How discrimination in adoptive,foster, and medical systems harms LGBTQ+ families: Research on the experiences of prospective parents

Abstract

LGBTQ+?people face multiple challenges to parenthood because of barriers such as discriminatory legislation and policies influencing foster parenting, adoption, and reproductive health services. This study documents these obstacles and examines their impact through a grounded theory analysis of interviews of LGBTQ+?prospective parents. Stressors included social isolation, unnecessary medicalization, prohibitive financial costs related to accessing social and medical services (sometimes across state lines), and being denied services, parental leave, and insurance coverage. Findings indicate that heteronormative attitudes and discrimination can lead to debilitating and enduring harm upon the economic, emotional, and relational well-being of growing LGBTQ+?families.     

Pressure to Attend Therapy,Dyadic Adjustment,and Adverse Childhood Experiences: Direct and Indirect Effects on the Therapeutic Alliance in Couples Therapy

In this study we examine the role that pressure to attend therapy, dyadic adjustment, and adverse childhood experiences (ACEs) play in developing the therapeutic alliance. A total of 351 couples received treatment as usual at three family therapy training clinics. Participants rated predictor variables at intake and alliance at the fourth session. Results of a path analysis indicate that each partner's dyadic adjustment is directly associated with the quality of her or his own alliance. In addition, when male partners report more ACEs and pressure to attend treatment, their own alliance scores decrease. Additionally, when one partner reports feeling pressure to attend therapy, the other partner's alliance decreases. Finally, for males, there is an indirect effect of dyadic adjustment on alliance through pressure to attend therapy. These results suggest that clinicians should routinely assess relationship adjustment, how pressured each partner is feeling to attend treatment, and ACEs; as these may impact alliance quality.     

Hybrid Models for Social Change: Legitimacy Among Community-Based Nonprofit Organizations

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - Community-based hybrid nonprofits, defined as organizations that combine social services with organizing or advocacy, play...     

Family structure and the gender gap in ADHD

Review of Economics of the Household - We document the large, excess male-female gap in ADHD diagnosis and treatment rates for non-traditional families. Pre-teen boys in traditional families are...     

Social movement schools: sites for consciousness transformation,training, and prefigurative social development

ABSTRACT

We develop the concept of “social movement school’ (SMS), showing how these organizational spaces are deliberately designed for purposes of educating, mentoring, training, and coordinating individuals as effective, committed movement agents. SMSs can also be important sites of prefigurative design and practice for future societal development consistent with movement goals. We motivate the theoretical significance of SMSs based on five perspectives in social movement scholarship: (1) resource mobilization; (2) cultural approaches to repertoires of contention; (3) cognitive perspective; (4) micro-mobilization; and (5) biographical consequences of participation. We then offer a typology to capture primary purposes, and spatial reach within the broad field of SMSs. Within-movement variation is illustrated by focusing on a variety of SMSs in the U.S. civil rights movement; and the cross-movement breadth of the concept is illustrated by highlighting contemporary SMS forms drawn from three very different movements–labor, radical feminism, and mindfulness meditation movements. In the interest of launching a research agenda on SMSs, we end with several key questions that could serve to guide future research. Important theoretical, empirical, and practical considerations suggest that SMSs deserve the attention of scholars and activists alike.     

Re-examining pregnancy-related anxiety: A replication study

Background

Recognition of pregnancy-related anxiety as a distinct anxiety is supported by evidence differentiating it from general anxiety and depression. Adverse associations with pregnancy-related anxiety further support this distinction. An influential study by Huizink et al. (2004), demonstrated that anxiety and depression contribute little to the variance of pregnancy-related anxiety, yet this study has not been replicated. Further, addressing limitations of the original study will provide further clarity to the findings.

Comparison of an Online and a Traditional MSSW Program: A 5-Year Study

The purpose of the current study was to compare 5 years of educational outcome data for online and face-to-face MSSW students (N=883) who graduated from University of Tennessee Knoxville College of Social Work. Students’ knowledge (comprehensive exam scores, grade point averages), skills (field evaluation scores), and perception of their graduate social work program were examined. Univariate and multivariate analyses revealed significantly higher knowledge scores for face-to-face, and significantly greater skills ratings for online students. Online students possessed significantly more positive perceptions of faculty and their own preparedness for professional practice. Effect sizes for all findings were extremely small, however, and suggest that differences between online and traditional student outcomes have minor practical relevance related to student achievement. Educational and research implications are discussed.     

Teaching Employees How to Receive Feedback: A Preliminary Investigation

ABSTRACT

There is a substantial literature on how to deliver feedback to change performance. However, to date no research has been conducted on teaching employees how to effectively receive feedback, even though employee behavior during a feedback session could moderate the effects of feedback. Thus, we developed a list of skills that should be exhibited by an employee while receiving verbal feedback. We then evaluated their acquisition after behavioral skills training using a nonconcurrent multiple-baseline design across participants. The results showed that participants were able to acquire and maintain appropriate feedback receiving behavior.