The Contraceptive Role of Breastfeeding

We review (1) neuro-hormonal mechanisms by which breastfeeding postpones the return of ovulation and menstruation after birth, and (2) various statistical procedures used to analyse this effect in human populations. This review reveals that the biology and the statistical procedures are incompatible. We propose a statistical approach, compatible with present knowledge of physiology, that differentiates between ovulation-inhibiting mechanisms at birth and the weakening of these inhibitions thereafter, so that it is possible to investigate the effects on these mechanisms due to breastfeeding and to other determinants such as mother's age. An empirical test with typical recall data indicates that full breastfeeding postpones ovulation longer than does supplemented breastfeeding, and that both have stronger contraceptive effects than has previously been thought.     

Two Faculty Groups’ Process in Delivering a Joint MSW Program: Evaluating the Outcome

ABSTRACT

In 1995, two state universities’ Schools of Social Work, 30 miles apart, agreed to implement a joint master's of social work program. In 2011, the Council on Social Work Education reaccredited the program. This qualitative study describes the stages of development of the group of faculty members based on Tuckman's perspective. Through surveys, interviews, and focus-group reports, a combination of convenience and purposive subsamples with a total of 22 participants provided data on the program strengths and limitations, as well as the new trends identified in the field of social work. The findings of this exploratory design study include program strengths such as availability of personal and technical resources, adequate faculty communication processes, and their willingness to change and embrace innovations. The program limitations include the diversity of faculty members and their different subcultures, the large number of students, and the recurrent disruptions of the distance-learning technology system. The inclusion of new trends in the field of social work is required to effectively educate students to meet their future clients’ expectations. Due to its qualitative methodology using nonprobability sampling strategies and a small sample size, the generalizability of this study is limited.     

Evaluation of Support Groups for Child Abuse Prevention: Outcomes of Four State Evaluations

ABSTRACT

Parent support groups have grown in popularity as a strategy for preventing child maltreatment, but there have been few evaluations of these groups. The purpose of this paper is twofold. One goal is to identify some of the major challenges in the evaluation of parent support groups and to provide strategies for minimizing these potential difficulties. The second goal is to illustrate successful evaluations of parent support groups (i.e., the Circle of Parents® program) in four states. Three of these states used a retrospective pretest method. Outcomes indicated positive performance across all domains of functioning, as measured by a self-report questionnaire. Strengths and limitations of the evaluations are discussed, and recommendations for future evaluations are provided.     

Reading dis/ability: interrogating paradigms in a prism of power

The dichotomisation of literacy instruction into phonics instruction versus a whole language approach fails to realise a fundamental tenet of providing equitable educational opportunities to diverse groups of children. Diversity becomes a problem to solve through ‘inoculation programmes’ or ‘special’ education expertise. Moreover, children’s individual strengths can fail to be realised because they do not fit well with the programme of the day. Instead of being appreciated for the value that they may bring in higher order conceptual and intellectual tasks, these individual strengths may be neglected at great cost to the individual child because they offer cheap reward in the shape of aggregate test scores. This paper is a philosophical piece, which in refusing to prescribe what one should do on Monday morning joins other strident voices in disability studies in education to question what it is that we are doing today. Whilst not scientific, this is important work – it emphasises the a priori importance of philosophical, moral and ethical questions – reminding science that children are dynamic social beings who cannot be manipulated like genes to ‘express’ themselves in ways more conducive to quick and cheap educational programmes.     

Verbal Labels and Gestural Routines in Parental Communication with Young Children

Infants initially use words and symbolic gestures in markedly similar ways, to name and refer to objects. The goal of these studies is to examine how parental verbal and gestural input shapes infants' expectations about the communicative functions of words and gestures. The studies reported here suggest that infants may initially accept both words and gestures as symbols because parents often produce both verbal labels and gestural routines within the same joint-attention contexts. In two studies, we examined the production of verbal and gestural labels in parental input during joint-attention episodes. In Study 1, parent-infant dyads engaged in a picture-book reading task in which parents introduced their infants to drawings of unfamiliar objects (e.g., accordion). Parents' verbal labeling far outstripped their gestural communication, but the number of gestures produced was non-trivial and was highly predictive of infant gestural production. In Study 2, parent-infant dyads engaged in a free-play session with familiar objects. In this context, parents produced both verbal and gestural symbolic acts frequently with reference to objects. Overall, these studies support an input-driven explanation for why infants acquire both words and gestures as object names, early in development.     

Looking Back as We Look Ahead: Integrating Research, Theory, and Practice on Intergroup Relations

This article looks back at the origins of intergroup relations in social psychology just over 50 years ago. Pioneers in the field—Robin Williams, Gordon Allport, and Kurt Lewin—were all deeply concerned with integrating social science and social action. We seek to re-center this mutuality of research and practice, and to expand the focus of intergroup relations from prejudice reduction to social inclusion. The articles in this issue document cutting-edge research, theory, and practice, and make substantive contributions to the future of intergroup relations. A unique feature of this issue is a set of commentaries by prominent scholars and practitioners in the fields of intergroup relations and education. Walter Stephan, James Banks, Thomas Pettigrew, and Patricia Gurin each reflect on the collection of articles through the lens of their own personal and professional biographies to help define the intersections of research, theory, and practice on intergroup relations.     

Utility of Hospital Emergency Department Data for Studying Intimate Partner Violence

The authors examine 12 months of emergency department visit data (N= 2,521) from the National Electronic Injury Surveillance System All Injury Program and explore its utility for measuring and studying intimate partner violence. Given the dearth of national data on intimate partner violence–related injury and its potential value for public health surveillance and prevention, the data set appears promising for estimating national rates of emergency department visits. Missing perpetrator‐patient relationship data limit estimation of intimate partner–related hospital visits for injury and pain, which precludes national rate estimation at this time, but the data are still useful for describing documented intimate partner violence cases and may be helpful in designing prevention strategies.     

Social Support, Traumatic Events, and Depressive Symptoms Among African Americans

Structural equation modeling was used to examine the relationships among stress, social support, negative interaction, and mental health in a sample of African American men and women between ages 18 and 54 (N = 591) from the National Comorbidity Study. The study findings indicated that social support decreased the number of depressive symptoms, did not mitigate the effects of stress, and was reduced in response to financial strain. Financial strain and traumatic events were associated with increased negative interaction with relatives and depressive symptoms. The findings verify that stressful and traumatic events have direct influences on levels of depressive symptoms and affect the quality of social interactions and suggest how social interaction processes contribute to mental health.