‘There is always this feeling of otherness’: exploring the lived experiences of visually impaired immigrant women in Canada

This paper explores the experiences of immigrant women with visual impairment in the Greater Toronto and Hamilton Area (GTHA) of Canada. Conceptually, the paper draws from feminist disability theory and critical scholarship on blindness to consider the discursive and material processes shaping women’s experiences across different socio-cultural contexts. Empirically, the paper draws from in-depth interviews with seven women. The analysis is organized around three themes. The first explores women’s understandings of visual impairment. The second examines the ways in which women’s experiences of visual impairment are shaped by meanings and attitudes that circulate within their cultural communities, and the extent to which immigration might challenge or reinforce these meanings. The third examines the shifting barriers and opportunities women face with respect to social and economic participation. We close by identifying the conceptual implications of our research.     

Student and faculty perceptions about mandatory influenza vaccinations on a health sciences campus

Objective: To examine the perceptions among faculty and health professional students regarding mandatory vaccination policies on a health sciences campus. Participants: A total of 296 faculty and 244 students completed surveys during Fall 2015. Methods: The online survey administered to individuals who received the influenza vaccine during the fall 2015 influenza vaccination clinic season included five items evaluating perceptions of employer mandatory vaccination requirements. Results: Chi-square analysis indicated that although faculty and students agree mandatory vaccinations in a health care environment are appropriate, faculty are more likely than students to get vaccinated in the absence of a mandate. Additionally, a small fraction of faculty would consider employment elsewhere when facing this mandate. Conclusions: Overall, faculty and students had favorable perceptions about mandatory influenza vaccine policies. Since students were less likely to be vaccinated in the absence of a mandate, education of students should be improved to support the importance of vaccinations in a health care environment.     

Listening to the voices of children: understanding the human rights priorities of children with disability in Vanuatu and Papua New Guinea

In developing countries, children with disability lack basic services yet their voices are missing in the development agenda. This article reports on research to investigate the human rights needs and priorities of 89 children with disability aged 5–18 years in Vanuatu and Papua New Guinea. An accessible and inclusive research method was developed to enable children with diverse disabilities to communicate their own views via visual, audio and tactile means. Data were analysed in relation to the Articles of the Convention on the Rights of Persons with Disabilities, identifying a wide range of priority areas including recreation, leisure and cultural life; employment; home and family life; and education. It is proposed that policy and programme responses must take a holistic view of children and their needs, affirming but thinking beyond the importance of education, to address the complexity of the systemic disadvantage faced by children with disability.     

“Facing” leaders: Facial expression and leadership perception

This experimental study investigated the effect of a leader's expression of happy versus nervous emotions on subsequent perceptions of leadership and ratings of traits associated with implicit leadership theories (ILTs). Being fast and universally understood, emotions are ideal stimuli for investigating the dynamic effects of ILTs, which were understood in this study in terms of the constraints that expressed emotions impose on the connectionist networks that activate ILTs. The experimental design contrasted videotaped and still frame presentations of a leadership event; however, this methodological factor had no significant effects and analyses were thus collapsed across this factor. Key findings were that the expression of a happy versus nervous emotion at the end of a problem-solving sequence had multiple effects: happy emotions resulted in higher leadership ratings, higher trait ratings, greater correlations among trait ratings, and greater dependence of trait ratings on leadership perceptions. An exploratory model suggested that leadership impressions mediated the effects of facial emotions on trait ratings. The discussion further links the study findings with interpretations in terms of ILTs and many types of constraints on these cognitive structures. It also suggests ways to integrate these ideas with advances in neuroscience research.     

The Box–Cox Transformation and Non‐Iterative Estimation Methods for Ordinal Log‐Linear Models

Recently Beh and Farver investigated and evaluated three non‐iterative procedures for estimating the linear‐by‐linear parameter of an ordinal log‐linear model. The study demonstrated that these non‐iterative techniques provide estimates that are, for most types of contingency tables, statistically indistinguishable from estimates from Newton's unidimensional algorithm. Here we show how two of these techniques are related using the Box–Cox transformation. We also show that by using this transformation, accurate non‐iterative estimates are achievable even when a contingency table contains sampling zeros.     

Testing the Vision: Preschool Settings as Places for Meeting,Bonding and Bridging

The OECD (2006 Starting Strong II: Early Childhood Education and Care. OECD Publishing: Paris) envisions early childhood education and care settings as meeting places for diverse social groups; places that build social capital. This vision was assessed in a comparison of three preschools types: full‐fee paying, subsidised‐fee and publicly funded. The social composition within each was examined and the connectedness of the children (n = 472) who attended compared. Publicly funded preschools had more socially diverse populations. The quantity of social connectedness did not differ but children in publicly funded preschools described higher quality social relationships. Not all preschool settings are socially diverse but, where they are, the quality of relationships is highest.     

“Discrimination” versus “Unfair Treatment”: Measuring Differential Treatment and its Association with Health

There is consistent evidence of the health‐harming effects of discrimination. However, it remains unclear whether discrimination contributes to persistent racial and ethnic health disparities. One hindrance to documenting the association between discrimination and health disparities is ongoing methodological issues, particularly the role of question wording in assessing self‐reports of discrimination. Using two nationally representative surveys, we investigate whether the prevalence, distribution, and mental and physical health consequences of differential treatment vary by question wording—”discrimination” versus “unfair treatment.” We find that “unfair treatment” yields greater reports of everyday forms of differential treatment relative to reports of “discrimination,” while the latter yields greater reports of major forms of differential treatment. In addition, the negative effect of “unfair treatment” on mental health is stronger than that of “discrimination,” while the latter has a stronger negative effect on physical health. However, the effect of question wording on reports of differential treatment and its association with health is largely unique to non‐Hispanic whites. We conclude that unfair treatment and discrimination reflect distinct concepts that should not be used interchangeably.     

Public relations critical intersections special section introduction

The theme of this special section arose from the idea that interdisciplinary interactions, or the cross-fertilization of methods, philosophies, theories, and modes of practice across disciplines, can open out productive ways of addressing complex issues and wicked problems. Our call for papers reached out to public relations scholars and to researchers in other fields to submit articles at these generative intersections at different time. They were invited to reflect on traditional concerns, or current issues, or projected trends in public relations and elsewhere. As editors making a call to open boundaries, we invited participation along a spectrum of possible intersections whether of content, methods, pedagogy or technology. Taking different positions on that spectrum, the articles in the section examine the nature, engagement and evaluation of intersections. In writing this introduction, the editors took an overview of the articles in the light of three fundamental questions: “How and where does interdisciplinarity occur in public relations?”; “Are there indications of how public relations intersects with other fields to engage existing and potential future challenges?”; and “What principles might serve to evaluate answers to questions one and two?” In addition, we explore how each of the selected intersections in the articles might add value to public relations as a discipline and a practice.     

Brief Emotion Focused Family Therapy: An Intervention for Parents of Children and Adolescents with Mental Health Issues

This study evaluated the 2‐day intensive modality of Emotion Focused Family Therapy (EFFT). The intervention attempts to prepare parents to take a primary role in their child's recovery from a range of mental health issues. One hundred and twenty‐four parents completed the intervention and provided data a week prior to intervention, post‐intervention and at 4‐month follow‐up. Results include significantly reduced parent blocks and increased parental self‐efficacy in relation to involvement in their child's recovery, as well as significant improvement in child symptomatology. The findings confirm positive results from an earlier pilot study involving eating disorders and demonstrate the potential for EFFT as an intervention for a range of clinical problems in children and youth.