The Politics of Pain and the End of Empire

This article is a discussion of the role of feeling and emotion, and particularly the experience of pain, in contemporary global political events. In placing pain at the center of an analysis of a lived experience of global politics, the aim is to forge strategies to resist neoliberal imperialism and to create emotionally literate political communities. Drawing on the work of Elaine Scarry, Sara Ahmed and Frantz Fanon, the article situates the concept of emotions in a modern colonial landscape that is both racialized and gendered, complicated by neoliberalism as a subjectivity that contains the scope for emotions. As a case study, the article considers the emotions of viewing the deliberate infliction of pain through the circulation of the ‘Abu Ghraib photos’, particularly in the form of recent museum exhibitions in the USA.     

Bidirectional Linkages Between Emotion Recognition and Problem Behaviors in Elementary School Children

Cross-sectional studies support negative associations between children’s skills in recognizing emotional expressions and their problem behaviors. Few studies have examined these associations over time, however, precluding our understanding of the direction of effects. Emotion recognition difficulties may contribute to the development of problem behaviors; additionally, problem behaviors may constrain the development of emotion recognition skill. The present study tested the bidirectional linkages between children’s emotion recognition and teacher-reported problem behaviors in 1st and 3rd grade. Specifically, emotion recognition, hyperactivity, internalizing behaviors, and externalizing behaviors were assessed in 117 children in 1st grade and in 3rd grade. Results from fully cross-lagged path models revealed divergent developmental patterns: Controlling for concurrent levels of problem behaviors and first-grade receptive language skills, lower emotion recognition in 1st grade significantly predicted greater internalizing behaviors, but not hyperactivity or externalizing behaviors, in 3rd grade. Moreover, greater hyperactivity in 1st grade marginally predicted lower emotion recognition in 3rd grade, but internalizing and externalizing behaviors were not predictive of emotion recognition over time. Together, these findings extend previous research to identify specific developmental pathways, whereby emotion recognition difficulties contribute to the development of internalizing behaviors, and early hyperactivity may contribute to the development of emotion recognition difficulties, thus highlighting the importance of examining these processes and their mutual development over time.     

‘The cloak of competence’: Assessment dilemmas in social work education

In the face of administrative and pedagogic changes in professional social work training, educators and trainers face considerable uncertainty. Key dilemmas concern what is meant by competence, and how far it is possible to identify and reconcile technical and ideological competencies. This paper uses empirical material from a semi-participant study to explore the relevance of the concept ‘cloak of competence’, with reference to the behaviour of tutors and practice teachers. It suggests that excessive or continuous uncertainty generates avoidance or coping strategies, which lead to a resolution by the achievement of an appearance of competence. The consequences of these processes for staff development are then briefly considered.