Attachment theory and clinical social work

Recent additions have rendered attachment theory potentially viable for clinical social work practice. The author examines its formulations and possible use, seeing it as an important alternative to other psychosocial approaches that attempt to explain how early childhood experiences may affect later mental health. The emphasis of this theory on the cognitive makes it congenial to those who favor cognitive approaches to individual therapy, and its emphasis on patterns of attachment makes it of appeal to family therapists.     

A fragmented picture: reflections on the photographic practices of young people

Research on children and youth increasingly features young people's photographs and/or young people as photographers. While this suggests that quite a lot is known about young people's relationships to photographs and camera technologies, this is not the case. Following an overview of studies that engage with young photographers, this article demonstrates why still very little is known about young people's photographic practices – that is, the range of ways and media through which young people take, feature in, and use photographs. The author argues that this gap in knowledge needs to be addressed. Important aspects of childhood, youth and growing up, including identity, belonging and memory, are often experienced and/or expressed in part through photographs and photography.     

Diana Gittins. The Child in Question. New York: St. Martin's Press, 1997. 231 Pages

Abstract

Does occupation-level information reflect what people actually do at work and thus influence individuals? I examine whether there is an effect of occupation-level complexity on individuals' sense of personal control, and if there is, whether the effect is a proxy for the actual work people do on their jobs. I analyze a national probability sample of 1,450 employed persons interviewed by telephone in 1995. Without adjustment for worker's reports of autonomy, creativity, authority, and social interaction in their daily work, an index of DOT occupational complexity of work with data and people correlates with the sense of personal control. Adjustment for job-level autonomy, creativity, authority, and social interaction renders the occupation-level measure insignificant and shows significant effects of autonomous work, creative work, and social interaction at work on the sense of personal control.     

Defining Moments and Recurring Myths: Comparing Canadians and Americans after the American Revolution*

Dans cet article, nous examinons la célèbre thèse de S.M. Lipset, qui affirme que la révolution américaine a créé des differénces durables entre les valeurs canadiennes et américaines. Nous reconsidérons tout d'abord l'affirmation centrale de la thèse selon laquelle l'exode des loyalistes vers le Canada a ancré de façon permanente des systémes de valeurs distincts dans les deux sociétés. Notre analyse suggère que, au sein de la population générate, les loyalistes n'ont joué qu'un rôle négligeable dans la promotion de différences fondamentales. Nous comparons ensuite les deux sociétés sur le plan historique en utilisant plusieurs indicateurs ‐ classes sociales et structure économique, compositions ethnique et religieuse, modèles d'immigration et d'urbanisation, culture et organisation politiqUes ‐ afin de cerner des divergences importantes dans l'expérience et le milieu dans lequel vivaient les deux peuples, divergences qui auraient pu favoriser ces différences. Nous concluons que les deux populations se ressemblaient étonnamment, ce qui sous‐entend qu'elles partageaient probablement le même quotidien, les mêmes perspectives et valeurs au cours de la période révolutionnaire et pendant plusieurs dizaines d'années par la suite. This paper examines S.M. Lipset's widely known thesis that the American Revolution engendered lasting differences in Canadian and American values. We first reconsider the key claim of the thesis: that the Loyalist exodus to Canada permanently entrenched distinct value systems in the two societies. Our analysis indicates that, within the general population, the Loyalists had a negligible effect in promoting core differences. We then compare the two societies historically on several indicators—class and economic structure, ethnic and religious composition, immigration and urbanization patterns, and political culture and organization—to identify significant divergences in the peoples' backgrounds and experiences that may have promoted major differences. We find that the two populations were strikingly alike, suggesting that their everyday lives, outlooks, and values were probably quite similar during the Revolutionary era and for several decades afterward.     

The social construction of the meaning of acute stressors: A qualitative study of the personal accounts of police officers using a stress counselling service

The police profession is one in which acute stressors are encountered more frequently than in other occupations. Using the personal accounts of 35 police officers attending an in-house stress counselling clinic, the aim of the present study was to provide a qualitative examination of how the institutional context of policing influenced the ways in which acute stressors signified to individual police officers experiencing felt distress. Using the framework of Rational Emotive Behaviour Therapy as an analytical tool, it is argued that beliefs contributing to the experience of felt distress are related to the way in which policing as both an identity and an activity is constructed through the police organizational culture. Not only do these constructions influence the ways in which officers perceive themselves and their environments, but they also operate at the collective level to 'normalize' some emotional responses and to 'pathologize' others which, it is argued, could impact upon the outcomes of interventions such as stress counselling.     

Effects of Class Positions of Parents on Educational Attainment of Daughters and Sons*

Cet article évalue les effets de l'appartenance de la mère et du père à une classe - déterminée selon la théorie marxiste des classes -sur le niveau d'instruction de leurs enfants, garçons et filles, au Canada. Les données sont tirées d'un échantillon représentatif de Canadiens et de Canadiennes. Les analyses multivariables mon-trent que l'appartenance du père et de la mère à une classe influe sur le niveau d'instruction des enfants des deux sexes. Que le père ou la mère soit issu de la bourgeoisie, de la classe des dirigeants ou de la classe des spécialistes, l'enfant aura un niveau d'instruction plus élevé que celui dont les parents appartiennent à une autre classe. On a toutefois observé que seuls certains effets de l'appartenance à une classe étaient directs; les effets liés à l'appartenance à une classe semblent ne se manifester que partiellement dans les differences de niveau d'instruction des parents, qui sont liées à la classe à laquelle ils appartiennent. Les niveaux d'instruction de la mere et du père influent directement sur le niveau d'instruction des enfants des deux sexes, une fois neutralisés les effets de l'appartenance sociale des parents. De plus, les effets du niveau d'instruction du père et de la mère ont tendance à différer selon le sexe de l'enfant (le niveau d'études de la mère influe davantage sur celui de la fille et à l'inverse celui du père influe davantage sur celui du fils). Toutefois, cette tendance ne se vérifie pas en ce qui concerne les effets de l'appartenance des parents à une classe. Les analyses qui comparent les sous-échantillons d'âges indiquent que la double influence de l'appartenance des parents à une classe et de leur niveau d'instruction a diminué après les années soixante compara-tivement aux années précédentes. Les résultats sont interprétés à la lumière de la théorie du capital culturel. This paper assesses the effects of mothers' and fathers' class positions—measured in terms of Marxist class categories—on the educational attainment of male and female offspring in Canada. Our data are from a national representative sample of Canadians. Multivariate analyses show that, for offspring of both genders, the class positions of fathers and mothers influence educational attainment. Where either parent was a member of the bourgeois, managerial or expert class categories, this meant more education for the offspring than other class backgrounds. Only some proportions of the class effects were direct; the effects of class background appear to partially operate through differences in educational attainment of parents that are associated with parents' class positions. Mothers' and fathers' education levels continue to have comparatively strong positive relationships with educational attainment for offspring of both genders after controls for class categories of parents. Further, the effects of paternal and maternal education tend to be “same-sex directed” (mothers' education levels have stronger effects for daughters than for sons and vice versa for fathers' education). However, a similar pattern does not hold for the effects of parental class positions. Analyses comparing age sub-samples indicate that the influences of both parental class positions and parental education levels upon educational attainment of offspring have decreased in the post-1960 period compared with earlier years. The results are interpreted in terms of the theory of cultural capital.