Why sociology doesn't make progress

Stephen Cole's claim regarding certain differences between sociology and physics, and the conclusions he draws regarding the future of sociology, are discussed here. A brief comment on Randall Collins' view is also included.     

BUILDING ON PRETREATMENT CHANGE TO CONSTRUCT THE THERAPEUTIC SOLUTION: AN EXPLORATORY STUDY

This paper reports the authors' "accidental" discovery that change in the problem situation frequently occurs prior to the first session, and that clients can often recall and describe such changes, if prompted. The authors describe one technique for eliciting reports of pretreatment change from clients, and discuss the results of an informal survey of 30 families who responded to this intervention. Rather than discounting pretreatment change as a "flight into health," it can be framed in Batesonian terms as a "difference that makes a difference."     

Central American and Mexican immigrant characteristics and economic incorporation in California

"Data compiled from the 1980 U.S. Census and other sources are used in this article to demonstrate the distinctiveness of Central American immigration.... Comparisons between Central American and Mexican immigrants in California reveal substantial differences between the two groups in their age structure, sex ratio, and human capital characteristics." The emphasis of the study is on the differences concerning incorporation of these migrant groups into the Californian economy.     

An Evaluation of Working on What Works (WOWW): A Solution-Focused Intervention for Schools

Working on What Works (WOWW) is a manualized, 10-week classroom intervention based on solution-focused brief therapy. This study evaluates WOWW using a randomized experimental, posttest-only design. The study included 30 fourth and fifth grade classrooms, containing 30 teachers and 413 students. Results indicate no significant differences between WOWW and control groups for student internalizing and externalizing behaviors, student–teacher relationships, student academic performance, or teacher sense of efficacy. However, students in the WOWW group had significantly fewer days absent from school compared with the control group. Additionally, teachers' ratings on WOWW classrooms' performance improved significantly more than teachers' ratings on the control classrooms. Results from this study show that WOWW is a feasible intervention for therapists to use in schools and can be implemented across classrooms in both public and private schools. WOWW has potential to improve student attendance and classroom performance, both of which are important areas of concern for schools.     

Social Studies as Social Reconstruction

Research indicates that most American citizens know little about Islam and, specifically, the major differences between Sunni Muslims and Shiite Muslims and why this matters to the United States. Although the two major Islamic factions share many common core beliefs and practices, there are some significant religious and political differences dating back to the disagreement over the succession of leadership in the Muslim community after the Prophet Muhammad died in 632. Indeed, sectarianism has played a pivotal role in the turbulent geopolitics of the Middle East for centuries. Islam must be studied for its contributions and role in world history. Therefore, it is crucial that social studies educators teach not only the core beliefs, rituals, and history of Islam but the differences between Sunni and Shiite Muslims. This knowledge is vital if Americans are to make prudent decisions regarding support for specific foreign policy positions and decisions regarding Islam and Muslim countries. This article describes and explains the differences between Sunni and Shiite Muslims and discusses the implications for the United States and social studies education. Finally, the article shows how Islam can be implemented in the NCSS C3 Framework.     

Conflict Regulation in the Industrial Sphere: An Indirect Test of Dahrendorf's Theory

Abstract

The purpose of this paper is to empirically evaluate Dahrendorf's notion of conflict regulation in advanced industrial societies. Using a measure of strike volume as an indicator of conflict in the industrial sphere, I look at samples of eight “developing” and eight “advanced” countries, generate a composite scale for the strike volume measure for each of the two samples, and then make comparisons between samples. Dahrendorf's thesis of conflict regulation would suggest that the more advanced societies would experience reduced or stabilized levels of industrial conflict. On examination of the data reported in this paper, however, I find a statistically significant difference in levels of conflict between the two groups, with the advanced countries showing the larger strike volume. In the conclusions, I suggest some possible implications of the research for Dahrendorf's model.     

Ethics at the End of Life: A Teaching Tool

ABSTRACT

Social workers rarely receive education and training in the areas of grief, bereavement, and death and dying, which may lead to difficulties in compassionately and ethically addressing concerns in end-of-life or grief-related contexts. This article presents actual and potential outcomes from three challenging end-of-life case studies using Mattison’s ethical decision-making model as a framework. The case studies were drawn from student interviews with experienced master’s-level social workers. This pedagogical article helps to promote self-reflection and consideration of ethical issues in grief and death-related situations as well as supplement death education and ethics curricula to include end-of-life content.