Infant Behavior and Competence Following Prenatal Exposure to a Natural Disaster: The QF2011 Queensland Flood Study

This study utilized a natural disaster to investigate the effects of prenatal maternal stress (PNMS) arising from exposure to a severe flood on maternally reported infant social–emotional and behavioral outcomes at 16 months, along with potential moderation by infant sex and gestational timing of flood exposure. Women pregnant during the Queensland floods in January 2011 completed measures of flood‐related objective hardship and posttraumatic stress (PTS). At 16 months postpartum, mothers completed measures describing depressive symptoms and infant social–emotional and behavioral problems (n = 123) and competence (n = 125). Greater maternal PTS symptoms were associated with reduced infant competence. A sex difference in infant behavioral problems emerged at higher levels of maternal objective hardship and PTS; boys had significantly more behavioral problems than girls. Additionally, greater PTS was associated with more behavioral problems in boys; however, this effect was attenuated by adjustment for maternal depressive symptoms. No main effects or interactions with gestational timing were found. Findings highlight specificity in the relationships between PNMS components and infant outcomes and demonstrate that the effects of PNMS exposure on behavior may be evident as early as infancy. Implications for the support of families exposed to a natural disaster during pregnancy are discussed.     

Issues in the integration of religious education and worldviews education in an intercultural context

ABSTRACT

The Council of Europe’s 2008 ‘Recommendation’ advocates the study of ‘non-religious convictions’ in schools in addition to religions. In 2018, there is evidence of growing academic interest in the inclusion of non-religious worldviews in the school curriculum, but few European countries include such a study within religious education. The guidance document, Signposts, recognises that the integration of religions and non-religious worldviews is problematic for policy makers, teacher trainers and schools and that there is a need for further research. Norway and England are at significant but different stages in the process of integration. This article presents a comparative study which draws on the findings of research in both countries which has investigated the process at classroom and policy levels, and issues raised by this. Four issues are explored: practical challenges; differing understandings of the concept of worldviews; the inclusion of non-religious worldviews as a political issue and influences on the selection of worldviews. The article concludes with a discussion of issues and findings within a supranational context and makes recommendations which highlight the value of integration and the need for both contextual studies and further comparative research.     

Intimacy,rapport, and exceptional disclosure: a comparison of in-person and mediated interview contexts

While qualitative researchers increasingly accept online video interviews as a reliable method, many maintain concerns about rapport and data quality. Drawing on two separate interview projects conducted in private in-person settings, public in-person settings, and privately via Skype, we compare interview contexts with regard to rapport, suitability to sensitive topics, interview duration, and scheduling concerns raised by prior research. Analytical comparison of these two corpuses of data suggest, largely in contrast to previous literature, that (1) interviews conducted in private settings (either in-person or via Skype) result in more sharing of deeply personal experiences, and there is little difference in this exceptional disclosure between Skype and in-person private interviews; (2) interviewing via Skype produces neither reduction nor inappropriate excesses of rapport; and (3) Skype interviews are a popular choice among participants, did not result in shorter interview duration, and were not subject to greater rescheduling or cancellation.     

Effects of demography and urbanization on stress and body condition in urban white-tailed deer

Urban Ecosystems - White-tailed deer (Odocoileus virginianus) are becoming increasingly common in urban environments. How they respond to potential changes (i.e. increased human interactions,...     

Sources of socialization for interpersonal trust: an exploration of low-income Black adolescents’ experiences

Much of the literature on interpersonal trust is quantitative in nature, using scales developed primarily with White middle-class and upper-class adults. To understand how another racial group of a different socioeconomic background and age views interpersonal trust, we considered the experiences of 22 low-income Black adolescents. The adolescents participated in a relationship education program and were interviewed about their interpersonal trust experiences. Results of a qualitative data analysis revealed that most adolescents defined interpersonal trust based on honesty and fidelity, with a particular emphasis on monogamy in romantic relationships. Adolescents identified direct messages from family members and personal relationship experiences as sources of socialization for interpersonal trust. Although some adolescents reported that the relationship education program enhanced their understanding of and willingness to trust, others maintained that trust can only be learned through personal experiences. Though the adolescents generally trusted family members, they experienced challenges trusting friends and romantic partners. Despite this, adolescents considered interpersonal trust a vital and a necessary part of romantic relationships. We discuss implications of the findings for relationship stability and satisfaction.     

Dual experiences of teenage parenting and homelessness among Native Hawaiian youth: A critical interpretative phenomenological analysis

Teenage parenting is a challenging venture—particularly when parenting while homeless. The present study explores in‐depth through case‐based analysis the lived experiences of three young homeless and parenting teens (one mother and two fathers). It is the first known study of teenage parenting and homelessness among Native Hawaiian youth, a key affected population. Interpretative phenomenological analysis of participants' individual interviews revealed three themes that characterize the experience of parenting as a teen while homeless: (a) They never raised me up (childhood experiences); (b) becoming mommy and daddy (early experiences of teen pregnancy and parenting while homeless); and (c) finding our place (current experiences of teen parenting and perspectives on teen pregnancy and homelessness). Implications for direct practice, social policy, and future research are discussed in the context of this complex reality.     

Rural Appalachian High School Students’ College‐Going and STEMM Perceptions

The authors examined perceptions of key social cognitive career theory (Lent, Brown, & Hackett, 1994) variables related to college‐going and science, technology, engineering, math, and medical (STEMM) careers in 10th and 11th graders (N = 892) attending 3 rural Appalachian high schools. The authors examined differences in perceptions related to gender, prospective 1st‐generation college student status, and the presence or absence of aspirations to pursue a STEMM career. Young women and young men scored similarly on all but 1 dependent variable, college‐going self‐efficacy (young women scored higher). Students who had STEMM career aspirations had higher scores on every measure than those who did not. Results suggest examining a 3rd prospective 1st‐generation college student status group—students who are unsure of their parents’ education level—as a distinct group in future research. By examining the college‐going and STEMM attitudes of rural Appalachian high school students, this study advances the literature and informs practitioners on reducing educational and vocational inequalities in this region.     

The Implicit Curriculum: Student Engagement and the Role of Social Media

This article presents results from an exploratory study conducted as a component of an assessment of the implicit curriculum in one master’s-level social work program. Web-based surveys were used to collect data from 80 graduate social work students in online and face-to-face programs. Findings indicate students who perceived social media as more useful reported higher levels of engagement and participation in program governance. The implications for social work education deal with the ability to competently use social media as a tool to increase student engagement. Students will only be exposed to elements of the implicit curriculum if they are active participants in their academic environments.     

Socializing Children About Family Structure: Perspectives of Lesbian and Gay Adoptive Parents

Despite increasing numbers of lesbian- and gay- (LG-) parent families, little research on LG-adoptive-parent families has examined parental beliefs and perceptions related to discussing their sexual minority status with their children. This study assessed 266 LG adoptive parents (160 lesbian mothers, 106 gay fathers) from the Modern Adoptive Families (MAF) study, a nationwide survey (2012–2013) of adoptive parents' pre- and post-placement experiences. A cultural socialization lens provided the framework for examining LG parenting beliefs and practices. Two measurement scales were developed to examine parents' perceptions and self-efficacy related to socializing their child about being in a sexual-minority-parent family. Results indicate that LG parents endorse the importance of unique socialization practices and generally feel confident engaging in these practices. Parent education, transracial adoption, endorsement of racial socialization, and socialization self-efficacy were positively associated with endorsement of socialization practices. Excellent reliability suggests the 2 scales have the potential of being psychometrically sound instruments with which to measure parental endorsement and related self-efficacy of socialization practices for families headed by sexual minority parents. Findings contribute to a deeper understanding of socialization and communication patterns in LG-headed families, especially those formed through adoption. Research, policy, and practice implications are discussed.