Utopian thought: Re-visioning gender,family, and community

Utopian ideals are vital to sustained engagement in the struggle to create a better society. However, the problematic aspects of utopian traditions also need to be addressed as part of the work of social movements. This paper offers a framework for exploring the interplay of healthy and pathological forms of idealization in groups and for analyzing the non-rational dimensions of group life. In critiquing communitarian thought, the paper develops a socialist— feminist and psychoanalytic perspective focusing on the connections between family, sexuality, and democratic community. The paper concludes with political strategies for grounding utopian ideals in contemporary struggles for reform. Les visions d'utopie jouent un rôle très important dans les mouvements visant àfaire une transformation sociale. Pourtant, dans ces projets tranformatifs, il faut aussi tenir compte des aspects les plus problématiques des traditions utopiques. Dans cet article, les auteurs proposent une stratégie pour l'exploration de l'effet réciproque des formes d'idéalisation saines et pathologiques et pour analyser les aspects non-raisonnables en la vie des groupes sociales. En critiquant les idées des ‘communitarians’, une perspective socialist—feministe et psychoanalytique est présentée qui met au centre de l'analyse les rapports entre la famille, la sexualité et la communautédemocratique. Pour conclure, on propose quelques stratégies politiques pour intégrer des idéales utopiques dans les luttes actuelles pour la réforme.     

Sociology and High School Teaching

Teaching opportunities for sociolgy majors have traditionally been oriented to the college or university. There is, however, a clear need for qualified sociolgy teachers at the high school level. Such teachers could generate interest in the sociological imagination among precollege students. By doing so these teachers could provide skills for those students entering the workforce and encourage enrollments among those students opting to attend college. The American Sociological Association is aware of this opportunity and has addressed it in a variety of ways over the past thirty years. There has been renewed commitment by the ASA in the 1900s to develop programs that can enhance high school sociolgy. This article suggest that the state sociological association may be in a strategic position to assess the needs of high school sociolgy teachers, to address their resource needs as well as the concerns of teacher certification and competency. Jan Rienerth, teaching interests are in women's issues, applied sociology, and experiential learning. Her research has focused on women and the elderly in prison. Paul Lindsay, most recent teaching and research interests are in the areas of the sociology of education, educational policy and conflict resolution. Michael Wise, recent teaching and research is in the area of deviant behavior.     

Shifting Concepts of Autonomy in the Hong Kong Hospital Authority

The Hong Kong Hospital Authority is the main provider of public health care services in Hong Kong. It operates 41 public hospitals, 74 general out-patient clinics and 45 specialist out-patient clinics. This article examines the reason for its establishment as a statutory body in 1990 and offers an assessment of its success in meeting the goals of the reformers. A belief that health care service delivery would be improved is largely supported by the evidence, but this may have more to do with budget and policy consistency than management autonomy and flexibility. Statutory independence, with its promise of improved efficiency, has its limits in the highly complex field of health where there are multiple players and where professional autonomy remains a key claim. In recent times, the authority has been subject to several reform attempts and, together with the SARS epidemic in 2003, these have had a significant impact on its organizational structure and practices, in particular, on its degrees of autonomy.

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Statewide dissemination of trauma-focused cognitive-behavioral therapy (TF-CBT)

Despite evidence linking childhood trauma to subsequent social, emotional, psychological, and cognitive problems, many children who have experienced trauma do not receive mental health treatment that has been proven to be effective. Large-scale dissemination of evidence-based practices (EBPs) is one possible solution to enhance the current negative state of mental health treatment for these children. This article describes a dissemination effort of an EBP (i.e., Trauma-Focused Cognitive-Behavioral Therapy [TF-CBT]) for childhood symptoms of post-traumatic stress disorder throughout Arkansas. The effort targeted mental health professionals within child advocacy centers and community mental health centers across the state. The article describes the process of dissemination and implementation. Lessons learned and recommendations for future dissemination efforts are highlighted.     

Changing aids‐ and fertility‐related behavior: The effectiveness of sexual education

A questionnaire was used to access the effectiveness of a ten‐week university course on human sexuality in changing students' AIDS‐ and fertility‐related behavior. The students' knowledge and behavior were evaluated (1) early in the class before there were any discussions or readings about sexual behavior, AIDS, or birth control and (2) three months later—approximately one month after completing the class. A randomly selected control group of students who did not take the class on sexuality was given the questionnaire at the same two points in time. Compared to the control group, the experimental group showed significant increases in knowledge about the likelihood of contracting the virus from one act of vaginal intercourse. The experimental group also reported increased worry about contracting AIDS from their sexual activity, while the control group did not. Further, compared with the control group, the experimental group increased certain cautious behaviors, such as being more selective in their choice of sexual partners and asking their partners more questions about their AIDS‐related behavior. However, the course did not lead students to: 1) significantly increase their use of the condom or other forms of contraception, 2) decrease their number of sexual partners, or 3) spend a longer time getting to know new partners before engaging in sexual activity. Implications for sexual education are discussed.     

The Why,What, and How of Teaching Children Social Skills

Abstract

The History of Peace: A Short Account of the Organized Movements For International Peace, By A. C. F. Beales, Lincoln Mac Veagh, The Dial Press, New York, 1931. viii, 355 pp. Reviewed by: Lloyd W. Truman.

England in the Age of the American Revolution. By L. B. Namier. The Macmillan Company, New York, 1930, viii, 518 pp. $8.50.

The Black Death and Men of Learning. By Anna M. Campbell. Columbia University Press, New York, 1931, xii, 210 pp. $3.00.

The Voyageur. By Grace Lee Nute. D. Appleton &; Co., New York, 1931. ix. 299 pp. With wood-cut illustrations and end-paper maps. $3.00.

They That Take the Sword. By Esmé Wingfield-Stratford. William Morrow and Company, New York, 1931, xiv, 424 pp. $4.00. Reviewed by: Courtney R. Hall.

Modern Europe and the World. By Ralph Flenley, University of Toronto, Toronto: J. M. Dent and Sons, Ltd., 1931. xvi, 567 pp. Reviewed by: John Hall Stewart.

The March of Civilization: Modern World, 1453–1931. By Jesse E. Wrench. New York, Charles Scribner's Sons. 1931. Pp. XVII, 486. $2.00. Reviewed by: Edgar B. Wesley.

Henry Dundas, First Viscount Melville, 1742–1811. By Holden Turber. Oxford University Press, New York, 1931. xi, 331 pp. $6.00. Reviewed by: Charles F. Mullett.

Beyond the Sublime Porte. By Barnette Miller. Yale University Press, New Haven, 1931. XIX, 281 pp. $5.00. Reviewed by: Margaret Willis.

King Charles II. By Arthur Bryant. Longmans, Green &; Co., New York, 1931. xi, 448 pp. $3.50.

Annals of the New York Stage. By George C. D. Odell. Columbia University Press, New York, 1927–1931. Seven volumes. Vol. I (To 1798), xiii, 496 pp.; Vol. II (1798-1821), vii 8, 643 pp.; Vol. III (1821-1834), xii, 747 pp.; Vol. IV (1834-1843), xii, 757 pp.; Vol. V (1843-1850), xiii, 655 pp.; Vol. VI (1850-1857), xiii, 676 pp.; Vol. VII (1857-1865), xv 793 pp.     

Characteristics of the Homeless Mentally III in Case Management: Differentiation Using Major Diagnostic Categories

The homeless mentally ill are more disabled than other homeless people and require more services, but important variations exist. This study examined relationships between broad Axis I diagnostic clusters and demographic and service variables for 328 clients receiving case management at a community program for the chronic mentally ill homeless. Demographic characteristics, medical history, educational, psychological, and marital history, and case management variables were examined for psychotic, affective, and miscellaneous other clients. Differences were found in such areas as suicide attempts and current suicide status, psychiatric treatment history, education, overall impairment of functioning, length of time homeless, and time in case management but not in status at termination or number of senlices required. Psychotics had lower adaptive functioning, spent less time in case management, but had as successful outcomes as affective clients. Psychiatric diagnosis provides information that might assist case management for the homeless mentally ill.     

The Charged Economic Environment: Its Role in Parental Psychological Distress and Development of Children,Adolescents, and Young Adults

The current downward economic spiral has manifested in increased joblessness, unemployment, and new faces in the landscape of American poverty. More Americans are living in poverty, and vulnerable populations are experiencing psychological distress and despair. This paper addresses the psychological impact of the ongoing economic impasse. There is a call for policymakers, and practitioners to collaborate in facilitating youth and families to develop support strategies (of support) for sustaining them through these challenging times. Case examples illustrate how the economy impacts children and families. Relational/cultural theories and the life course perspective are used to understand the impact of the economy on vulnerable populations.