Spatial and Temporal Arrangements,Parental Authority,and Young Adults' Postdivorce Experiences

This research examines how the structure of children's time and space impacts parent–child relationship dynamics postdivorce. Our central research question is whether parent–child relationship quality and degree of perceived parental authority are associated with the amount of time spent with a parent and the type and amount of personalized space a child has at parents' homes after a divorce. We analyze the reports of 22 adolescents surveyed and interviewed in the northwestern United States in 2007. Most notably, the quality of personalized space for children, regardless of the amount of private space available, was significantly and positively related to parent–child relationship quality. Amount of time spent with a parent was also significantly and positively associated with parent–child relationship quality. Level of parental authority was partially positively associated with both quality of personalized space and amount of time spent with a parent. Our results confirm that these factors do indeed play a significant role in children's lives postdivorce and deserve more attention by families undergoing divorce and by researchers investigating the divorce experience for children and adolescents.     

Childhood Sexual Abuse Severity Reconsidered: A Factor Structure of CSA Characteristics

To address the lack of empirically grounded measures of childhood sexual abuse severity, a survey of self-report items was developed following a thorough review of the childhood sexual abuse literature. An exploratory factor analysis was conducted using data collected from a convenience sample of college students that included 275 females and males with a history of childhood sexual abuse. The solution produced seven factors interpreted as the following: (a) less intrusive forms of childhood sexual abuse (e.g., sexual invitations, kissing), (b) more intrusive forms of childhood sexual abuse (e.g., oral sex, intercourse), (c) humiliation/fear, (d) childhood sexual abuse involving photography, (e) familiarity with the perpetrator, (f) physical force/rape, and (g) active digital penetration. Correlations among these factors further suggested the existence of two relatively independent second-order factors, one based on the levels of physical intrusiveness and the other composed of the psychological/emotional factors. While arguably the most common measurement of severity, physical intrusiveness had little association with critical factors such as humiliation, fear, and association with the perpetrator. Consequently, physical intrusiveness appears to be an inadequate stand-alone measure of childhood sexual abuse severity. These results are proposed to lay the groundwork for an improved, more comprehensive measure of childhood sexual abuse severity.     

“Doing Fear”: The Influence of Hetero‐femininity on (Trans)women's Fears of Victimization

Through 26 in‐depth interviews with male‐to‐female transsexuals (transwomen), this study examines transwomen's perceptions of safety, pre‐ and post‐transition. The majority reported higher levels of fear and believed they would be unable to fight off an attacker post‐transition even though most were large statured and were socialized as males. Exposure to heterosexual practices and to cultural messages depicting women as physically weak and sexually vulnerable, and transwomen's embodiment of hetero‐femininity play a central role in increasing their fears. Their experiences as women are powerful enough to override decades of prior male experiences and expose the socially constructed nature of fear and bodily agency.     

Editorial

This paper questions whether it is possible that current policy and guidelines could ever effect a significant shift in education of social work students. There are several issues which need to be appreciated if social work education is to become anything more than an induction to a technical craft. These issues include debate on the nature of theory and reflective practice and on pedagogy and curriculum. Rather than understand theory and reflective practice in the applied technicist sense what is required is an understanding and appreciation of moral practical deliberation—what scholars of the virtues refer to as phronesis. Debate on pedagogy has stopped short of tackling important issues which find succour in technicist and managerialist accounts of practice. As such, any idea that practice experience will improve the practice of student social workers is questionable.     

Reviews

A multitude of influences have affected the development of social work education, one of the earliest of which was the settlement movement in British inner cities. This article explores the early impact of the settlements on social work education and presents the results of a survey of current settlements and their relationship with UK social work. Ideas from the settlement movement have continued to fertilise British social policy and community development practice but their numbers and influence have waned. In contrast, British social work and social services organisations exert a major influence on settlements both directly and indirectly. As part of the longest established sections of the voluntary sector within the UK, the settlement movement's survival may also offer suggestions about the organic development of welfare organisations which are of wider relevance in a rapidly changing social environment.     

Social Work Educators' Views and Experiences of Grow Your Own Qualifying Programmes in England

Little is known about the impact on social work educators and social work programmes of employer sponsorship of social work students through secondment or traineeship schemes, often referred to as Grow Your Own (GYO) schemes. This article reports on social work educators' views of sponsorship, the effects on their activities and the dynamics of mixed student cohorts. The study took place in England during 2007–2009 and comprised a review of the literature, interviews with a range of social work educators (n = 23), GYO students (n = 35), and employers (n = 27), and the production of a good practice guide based on stakeholder contributions. Social work educators reported that GYO activity may enhance and enrich social work programmes. They valued secured and guaranteed practice placements, considered that employer-sponsored students enriched the total student cohort, facilitated an expansion of student numbers, and strengthened partnerships with local employers. A further advantage was that GYO benefited the teaching programme overall with more robust employer/university relationships. Social work educators reported that such schemes required careful management and investment of time and might lead to some tensions about the balance between education and training. These findings are placed in the context of developments in social work education in England.     

Gearing Up for Personalisation: Training Activities Commissioned in the English Pilot Individual Budgets Sites 2006–2008

The transformation of social care in England is taking place though changes affording greater choice and control for people using services. Individual budgets were one key element of these changes and were piloted in 13 local authorities in 2006–2008. This article reports on interviews with training leads in these local authorities that took place in 2008 as part of an independent evaluation of the individual budget pilots. The aims of the interviews were to explore the role of training as part of the processes of transformation, the use of resources and establishment of training strategies within the local authority. Participants revealed that the subject of training was acquiring higher profile within their authorities, although uncertainties remain about the extent of local authority responsibilities for training. Within local authorities, training resources were yet to be determined and models of training were not fully developed. The article concludes that training will remain a central issue when implementing personalised social care services and that models of training for such changes should be shared and evaluated over the long term.