Mother–Toddler Cortisol Synchrony Moderates Risk of Early Internalizing Symptoms

Cortisol synchrony is the degree to which mother–toddler cortisol levels are mutually regulated within a dyad. Synchrony's impact on toddler development is not well understood, so this study investigated how synchronous cortisol levels (reactivity and total concentration) in mother–toddler dyads moderate the association between risk factors (i.e., maternal worry, toddler inhibition) and early internalizing symptoms. Seventy mothers and their 2‐year‐old toddlers provided interpretable saliva samples. Behavioral observations were made to assess the toddler's temperament at age 2, and mothers reported on their toddler's internalizing symptoms when toddlers were 2 and 3 years old. Results suggest that mother–toddler synchrony in total cortisol concentration moderates the relation between risk factors and internalizing symptoms. Specifically, toddler inhibition and maternal worry were less associated with concurrent toddler internalizing symptoms when dyads demonstrated greater cortisol synchrony in total concentration. Further, synchrony in total cortisol levels marginally moderated the association between toddler inhibition and future internalizing symptoms, such that inhibited toddlers were less likely to demonstrate internalizing symptoms at age 3 when dyads demonstrated more cortisol synchrony. This suggests that cortisol synchrony may serve as an advantageous context that reduces the risk of developing of internalizing symptoms and augments the field's understanding of the implications of shared physiological responses within mother–toddler dyads.     

Infants Discriminate the Affective Expressions of their Peers: The Roles of Age and Familiarization Time

Research examining infants’ discrimination of affect often uses unfamiliar faces and voices of adults. Recently, research has examined infant discrimination of affect in familiar faces and voices. In much of this research, infants were habituated to the affective expressions using a “standard” 50% habituation criterion. We extend this line of research by examining infants’ discrimination of unfamiliar peers’, that is, 4‐month‐olds, dynamic, facial, and vocal affective expressions and assessing how discrimination is affected by changing the habituation criterion. In two experiments, using an infant‐controlled habituation design, we explored 3‐ and 5‐month‐olds’ discrimination of their peers’ dynamic audiovisual displays of positive and negative expressions of affect. Results of Experiment 1, using a 50% habituation criterion, revealed that 5‐month‐olds, but not 3‐month‐olds discriminated the affective expressions of their peers. In Experiment 2, we examined whether 3‐month‐olds’ lack of discrimination in Experiment 1 was a result of insufficient habituation (i.e., familiarization). Specifically, 3‐month‐olds were habituated using a 70% habituation criterion, providing them with longer familiarization time. Results revealed that using the more stringent habituation criterion, 3‐month‐olds showed longer habituation times, that is increased familiarization, and discriminated their peers’ affective expressions. Results are discussed in terms of infants’ discrimination of affect, the role of familiarization time, and limitations of the 50% habituation criterion.     

Sensitive topics in social research involving children

While there is broad consensus that involving children in research is critically important for understanding their lives, there is considerable caution around their participation in social research on ‘sensitive’ issues. Such caution is further amplified by a lack of agreement about what constitutes a ‘sensitive topic’. This article draws on data from interviews with a range of Australian stakeholders, including children, parents, researchers, ethics committee members, government and non-government organisation representatives, and other decision-makers, specifically related to the question of ‘what is a sensitive topic?’. While participants identified a range of sensitive topics, findings point to sensitivities being closely linked with the contexts of children’s lives and experiences. This requires researchers to approach research in ways that reflect more nuanced understandings of these sensitivities, help address potential concerns and facilitate the development of research relationships that promote ethical conduct of research with children.     

The relationship between bankers and farmers: An analysis of Britain and Ireland

The financial sector is playing a more central role in agriculture. This article analyzes the external provision of finance for farmers in Britain and the Irish Republic, drawing principally on interviews with bankers and specialist providers of agricultural finance. The development of farm credit institutions in the two countries and their subsequent commercialization is discussed. Agriculture is commercially attractive to lenders as part of a balanced portfolio because of its stable, low risk character. Credit selectivity is confirmed as a feature of lender behaviour, although its consequences are likely to be more far reaching in Ireland. Lenders' perceptions of the financial sophistication of farmers is assessed, the more financially sophisticated farmer being more receptive to the logic of the financial sector and hence a more attractive customer. An emphasis on tax avoidance can lead farmers into irrational borrowing decisions. Larger farmers are better placed to take advantage of lending opportunities and new financial instruments.     

First Nations,Métis and Inuit presence in the Newfoundland and Labrador curriculum

This article responds to the Truth and Reconciliation Commission Canada’s 2015 call for the education of Canadians about ‘residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada.’ It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of the 13 provinces and territories of Canada. The analysis is based on academic research and consultations with First Nations, Métis and Inuit peoples (FNMI) educators, educational administrators and knowledge holders. Although there is evidence of reform, as a whole the curriculum suffers from silences and lack of context, problematic placement and associations, the intrusion of settler perspectives, contradiction over judgement about issues related to FNMI peoples and inconsistency that undermine efforts at reform. This article provides guidance to curriculum designers, textbook writers, teachers and administrators participating in the decolonization of education in Canada.     

Shedding light on economic opportunity: skin tone and job quality during the Great Recession

A significant body of literature suggests that skin-tone segmentation is a salient characteristic of inter-group economic inequality in the United States. Yet, empirical investigations of this social phenomenon and its impact on labour-market outcomes for worker’s in the United States remains limited or focused on the impact of skin tone on wages. This article examines whether or not phenotypic variability in skin tone among workers influenced levels of job quality experienced during the recessionary era (2007–2012). Data from the Puerto Ricans and the Impact of the Great Recession Survey were used to estimate a Poisson Regression with Endogenous Treatment Effects to consider the impact that variations in skin tone have on levels of job quality experienced by workers. Findings suggest evidence of skin-tone labour-market segmentation, as workers with darker skin shades experienced lower levels of job quality than those workers with lighter skin tones within and across larger racial and ethnic groups. The results also suggest important regional variations in the experience of skin-tone labour-market segmentation in the United States. The article concludes by reflecting on the implications of the findings for racial economic inequalities and patterns of social stratification in the contemporary United States.     

Work Characteristics and Parent‐Child Relationship Quality: The Mediating Role of Temporal Involvement

This study investigated whether the amount and nature of parent‐child time mediated the association between parental work characteristics and parent‐child relationship quality. We based hypotheses on the conflict and enrichment approaches, and we tested a path model using self‐collected data on 1,008 Dutch fathers and 929 Dutch mothers with school‐aged children. Longer working hours and less work engagement were associated with less parent‐child time and longer working hours, more restrictive organizational norms, stress, flexibility, nonstandard hours (mothers only), and work engagement increased the disturbance of parent‐child activities. Less and more disturbed parent‐child activities were, in turn, associated with a lower parent‐child relationship quality. In addition, work engagement and working hours had direct, beneficial effects on parent‐child relationship quality.     

Gender,Productivity, and the Marital Wage Premium

Explanations for married men’s wage premium often emphasize greater market productivity due to a gendered division of household labor, though this “specialization thesis” has been insufficiently interrogated. Using data from Wave 2 of the National Survey of Families and Households (N = 972), this paper examines the relationship between wages and time spent in paid labor and housework for married women and men with high levels of labor force attachment and their spouses. Scrutiny of couples’ time use finds strong evidence for the gendered division of labor, but little support for the anticipated wage effects of the specialization thesis itself. Less strict sample restrictions point to the need for continued research directed at couples’ joint employment and household labor decisions.     

The psychosocial benefits of work for people with severe and enduring mental health problems

Perceptions of the value of work for people with severe and enduring mental health problems have changed frequently over the last two decades. With the new social inclusion agenda manifest in the Disability Discrimination Act and in the NHS modernization agenda, work is once again in vogue. There is a need for a way of evaluating work which draws on its potential contribution to psychological well-being as well as its provision of a valued social role and which is less susceptible to fluctuations in health and social policy. Jahoda's work on the psychosocial functions of work provides such a framework and this study sets out to explore its utility among workers who are severely disabled by mental health problems. Twelve of the psychosocial functions of work were rated by 50 people attending two sheltered work placements according to how important they were perceived to be and the extent to which the functions were fulfilled through their attendance. Satisfaction of the psychosocial functions through work was compared with their satisfaction through other aspects of the respondents’ lives. All functions were perceived as important, but self-confidence/self-esteem was rated as more important than most of the others. Structure to the day, self-confidence and social contact were better satisfied through work than were decision making, practising old skills and having goals to aim for. In general, the results showed that the functions were fulfilled better by work than by other aspects of the respondents’ lives. The study supports the notion that work is of value in the rehabilitation of people with severe and enduring mental health problems and offers a possible framework for the further exploration of this theme, both within mental health services and the community at large.     

Durkheim and Pragmatism: An Old Twist on a Contemporary Debate

Durkheim's lectures on pragmatism, given in 1913–14, constitute both a significant critique of pragmatism and a clarification of Durkheim's own position. Unfortunately, these lectures have received little attention, most of it critical. When they have been taken seriously, the analysis tends to focus on their historical context and not on the details of Durkheim's actual argument. This is partly because the tendency to interpret Durkheim's theory of knowledge in idealist terms makes a nonsense of his criticisms of pragmatism. It is also due to a lack of serious appraisal of the lectures as a series of arguments in their own right.