Masculinity and Non‐Traditional Occupations: Men's Talk in Women's Work

Occupation segregation is a persistent aspect of the labour market, and scholars have often researched what happens when women and men enter into what are seen to be ‘non‐traditional’ work roles for their sex. Research on men within women's roles has concentrated mainly on the challenges to a masculine identity, while research on workplace language has focused on women's linguistic behaviour in masculine occupations. To date, there has been relatively little research into the linguistic behaviour of men working in occupations seen as women's work (e.g., nursing, primary school teaching). To address this gap, this article focuses on men's discursive behaviour and identity construction within the feminized occupation of nursing. Empirical data collected by three male nurses in a hospital in Northern Ireland is explored using discourse analysis and the Community of Practice paradigm. This paper discusses how the participants linguistically present themselves as nurses by performing relational work and creating an in‐group with their nurse colleagues by actively using an inherently ‘feminine’ discourse style.     

Centering the voices of international students in family studies and family therapy graduate programs

In this article, we report the results of a survey that accessed the perceptions of family studies and family therapy international master's and doctoral students across the United States. Our goals included giving collective voice to the experience of international students and gathering their suggestions for improving programs. Themes that emerged from responses to open- and closed-ended questions included feeling (mis)understood and (de)valued; forming personal connections and experiencing marginalization; the importance of including international perspectives in curricula; considering the relevance/transferability of knowledge; and attending to barriers to learning. Based on the results, we share suggestions for improving family studies and family therapy graduate programs relative to program planning, curricula revision, teaching strategies, and faculty development.     

From Knowing to Doing: Guidelines for Socioculturally Attuned Family Therapy

Family therapists know that clinical concerns are not separate from larger sociopolitical contexts. Attunement to clients’ sociocultural experience is foundational to good practice, yet few guidelines integrate attention to the larger societal processes or address social equity. The purpose of this article is to help therapists move from knowing about sociocontextual issues to doing socioculturally attuned practice. We offer an overarching framework that returns to Bateson and the roots of family therapy through a call for third order transformation. The approach is responsive to societal context and an analysis of power while working through enduring concepts of major family therapy models. Transtheoretical guidelines that can be integrated across practice models to promote third order change are illustrated with case examples.     

The impact of initial factors on therapeutic alliance in individual and couples therapy

The study uses 457 clients to investigate the impact of initial client factors on the development of therapeutic alliance. Data were collected longitudinally over the early portion of treatment. Cases included both individual and couple clients, allowing for examination of differences by case type. The study used the Working Alliance Inventory-Shortened Version (Tracey & Kokotovic, 1989) to measure therapeutic alliance. Initial factors considered included age, differentiation levels, prior stress, and depression. Couple clients showed differences from individual clients, and the variability prompted further investigation into relationship satisfaction and commitment as factors influencing the development of therapeutic alliance. Results highlight the increased complexity of developing an alliance with couples, and recommendations are provided for clinicians.     

Differential Knowledge of Display Rules for Positive and Negative Emotions: Influences from Parents, Influences on Peers

The current study examined different types of display rule knowledge and their relation to parental control of children's emotional expression and children's social competence. A sample of 61 third-grade children (50% Euro-American, 40% Latino, and 10% African-American, Asian-American or other) participated in the current study. Children's knowledge of display rules for positive and negative emotions was explored, as were the different reasons for endorsing the use of display rules. Parental level of control of children's emotions was also examined. Findings indicate that children who endorsed the use of display rules for both positive and negative emotions were rated as more competent by both teachers and peers. Parental control of children's expression of emotion was negatively related to children's knowledge of display rules and better social outcomes.     

Integrating Social Justice into the Practice of CBFT: A Critical Look at Family Schemas

Many families come to therapy struggling with the negative consequence of social inequity. Family therapy modalities have been developed to address these negative consequences and attend to power and social equity (Transformative family therapy: Just families in a just society. Boston, MA: Pearson Education; Socio‐emotional relationship therapy. New York, NY: Springer). We argue that many family therapy modalities can be adapted to include social equity (Applying critical social theory in family therapy practice. AFTA Springer Series. New York, NY: Springer Publishing). Specifically, cognitive behavioral family therapy can be used to address the inequality in social systems that negatively affect the family system. We focus on schema formation and suggest an emphasis on societal schemas within the therapy milieu as a tool to help families see how societal inequality can affect the problems faced in family life.