The experience of smoking in recovery settings: an ecological momentary assessment pilot study

ABSTRACT

Smoking continues to be the leading cause of preventable death in the United States, and people with substance use disorders (SUD) smoke at higher rates compared to their non-using counterparts. Individuals with SUDs may have different emotional experiences and expectancies than those without. The current study explored the relationship between smoking and emotional experiences among residents in recovery homes, a population that little is known about regarding their tobacco addiction. Using ecological momentary assessment (EMA), significant emotional differences were found between nicotine users and nonusers. Implications of these findings could help in the development of interventions directed toward reducing smoking cessation.     

An Integration Project in Civics and English

The intent of this article is to examine the significance of Carter G. Woodson to the historical development of the fields of curriculum and social studies, particularly as they relate to the evolution of the modern multicultural movement. The authors focus on Woodson's contributions through his curriculum and his pedagogical efforts in establishing a more rigorous and historically accurate social studies framework through his community education initiatives, the Negro History Bulletin, and his textbooks. They conclude the article with a discussion of how Woodson's efforts can have direct implications for social studies educators.     

Social inequality, ‘the deviant parent’ and child protection practice

Child protection cases typically involve families struggling through socio‐economic hardship. That said, in child protection practice there is a readiness to see the parent as the problem with parent reform or child removal as the preferred remedy. In this paper, the emergence and ongoing legitimacy of this child protection response is traced to the de‐politicisation of social inequality.     

Issues in understanding quality volunteering in human services

Organisations providing human services are under increasing pressure to demonstrate quality from a range of sources such as new legislation and new requirements for government funding. Four dimensions for examining quality, derived from program evaluation theory, illustrated some of the contradictions surrounding these expectations. The research used a qualitative and grounded approach to exploring clients', volunteers' and coordinators' notions of quality service. The clients' and volunteers' perceptions of quality were highly experiential, related to the specific context and focussed on strong trusting personal relationships. Clients were also very conscious of their lack of power. Coordinators used a combination of approaches to try to satisfy the demands of clients, volunteers and bureaucracy.     

Groups and individuals: conformity and diversity in the performance of gendered identities

The nature and role of social groups is a central tension in sociology. On the one hand, the idea of a group enables sociologists to locate and describe individuals in terms of characteristics that are shared with others. On the other, emphasizing the fluidity of categories such as gender or ethnicity undermines their legitimacy as ways of classifying people and, by extension, the legitimacy of categorization as a goal of sociological research. In this paper, we use a new research method known as the Imitation Game to defend the social group as a sociological concept. We show that, despite the diversity of practices that may be consistent with self‐identified membership of a group, there are also shared normative expectations – typically narrower in nature than the diversity displayed by individual group members – that shape the ways in which category membership can be discussed with, and performed to, others. Two claims follow from this. First, the Imitation Game provides a way of simultaneously revealing both the diversity and ‘groupishness’ of social groups. Second, that the social group, in the quasi‐Durkheimian sense of something that transcends the individual, remains an important concept for sociology.     

Effects of sex guilt and premarital sexual permissiveness on role‐played sex education and moral attitudes

Anne Fausto‐Sterling's suggestion that the prevalence of intersex might be as high as 1.7% has attracted wide attention in both the scholarly press and the popular media. Many reviewers are not aware that this figure includes conditions which most clinicians do not recognize as intersex, such as Klinefelter syndrome, Turner syndrome, and late‐onset adrenal hyper‐plasia. If the term intersex is to retain any meaning, the term should be restricted to those conditions in which chromosomal sex is inconsistent with phenotypic sex, or in which the phenotype is not classifiable as either male or female. Applying this more precise definition, the true prevalence of intersex is seen to be about 0.018%, almost 100 times lower than Fausto‐Sterling's estimate of 1.7%.     

Erotophobia‐erotophilia as a dimension of personality

This review discusses the measurement, antecedents, and consequents of erotophobia‐erotophilia—the disposition to respond to sexual cues along a negative‐positive dimension of affect and evaluation. Test construction procedures which resulted in a 21‐item measure of this personality construct are reported. Evidence indicates that the measure is internally consistent, shows acceptable degrees of convergent and discriminant validity, and is correlated as expected with related constructs such as authoritarianism, adherence to traditional sex roles, indices of value orthodoxy, and various measures of sex‐related evaluations. Retrospective surveys and group contrasts suggest that erotophobia‐erotophilia is a learned disposition based on one's exposure to sex‐related restrictiveness and punishment during socialization. Consequents of erotophobia‐erotophilia involve avoidance versus approach responses to sexuality in a wide range of situations; scores on this test predict differential sexual experience, responses to erotica, likelihood of engaging in sexual fantasy behavior, the tendency to learn about or teach others about sex, engaging in sex‐related health care, the probability of utilizing contraception, and behaving sexually during pregnancy and postpartum. Cross‐cultural research provides evidence for the generality of this construct beyond North America.     

Subjective experiences of stress workload, and bodily discomfort as a function of age and type of computer work

An increasingly older workforce and a growing emphasis on jobs involving interaction with computers have resulted in a need to more carefully examine the relationship between ageing and computer-based work. In this study, a sample of 394 subjects ranging in age from 20-75 years performed a computer task across a 3-day period. Three different types of computer-based jobs (data entry, information retrieval, and accounts balancing) performed at three large US companies were simulated. Age differences in the subjective experience of stress, workload, and bodily discomfort were evaluated. The results indicated that age effects for these measures varied according to task. The older subjects perceived greater workload for the more mentally challenging problem-solving oriented accounts balancing task (Which involved a graphical user interface) than the younger participants, even with increased exposure to the task. However, the older subjects generally experienced less stress than the younger subjects on an information retrieval task that involved a more socially interactive telephone component. A positive relationship between the frustration component of workload and the measure of stress was also found, suggesting an important link between the constructs of stress and workload. Overall, the outcomes of this study provide important insights into design interventions intended to accommodate older as well as younger persons in the workforce.     

Student-Centered Teaching: The Analog to Client-Centered Practice

A team of faculty explain the use of a developmental curriculum design to teach a direct practice methods course. The design is based on the principles of andragogy, which highlights self-motivated adult learning. Students and faculty collaborate in setting and implementing course objectives. The authors differentiate between the developmental design and the more traditional structured curriculum. These two approaches are compared according to their course objectives, specific content, role of faculty, and learning process. Illustrations from the course are used for clarification purposes.