Finite-sample Resampling-based Combined Hypothesis Tests,with Applications to Serial Correlation and Predictability

This article suggests Monte Carlo multiple test procedures which are provably valid in finite samples. These include combination methods originally proposed for independent statistics and further improvements which formalize statistical practice. We also adopt the Monte Carlo test method to noncontinuous combined statistics. The methods suggested are applied to test serial dependence and predictability. In particular, we introduce and analyze new procedures that account for endogenous lag selection. A simulation study illustrates the properties of the proposed methods. Results show that concrete and nonspurious power gains (over standard combination methods) can be achieved through the combined Monte Carlo test approach, and confirm arguments in favor of variance-ratio type criteria.     

Leaving Home for College: Expectations for Selective Reconstruction of Self

This paper describes how 23 primarily upper-middle-class high school seniors anticipated identity changes as they prepared to leave home for college. The transition from high school to college is a period of “liminality” during which students are structurally in between old and new statuses. We discuss how students anticipated change, planned to affirm certain of their identities, imagined creating new identities, and contemplated discovering unanticipated identities. Such interpretive effort must be understood in the context of the ambivalence they felt about leaving home and achieving independence. The data also provoke discussion of how social class membership might be implicated in people's ability to control identity change as they move through the life course.     

Of Roots and Wings: Letting Go of the College‐Bound Child

This article examines how parents experience the process of “letting go” of their college‐bound children. The focus of our analysis is on how the parents evaluate the meanings of their children's leaving home and adopt strategies to facilitate the process for both themselves and the departing child. Our analysis is based on interviews with thirty sets of parents. The interview materials allowed us to recognize and then parse the paradoxical task faced by parents of fostering “attached individuation” for both themselves and their children. We address four broad and persistent themes that emerged from our conversations with parents. First, we consider how parents manage the range of sometimes‐conflicting emotions generated by the letting go process. Second, we analyze the content of parents' worries as a good unobtrusive measure of how they understand the transition to college as a ritual marker in their children's lives. Third, we show how negotiations about geography—about proper distance from home—in choosing a college reflect efforts to impose a measure of gradualism into the letting go process. Fourth, we report on how parents theorize the impact of a child's departure on family relationships in general.     

Walk-in Together: A pilot study of a walk-in online family therapy intervention

Many Australians are requiring mental health care, including families, leading to long wait times in order to access support. Walk-in therapy reduces barriers to mental health support services by providing support at the time that families seek help. This paper presents a proof-of-concept study investigating the acceptability and short-term effectiveness of an online walk-in family therapy service, Walk-in Together (WIT). Part 1 of the paper describes the experiences of 44 family members from 22 families who presented to a public family therapy clinic for a virtual walk-in family therapy session. The session was conducted by a team of three experienced family therapists. Family members' experiences were sought pre-session, post-session, and at 6 weeks follow-up via survey and interview. Part 2 of the paper explores therapist perceptions (n = 7) of the WIT approach, through thematic analysis of semi-structured interview data. Post-session feedback showed 85% of family members found WIT to be helpful and 50% were optimistic about their future as a family after their WIT session. Six weeks post-session it was revealed that WIT supported planning for families in equipping them to move forward with 88% of family members reporting that they knew what to do after the session. All therapists uniformly experienced the model as offering a timely and beneficial service, suitable for diverse presentations and constellations of families. These preliminary results suggest the significant utility of this WIT intervention as a well-received and helpful service for families, who valued the easy access and rapid therapeutic response afforded by the online, walk-in delivery model. This proof-of-concept paper suggests the potential for further development and growth of WIT, as well as other mental health support services using a walk-in, telehealth model to meet the rising demand for therapeutic support for families in distress.     

Practical-Moral Knowledge: The Social Organization of Regulatory Processes in Academic Contexts

In this article, we developed a theoretical frame to analyze how practical-moral knowledge structures the regulatory processes of learning to control and direct behavior during literacy lessons in two elementary classrooms. We describe how regulatory behaviors were congruent with the local social and moral order, constituents of practical-moral knowledge. Variance in the practical-moral knowledge of each classroom revealed two different patterns of regulation: (a) a toggle or shift from other-regulation to self-regulation, with an emphasis on other-regulation and (b) a dynamic pattern of fluid shifts between other-regulation, coregulation, and self-regulation, with an emphasis on coregulation. We argue that regulatory processes do not originate within the individual but rather in and through learning practices.