Associations of Marital Conflict With Emotional and Physiological Stress: Evidence for Different Patterns of Dysregulation

The goal of this study was to explore theoretically suggested but untested links between interparental conflict and stress physiology in late adolescence. A multi‐method study was conducted involving families (n = 42) who previously participated in the University California, Irvine site of the NICHD Study of Early Child Care and Youth Development; adolescents were 17½ years of age on average. Parent report and observer ratings of conflict, adolescent participation in a robust social‐evaluative stressor, and assessment of cortisol, cardiovascular, and emotional functioning were included. Marital conflict was associated with dampened physiological stress responses in adolescence but sensitized emotional responses, suggesting that conflict may be associated with problems integrating and coordinating emotional and physiological responses to stress.     

That's My Art: A Case Study on Children's Views of Cultural Policy

How do children experience a participatory TV cultural policy project and, related to that, which views do they share on cultural policy matters? These questions guided a case study on a TV show aired on the Flemish children's public service channel, which staged children as cultural experts. Although the programme was presented as a participatory project, we found that the children's views were minimally involved in the production process. The children also expressed concerns about how (their) art and cultural practices were represented. Yet, from a cultural policy perspective, the children accepted adults’ authority in art and cultural matters.     

Is Tattooing a Risk Factor for Adolescents’ Criminal Behavior? Empirical Evidence from an Administrative Data Set of Juvenile Detainees in Taiwan

Juvenile crime affects not only the victims of the crime but also the delinquents’ future. How to prevent adolescent criminal behavior has become an important public policy issue. This study contributes to this interesting issue by examining the relationship between tattooing and adolescents’ criminal behavior. In particular, this study investigates whether or not having a tattoo/tattoos is connected to the incidence of various criminal activities, including: larceny, robbery, fraud, assault, drug use, and homicide. A unique sample of 973 juvenile detainees drawn from the administrative profiles in Taiwan and the coarsened exact matching method were utilized. Results show that compared to their nontattooed counterparts, tattooed juvenile detainees were significantly more likely to commit fraud, assault, drug abuse, and homicide by 3%, 13%, 9%, and 9%, respectively. In contrast, tattooing was not significantly associated with larceny or robbery. From a policy perspective, given the significant link between tattooing and criminal behavior, the presence of a tattoo in adolescents may serve as a valuable indicator regarding adolescents’ high probability of committing crimes.     

Putting Process (Back) In: Research on the Internationalization Process of the Firm

This paper provides a critique of existing research on the internationalization process of the firm and proposes an agenda for future inquiry. In recent years, process approaches have received increasing attention in management research, leading to a more refined understanding of the distinction between process and variance paradigms. We apply a process lens to a well‐established sub‐field of international business, namely the internationalization process of the firm. We review how this research tradition has evolved over four decades. The review commences with a reassessment of the seminal ‘stage models’ that date back to the 1970s. It then proceeds to classify subsequent research on the basis of whether it includes process data and/or process theorizing. It is found that the majority of studies in this review do not combine process data with process theorizing. We show how, even in studies that contain some process elements, a process approach is not always sustained throughout the paper. On the basis of this review, six research themes are proposed, which would form the basis for a process agenda for future research.     

Developing Age-Friendly Cities: Case Studies From Brussels and Manchester and Implications for Policy and Practice

Developing environments responsive to the aspirations of older people has become a major concern for social and public policy. Policies and programs directed at achieving “age-friendly” communities are considered to require a wide range of interventions, including actions at the level of the social and physical environment. This article compares the age-friendly approaches of two European cities, Brussels and Manchester, with a particular focus on policies and initiatives that promote active aging in an urban context. The article examines, first, the demographic, social, and multicultural contexts of Brussels and Manchester; second, the way in which both cities became members of the World Health Organization Global Network of Age-Friendly Cities and Communities; third, similarities and differences in the age-friendly approaches and actions adopted by both cities; and fourth, opportunities and barriers to the implementation of age-friendly policies. The article concludes by discussing the key elements and resources needed to develop age-friendly cities.     

Beyond Contact? Policy approaches to work with families of looked after children in four European countries

In England, placement within the looked after system is not viewed as a desirable long‐term solution for most children, and policy has prioritised continued contact with parents, and swift return home, wherever possible. This review examines policy approaches to work with families of looked after children in England and in three other European countries: Denmark, France and the Netherlands, aiming to identify areas for shared learning in relation to this challenging area of policy and practice. The research highlights relationships between care populations and policy understandings of the purpose of work with families, including understandings of children's and/or parents’ rights.     

An Explanatory Model of Dating Violence Risk Factors in Spanish Adolescents

Dating violence is a serious public health issue that needs further understanding in terms of risk factors that may be involved in it. The main goal of this study was to test a mediational model of dating violence risk factors. The sample was composed of 477 secondary and college students from Spain (59% females). A dynamic developmental explanatory model considering aggressiveness, insecure attachment, interparental conflict, and peer dating violence was tested using a multigroup structural equation model. Aggressiveness partially mediated the relation between anxious attachment and dating violence and fully mediated the association between interparental conflict resolution and dating violence. Furthermore, perceived peer dating violence was a direct predictor of dating violence. Implications for prevention and intervention plans are discussed.     

THE LIMIT OF THE DISCURSIVE: A Critique of the Radical Constructionist Approach to Family Experience

To date, the postmodernist approach to family experience which considers the actor's use of discourse rather than external sociocultural forces as primordial in constituting domestic reality has become an intellectual stream which sociologists can hardly ignore. Using the Gubrium–Holstein model as an exemplar for a “more sophisticated” postmodernist approach to constructing family experience, this article attempts to outline a critique of radical constructionism which overemphasizes the discourse of actors as artfully producing reality as featured in the notions of “doing things with words” and “talking reality into being.” The critique is mainly based on the works of Schutz and Garfinkel, of which Gubrium and Holstein claim their own model share “abiding concern,” and is further supplemented by the work of Bourdieu. This article carries a commitment to rebuking the postmodernist emphasis on the discursive by highlighting that the prepredicative structure of the lifeworld—which is nondiscursive in nature—constitutes the primordial, albeit insufficient, basis of the nomos pertaining to experience as constituted.     

‘Democracy always comes first’: adolescents’ views on decision-making in everyday life and political democracy

Research shows adolescents to be positively oriented towards democracy, but little is known about what it actually means to them and what their views are on decision-making in both everyday situations and political democracy. To gain insight into these aspects of adolescents’ democratic views, we have interviewed 40 Dutch adolescents from second grade of different types of high school. Potential conflict between various democratic principles prevalent in everyday life situations was discussed and compared to how they view decision-making in political democracy. The results of our qualitative study showed that adolescents’ views on issues concerning collective decision-making in everyday situations are quite rich and reflect different models of democracy (majoritarian, consensual, and deliberative). Moreover, how adolescents deal with tensions between democratic principles in everyday life situations varies. While some adolescents combine several principles (for instance, majority rule as a last resort after trying to find broader consensus), other adolescents tend to strictly focus on only one of these principles. Adolescents’ views on political democracy, however, are rather limited and one-dimensional. Those adolescents who seemed to have a more explicit picture of political democracy often preferred a strict focus on majority rule, neglecting minority interests.     

Infusing Career Development to Strengthen Middle School English Language Arts Curricula

An approach is presented for strengthening middle school standards‐based English language arts (ELA) classroom instruction by infusing theory‐ and research‐supported career development constructs and practices. Over an 8‐week period, 90 urban 7th graders participated in an integrated ELA–career development curriculum. Career agency emerged as an important construct for students. It was related to key markers of ELA achievement (i.e., standardized test scores, grades, and positive change in 6th‐ to 7th‐grade test scores) and elaborated on in nuanced ways by students in their written narratives. Four themes related to career agency were identified in student writings: time perspective, challenges of self‐direction, career development, and social and emotional development. Advantages for students and schools related to synergy, scale, and sustainability are discussed.