting of threatening material), awareness of the repressive defense, and internal scanning (breadth of association to cues) were considered. College students of both sexes who engaged in evasive cognitive activity reported more stress symptoms than those who did not, with a progressive increase in stress as increasingly homogeneous groups were considered. Students who defended themselves by repression experienced more stress than those who did not. Repressors who were the least aware of their use of this defense reported even more stress. Unconscious repressors who were the least reflective (narrow scanners) showed the highest frequency of stress symptoms.     

A comparison of linear and systems thinking approaches for program evaluation illustrated using the Indiana Interdisciplinary GK-12

Logic models are based on linear relationships between program resources, activities, and outcomes, and have been used widely to support both program development and evaluation. While useful in describing some programs, the linear nature of the logic model makes it difficult to capture the complex relationships within larger, multifaceted programs. Causal loop diagrams based on a systems thinking approach can better capture a multidimensional, layered program model while providing a more complete understanding of the relationship between program elements, which enables evaluators to examine influences and dependencies between and within program components. Few studies describe how to conceptualize and apply systems models for educational program evaluation. The goal of this paper is to use our NSF-funded, Interdisciplinary GK-12 project: Bringing Authentic Problem Solving in STEM to Rural Middle Schools to illustrate a systems thinking approach to model a complex educational program to aid in evaluation. GK-12 pairs eight teachers with eight STEM doctoral fellows per program year to implement curricula in middle schools. We demonstrate how systems thinking provides added value by modeling the participant groups, instruments, outcomes, and other factors in ways that enhance the interpretation of quantitative and qualitative data. Limitations of the model include added complexity. Implications include better understanding of interactions and outcomes and analyses reflecting interacting or conflicting variables.     

KinCareTech: Interactive,Internet-Based Software to Support Kinship Caregivers

Kinship care has advantages over traditional foster care, but kinship caregivers have fewer resources and receive less support or training. Technology may be one way to evaluate needs and provide support. KinCareTech is a collaboratively developed, single-session Internet-based program designed to promote early reading and/or parenting skills through an interactive, caregiver-focused brief intervention. KinCareTech was used by a group of 10 kinship caregivers who then provided quantitative and qualitative feedback regarding the acceptability and helpfulness of the software. Feedback from these kinship caregivers suggested that they saw the software as easy to use, helpful, and relevant to their concerns.     

Sustainable Social Work: An Environmental Justice Framework for Social Work Education

Environmental degradation is not experienced by all populations equally; hazardous and toxic waste sites, resource contamination (e.g., exposure to pesticides), air pollution, and numerous other forms of environmental degradation disproportionately affect low income and minority communities. The communities most affected by environmental injustices are often the same communities where social workers are entrenched in service provision at the individual, family, and community level. In this article, we use a global social work paradigm to describe practical ways in which environmental justice content can be infused in the training and education of social workers across contexts in order to prepare professionals with the skills to respond to ever-increasing global environmental degradation. We discuss ways for social work educators to integrate and frame environmental concerns and their consequences for vulnerable populations using existing social work models and perspectives to improve the social work profession's ability to respond to environmental injustices. There are significant social work implications; social workers need to adapt and respond to contexts that shape our practice, including environmental concerns that impact the vulnerable and oppressed populations that we serve.