Lack of reciprocity among Dutch teachers: Validation of reciprocity indices and their relation to stress and well-being

This research presents the results of two related studies on the convergent and construct validity of three measures of reciprocity in exchange relationships at work. In Study 1, 71 Dutch teachers were interviewed about their specific investments and outcomes in the exchange relationships with their students, colleagues and school. ANOVA revealed that they reported significantly more investments than outcomes, and that the number of reported investments and outcomes mentioned varied as a function of the type of exchange relationship. Building on these results, multi-item scales were created to assess reciprocity at a detailed level for each of the three exchange relationships. Study 2 validated these specific reciprocity measures by relating them to two global assessments of reciprocity (convergent validity) as well as to measures of job stress and well-being (construct validity). LISREL-analysis of data obtained from a further sample of 224 teachers revealed that for each type of exchange relationship there were significant, consistent and meaningful relationships among the three reciprocity measures. Further, hierarchical regression analysis showed that the reciprocity measures were differentially related to job stressors and measures of well-being. Implications are discussed.     

II. Patients of the department of psychological medicine,guy's hospital,london 1

Abstract

Harvey Dean (1998) rejects my (Wakefield, 1988a; 1988b) argument that minimal distributive justice is the essential mission of social work and that treatment of mental disorder is not part of the profession's essential mission but rather a derived task. He argues that social work has broader ethical aims that encompass both pursuit of justice and treatment of mental disorder. In this article, 1 review my earlier position and respond to Dean's objections. I argue that Dean's narrativist account of the profession's ethical aims is overly broad and that he confuses non‐disordered psychological problems with mental disorders. I conclude that neither my “minimal distributive justice” view of social work's mission nor my exclusion of treatment of mental disorder from the profession's essential mission are disconfirmed by Dean's arguments.     

Heterogeneity in Parent‐reported Social Skill Development in Early Elementary School Children

Despite known risks associated with aberrant social skill development, there has been a relative dearth of literature on typical developmental changes in social skills over time. In this study, we examine systematic changes in social skills from kindergarten (typical age of 5–6 years) to third grade (typical age of 8–9 years), and focus on systematic heterogeneity across these developmental trajectories. Data came from the National Head Start—Public School Early Childhood Transition Demonstration Project (N = 6964). Mixture models provide evidence for multiple classes of individuals representing heterogeneity in the development of social skills. Classes were defined as a majority class (whose trajectories remained relatively stable over time), an increasing class (whose trajectories increased at a faster rate than the majority class), and a decreasing class (whose trajectories decreased at a faster rate than the majority class). Developmental trends accounted for a substantial proportion of the variance in social skill components. Implications and limitations of the study are discussed.     

Queering Counselor Education: Situational Analysis of LGBTQ+ Competent Faculty

Research demonstrates counselor educators often lack skills and knowledge to train counselors to become lesbian, gay, bisexual, transgender, queer and other sexualities and gender identities (LGBTQ+) competent. This study explores the process of educators integrating LGBTQ+ competencies into their professional work. Using grounded theory and situational analysis methodologies, in-depth interviews with seven LGBTQ+ competent counselor educators were conducted and analyzed. Findings suggest educators infuse personal passion for LGBTQ+ topics into their professional work, experienced discrimination and resistance across multiple domains, infuse advocacy into their work, and have a similar definition of LGBTQ+ competent counseling. Various techniques are presented to help educators infuse LGBTQ+ competency in the classroom.     

Not just another box to tick: Conflict‐sensitivity methods and the role of research in development programming

Reflecting on the experience of conducting a conflict‐sensitivity review during the 2010 political and social disturbances in Kyrgyzstan, the authors argue for the integration of conflict‐sensitive methods across programme areas, close monitoring of conflict potential and an institutional commitment to detailed conflict research drawing on broader socio‐economic research. Comparing their observations with the review findings of conflict sensitivity methods in Nepal, the authors offer recommendations for the application of ‘do no harm’ principles to development work in fragile environments. Ensuring the creation and systematic use of an adequate knowledge base is the critical first step to preventing the lessons that should be learnt from the Kyrgyz experience from being lost.     

Sex differences in the vocabulary of college students

The present study replicated Jastrow's 1891 experiment concerning differences between male and female vocabulary. Participants were 20 male and 20 female Caucasian middle‐class college students. They recorded up to 100 nouns in a 15‐minute period. Results indicate that women have increased their use of unusual words compared to women in 1891. Males used more scientific words and more body part words than females. In contrast to the previous study, there are no significant differences between the sexes in use of animal, nature, and food words. Females used more clothing words than males in this study, as in the previous study, and produced more different words than males. Vocabulary changes appear to reflect changes in the social structure of the society.     

Epidemic Mycoplasma Pneumoniae Infection at a College for the Deaf

Abstract

An outbreak of Mycoplasma pneumoniae infection affected up to 110 students and employees at a college for deaf students (Gallaudet). After the introduction of M. pneumoniae onto the campus in late August 1977, the disease spread slowly among the students; the last documented case occurred in mid-December. A thorough review of chart records, mail surveys, a dormitory survey, and a three-month surveillance of the student health service provided an intensive look at the epidemiology and clinical spectrum of a mild to moderately severe disease in the epidemic setting. A matched-pair analysis demonstrated a more serious clinical illness among patients with M. pneumoniae than other patients presenting with febrile respiratory illness. Appropriate antimicrobial therapy appeared to suppress a high antibody response to M. pnuemoniae. A follow-up serosurvey one year after this outbreak demonstrated diagnostic titers to M. pneumoniae in 11 of 30 patients with confirmed infection in the original epidemic.