The Decomposition of Economic Outcomes as a Result of Changes in Brazil’s Male Age–Education Structure

In Brazil, the age and education compositions of the male labor force is changing with great regional variation. Based on Demographic Census microdata, results indicate that cohort size has a negative impact on earnings, but this effect is decreasing over time. In this study we consider the impact on earnings by age and education, as well as estimated income inequality reduction and racial differentials. Fertility decline and improve regarding educational attainment had a significant influence on the decline of income inequality in the country. Moreover, the non-white population has been experiencing less success in relation to educational achievement, compared to the white population.     

Social identity and alcohol in young adolescence: the perceived difference between youthful and adult drinking

This paper examines the evolving social identities of young adolescents in regard to alcohol and drinking culture in Norway. Detailed analysis of 29 focus group interviews and 32 individual interviews with 12–13-year-olds reveal a thorough negative attitude towards alcohol, especially when enjoyed by young people. Young adolescents found young people to be too irresponsible and immature to drink, while adults were portrayed as capable of enjoying alcohol without losing control or experiencing other negative effects. Through symbolic boundary work, they distanced themselves from adolescents who drank. The young adolescents rejected the idea that drinking alcohol was a sign of maturity; instead, they exhibited maturity by distancing themselves from drunk adolescents. We discuss how these findings reflect the participants’ socio-cognitive development, and how symbolic boundaries are often drawn against those closest in social distance. We conclude that boundaries between ‘adolescents’ and ‘adults’ are fundamental when understanding emerging adolescent social identities, especially when it comes to drinking and drinking culture.     

What is Sexual Satisfaction? Thematic Analysis of Lay People's Definitions

Sexual satisfaction is an important indicator of sexual health and is strongly associated with relationship satisfaction. However, research exploring lay definitions of sexual satisfaction has been scarce. We present thematic analysis of written responses of 449 women and 311 men to the question “How would you define sexual satisfaction?” The participants were heterosexual individuals with a mean age of 36.05 years (SD = 8.34) involved in a committed exclusive relationship. In this exploratory study, two main themes were identified: personal sexual well-being and dyadic processes. The first theme focuses on the positive aspects of individual sexual experience, such as pleasure, positive feelings, arousal, sexual openness, and orgasm. The second theme emphasizes relational dimensions, such as mutuality, romance, expression of feelings, creativity, acting out desires, and frequency of sexual activity. Our results highlight that mutual pleasure is a crucial component of sexual satisfaction and that sexual satisfaction derives from positive sexual experiences and not from the absence of conflict or dysfunction. The findings support definitions and models of sexual satisfaction that focus on positive sexual outcomes and the use of measures that incorporate items linked to personal and dyadic sexual rewards for both men and women.     

Experienced Well-Being and Labor Market Status: The Role of Pleasure and Meaning

Social Indicators Research - This paper examines the experienced well-being of employed and unemployed workers. We use the survey-adapted Day Reconstruction Method of the Innovation Sample of the...     

Parent–Adolescent Sexual Communication and Its Association With Adolescent Sexual Behaviors: A Nationally Representative Analysis in the Netherlands

Sexual communication is a principal means of transmitting sexual values, beliefs, expectations, and knowledge from parents to children. Although this area has received considerable research attention, more studies with representative samples are needed to assure that findings are reflective of populations of interest. A nationally representative sample of parent–adolescent dyads (N = 2,965; mean adolescent age = 13.8 years) in the Netherlands was employed to examine the frequency of parent–adolescent sexual communication and its association with adolescent sexual behaviors (defined as sexual initiation, condom use, and contraceptive pill use). Nine communication topics in the areas of anatomy, relationships and rights, and protection and contraception were examined. In all, 75%of parents reported having discussed at least one topic multiple times with their adolescents. Romantic relationships were discussed most frequently. Hierarchical logistic regression analyses indicated that parent–adolescent sexual communication on protection and contraception was positively associated with adolescent sexual initiation and contraceptive pill use but not condom use. This may reflect that adolescents, when they become sexually active, are more likely to discuss sexuality with their parents. Findings are interpreted within the context of Dutch culture, which is generally accepting of adolescent sexuality and characterized by open sexual communication.     

Multimodal representational gestures in the transition to multi-word productions

The aim of this study was to analyze the use of representational gestures from a multimodal point of view in the transition from one-word to multi-word constructions. Twenty-one Spanish-speaking children were observed longitudinally at 18, 21, 24, and 30 months of age. We analyzed the production of deictic, symbolic, and conventional gestures and their coordination with different verbal elements. Moreover, we explored the relationship between gestural multimodal and unimodal productions and independent measures of language development. Results showed that gesture production remains stable in the period studied. Whereas deictic gestures are frequent and mostly multimodal from the beginning, conventional gestures are rare and mainly unimodal. Symbolic gestures are initially unimodal, but between 24 and 30 months of age, this pattern reverses, with more multimodal symbolic gestures than unimodal. In addition, the frequency of multimodal representational gestures at specific ages seems to be positively related to independent measures of vocabulary and morphosyntax development. By contrast, the production of unimodal representational gestures appears negatively related to these measures. Our results suggest that multimodal representational gestures could have a facilitating role in the process of learning to combine meanings for communicative goals.     

Learning Life Skills Through Challenging and Negative Experiences

Child and Adolescent Social Work Journal - Youth who are socially vulnerable are disproportionately confronted with culminating risk factors that impact their everyday lives. Within positive youth...     

Protective factors and risk factors of being a victim of couple violence in women and men / Factores de riesgo y protección de ser víctima de violencia en la pareja en mujeres y hombres

The aim of this study is to determine the risk factors and protective factors of being a victim of couple violence, considering cultural conventions, coping, social support, external attribution and violence in childhood. A non-probabilistic sample of 223 women and 177 men was used. The risk factors in the sample as a whole were being male, the coping strategy of accommodation, violence in childhood and external attribution, while the protective factors were partner support and an active coping style. The study concludes with suggestions for interventions and research.     

Dashed Hopes,Dashed Selves? A Sociometer Perspective on Self‐esteem Change Across the Transition to Secondary School

The transition from primary to secondary school challenges children's psychological well‐being. A cross‐transitional longitudinal study (N = 306; mean age = 12.2 years) examined why some children's self‐esteem decreases across the transition whereas other children's self‐esteem does not. Children's expected social acceptance in secondary school was measured before the transition; their actually perceived social acceptance was measured after the transition. Self‐esteem and Big Five personality traits were measured both pre‐ and posttransition. Self‐esteem changed as a function of the discrepancy between children's expected and actually perceived social acceptance. Furthermore, neuroticism magnified self‐esteem decreases when children's ‘hopes were dashed'—when they experienced disappointing levels of social acceptance. These findings provide longitudinal support for sociometer theory across the critical transition to secondary school.