Temporal Patterns of Accuracy Confidence in Social Judgments: A New Method and Initial Results

An integrated, computer-based system was developed to record participants’ continuous judgment changes on a revised form of the Interpersonal Perception Task (IPT-15). Consistent with the considerable research on “thin slice” judgments, the mean latency for greater than chance accuracy confidence was just 16 s (median = 10 s) for the ten one-part scenes on the IPT. There was also a clear and strong linear trend for increasing accuracy confidence across the first 25 s of the ten one-part scenes. For the five-two-part scenes, where comparative judgments were required (e.g., which statement is truthful, which is a lie?), no clear pattern of increasing accuracy confidence was found, with mean scores hovering near chance. The utility of the new system for analyzing the time course of social judgments is discussed and the potential reasons for the contrasting results for the one-part and two-part scenes were examined.     

Bullying and Victimization Among Young Elementary School Children: The Role of Child Ethnicity and Ethnic School Composition

School-aged children with an ethnic minority background are relatively often involved in bullying and victimization, but the role of ethnic composition of schools in this context remains unclear. This study examined the relation between ethnic minority background, ethnic school composition, and bullying behaviour around primary school entry in the Netherlands. The study was based on a 2008/2009 school survey in Rotterdam, a Dutch city where about 50 % of children have a non-Dutch background. For 8523 children, teacher reports of bullying behaviour at age 5–6 years were available. Children with a non-Dutch background had higher odds of being a victim (adjusted OR 1.41, 95 % CI 1.11, 1.80), bully (OR 1.38, 95 % CI 1.20, 1.58) or bully-victim (OR 1.38, 95 % CI 1.19, 1.62) than children of Dutch national origin. Ethnic diversity in schools increased children’s risk of bullying behaviour (e.g. OR_victim per 0.1 increase in 0–1 diversity range = 1.06, 95 % CI 1.00, 1.13), with children of both Dutch and non-Dutch national origin relatively more often involved in bullying in ethnically diverse schools. The proportion of same-ethnic peers in school reduced the risk of bullying among children of Dutch national origin (e.g. OR_victim per 10 % more same-ethnic children = 0.90, 95 % CI 0.83, 0.98), but not among non-Dutch children. In conclusion, ethnic minority background and ethnic diversity within schools are risk factors for bullying among 5–6 year olds. Plausibly, reductions in absolute numbers of bullying events may be obtained with tailor-made interventions in ethnically diverse schools. Such interventions should preferably be offered early in the school curriculum.     

Race and opportunity in a public alternative school

This qualitative case-study explores questions about the stratifying role of public alternative schools created for ‘at-risk’ youth by analyzing the school experience of students who attend a single continuation high school and the process of student enrollment and referral to that school. Drawing on the concept of whiteness as property, this article demonstrates how the continuation high school maintained and protected the property functions of whiteness through acts of symbolic violence and the systematic removal of non-white students from the school district’s mainstream high school. Instead, students were placed in a substandard alternative school lacking in material and intellectual resources. Furthermore, teachers, counselors, and administrative staff at the mainstream and continuation high schools alike drew upon the racial ideology of merit to rationalize the overrepresentation of non-white youths at the study school and to ‘deracialize’ the student referral process.     

W.E.B. Du Bois and Filipino/a American exposure programs to the Philippines: race class analysis in an epoch of ‘global apartheid’

The article highlights the ongoing relevance of W.E.B. Du Bois for the global analysis of race and class. Engaging scholarly debates that have ensued within the educational subfields of critical race theory (CRT) and (revolutionary) critical pedagogy, the article explores how a deeper engagement with Du Bois’s ideas contributes theoretically and methodologically to these two subfields. Of particular focus is Du Bois’s conceptualization of a ‘guiding hundredth,’ which he forwarded as a corrective to his ideas of a ‘talented tenth.’ The article also offers a case study analysis of the film Sounds of a New Hope, which documents a hip hop exposure program to the Philippines. The case study draws upon Du Bois’s ‘guiding hundredth’ for a twenty-first century context as a Filipino American cultural worker utilizes hip hop to articulate, analyze, and alter the lived experiences for Filipino/a Americans in a global diaspora.     

Emotions and cosmopolitan sociability: Barriers and opportunities for intercultural encounters amongst new Chinese migrants in New Zealand

Emotions matter, particularly in experiences of migration. This article explores how emotions are involved in everyday intercultural encounters and the role of emotions in generating cosmopolitan sociability in the context of migration. The article is based upon qualitative research with 80 Chinese 1st and 1.5 generation migrants in New Zealand. We focus on ‘contact zones’ as social spaces where migrants have uneven opportunities to encounter cultural others and where ‘emotional dissonance’ can emerge through unsuccessful intercultural exchanges. In order to generate a sense of comfort and familiarity in such conflicted spaces, migrants need to invest in ‘emotional labour’ to engage in more cosmopolitan sociability as an attempt to transform ‘contact zone’ to ‘comfort zone’. Through this article we argue that emotions can both promote and encourage, but also undermine and limit the capacity to perform cosmopolitan sociability and build intercultural relations.     

Meyer Bloomfield: Organizer of the Vocational Guidance Movement (1907–1917)

Meyer Bloomfield was the preeminent leader of the vocational guidance movement during the first 20 years of the 20th century. From 1907 to 1917, he worked to establish organizations, which today are called the National Career Development Association and the American Management Association, and to found a journal, which is now called the Journal of Counseling & Development. To train vocational guidance personnel, he offered the 1st university course in counselor education. He also published several books and many articles on vocational guidance for both professionals and the public.     

Overcoming Barriers to Using Empirically Supported Therapies to Treat Childhood Anxiety Disorders in Social Work Practice

Anxiety disorders are among the most common psychiatric disorders in children and adolescents. Most empirically supported treatments (ESTs) for pediatric anxiety disorders include various cognitive-behavioral methods. Although demonstrated efficacious in controlled and clinic settings, there are barriers to implementing these types of therapies in social work settings due to beliefs about the usefulness of ESTs in community settings; limitations of treatment manuals; time constraints of implementing ESTs; fidelity and flexibility of implementing ESTs; and limited training opportunities. This article provides an overview of ESTs for childhood anxiety disorders, highlighting options for overcoming common barriers to implementing ESTs. Collaborative multi-method approaches to advance implementation of ESTs in social work practice are suggested.     

Children’s Psychosocial Rehabilitation: Clinical Outcomes for Youth with Serious Emotional Disturbance Living in Foster Care

Children living in foster care are an especially vulnerable population who often come to the attention of Medicaid mental health providers. These children experience a high incidence of emotional and behavioral disorders and may have specialized treatment needs related to their living arrangement status. This study assessed whether Children’s Psychosocial Rehabilitation could effectively treat youth with severe emotional and behavioral disorders who live in foster care. Analysis of data from an open trial of 218 clinically-impaired youth, aged 3–18 years, revealed no reliable differences in treatment outcome between foster versus non-foster children, with a trend toward more favorable outcomes for foster youth. Findings justify further study of the effectiveness of this Medicaid-funded service for the treatment of youth in care.