For the Sake of their Health: Older Service Users' Requirements for Social Care to Facilitate Access to Social Networks Following Hospital Discharge

Facilitating older service users’ requirements for accessto or re-engagement in social networks following hospital dischargeis recognized in social care analysis and policy as criticallyimportant. This is because of the associated benefits for restoringphysical health and psychological well-being. However, it tendsto be a neglected dimension of current social care/intermediatecare. Our paper draws on a qualitative study of voluntary sectorhospital aftercare social rehabilitation projects in five UKlocalities, which focused on addressing this issue. Throughexamining older service users’ feedback and experience,our study confirms the health benefits of social care facilitatingaccess to social networks at this crucial juncture. By providingsensitive interpersonal interaction, advocacy and ‘educational’assistance, social care workers supported older service users’re-engagement in a variety of networks. These included friendship,recreational and family groups, health care treatment programmesand locality based contacts and organizations. As a result,material, interpersonal and health care resources were accessed,which contributed to restoring and sustaining physical healthand psychological well-being. The process of such social carealso emerged as critical. This included ensuring that objectivesreflected service users’ priorities; integrating ‘low-level’home care; offering befriending; and challenging the pre-settime frame of intermediate care.     

Academic and Behavioral Outcomes Among the Children of Young Mothers

In this article, we use newly available data from the National Longitudinal Survey of Youth to investigate the effects of early motherhood on academic and behavioral outcomes for children born to early child bearers. We find that early motherhood's strong negative correlation with children's test scores and positive correlation with children's grade repetition is almost entirely explained by prebirth individual and family background factors of teen mothers themselves. However, early childbearing is associated indirectly with reduced children's test scores through its linkage to family size (and thus to child birth order). We find a different pattern in predicting fighting, truancy, early sexual activity, and other problem behaviors among adolescent and young adult offspring. For these behaviors, maternal age at first birth remains an important risk factor even after controlling for a wide range of background factors and maternal characteristics. These results highlight the diverse pathways through which teen parenting might influence subsequent child well‐being and social performance.     

Collinearity, Bias, and Effect Size: Modeling “the” Effect of Track on Achievement

The estimated effect of any factor can be highly dependent on both the model and the data used for the analyses. This article presents an example of the estimated effect of one factor in two different data sets under three different forms of the standard linear model using the effect of track placement on achievement as an example. Some relative advantages and disadvantages of each model are considered. The analyses demonstrate that, given collinearity among the predictor variables, a model with a poorer statistical fit may be useful for some interpretive purposes.     

The Psychology of Working in Practice: A Theory of Change for a New Era

This article advances the psychology of working theory by developing a parallel change‐based paradigm to guide interventions at the level of individuals (i.e., the psychology of working counseling) and systems (i.e., the psychology of working systemic intervention). The change paradigm presented in this article includes (a) a needs assessment encompassing survival, social connection/contribution, and self‐determination and (b) input on the mobilization of agentic action that includes critical reflection and action, proactive engagement, social support, and community engagement. The needs assessment and agentic action aspects of this approach can be used to foster change in individual counseling, advocacy, and systemic intervention. Case examples reflecting a systemic intervention and an individual counseling vignette are presented along with implications for research, such as explorations of the impact of these change models on client outcomes and systemic change efforts.     

Life History or 'Case' History: the objectification of people with learning difficulties through the tyranny of professional discourses

Case histories of people with learning difficulties tend to privilege information that is useful to professionals, such as IQ and medical diagnosis. Such information allows professionals to slot people with learning difficulties into categories which inform 'treatment' and aid prognosis. Case records, as they are currently constructed, appear to further silence an already oppressed group of people, and to objectify, pathologise and label them. The subjects of such case records do not appear to be treated as stakeholders in the case recording process: their voices are not represented in such writings. Case records do not appear to contain information about the lived experience of people with learning difficulties. Ignorance of the unique histories of people with learning difficulties is dehumanising and allows professionals to psychologically distance themselves. Once humanity has disappeared, it is possible to treat people as 'objects' that can be controlled through 'respected' professional theories and their discursive practices.     

Female Adoptees’ Experiences Balancing Relationships With Biological and Adoptive Mothers Post‐Reunification

Using a feminist postmodern perspective and the sensitizing concept of split loyalties from Contextual Theory, the primary purpose of this qualitative study was to develop a better understanding of how adult female adoptees from closed adoptions negotiate relationships with their adoptive and biological mothers post‐reunion. We conducted semi‐structured individual interviews with nine adult female adoptees, ages 28–52, who were adopted prior to the age of two. Six were Caucasian, three were African American, and the average age at reunion was 29. Grounded theory techniques were used to code the qualitative data, in particular the constant comparative method of analysis. Four main categories emerged: (a) Negotiating Mother–Daughter Relationships, (b) Relating to Mothers Equitably, (c) Loyalty, and (d) Adoptees’ Emotional Needs. Our findings suggest the adoptive mother–daughter relationship has a salient effect on adoptees’ relationships with biological mothers post‐reunion. Loyalty to the adoptive mother seems to influence the evolving relationship and closeness displayed toward the birth mother. Adult female adoptees from closed adoptions described struggling with managing their two mother–daughter relationships and need clinical help addressing their own emotional needs.     

The Interaction between Negative Emotionality and Effortful Control in Early Social‐emotional Development

Interactions between reactive and regulatory dimensions of temperament may be particularly relevant to children's adjustment but are examined infrequently. This study investigated these interactions by examining effortful control as a moderator of the relations of fear and frustration reactivity to children's social competence, internalizing, and externalizing problems. Participants included 306 three‐year‐old children and their mothers. Children's effortful control was measured using observational measures, and reactivity was assessed with both observational and mother‐reported measures. Mothers reported on children's adjustment. Significant interactions indicated that children with higher mother‐reported fear or higher observed frustration and lower executive control showed higher externalizing problems whereas children with higher observed fear and higher delay ability demonstrated lower externalizing problems. These results highlight effortful control as a moderator of the relation between reactivity and adjustment, and may inform the development of interventions geared toward the management of specific negative affects.     

Time and support do not heal all wounds: Mental health correlates of past bullying among college students

Abstract

Objective: We examined whether perceptions of being bullied during middle and high school were associated with depressive, anxiety, and posttraumatic stress disorder (PTSD) symptoms during college. We also examined whether perceived social support (PSS) mediated the association between bullying and symptoms, and explored whether parental, peer, or other sources of support was most beneficial. Participants: Undergraduates (N?=?270) from an urban commuter college in the Northeast participated during Spring 2013 or Fall 2015. Methods: Psychometrically sound self-report measures were used to assess symptoms and perceptions of bullying and social support. Results: As hypothesized, bullying was associated with more symptoms, and PSS significantly mediated the associations between bullying and symptoms of PTSD and depression. Conclusion: The college years provide another opportunity to address the effects of middle and high school bullying. Receiving current support for past bullying is beneficial but is not enough, college counseling services are needed to reduce symptoms.