Encoding Action Roles in Meaningful Social Interaction in the First Year of Life

Previous research has shown that 6‐ to 9‐month‐old infants detect role reversals in dyadic interaction involving 2‐argument relations. These studies extend this line of research to a 3‐argument structure: An agent gives an object to a recipient. We conducted 4 experiments in a novelty‐preference paradigm. Infants were habituated to videotaped sequences of a puppet giving a flower to another puppet. In the test phase, the puppets' spatial positions were switched, and infants alternately saw role‐reversal and direction‐reversal trials. Results indicate that 10.5‐ and 12‐month‐olds but not 9‐month‐olds selectively encoded the change of action role (agent‐recipient) over a change in the spatiotemporal properties of the interaction and that action role encoding was specific to intentional relations in a 3‐argument structure. Thus, infants at the end of their 1st year seem to be sensitive to movement cues that specify intentional relations between an agent and a recipient.     

Work Patterns Following a Birth in Urban and Rural China: A Longitudinal Study

Two waves of data (1989 and 1991) from theChina Health and Nutrition Survey (CHNS) areused to investigate the short-term impact of abirth on women's work patterns. Defining workbroadly in terms of involvement inincome-earning activities in general, birthshave little impact. Defining work in terms ofwage employment, births have a significantalthough modest negative effect. Substituting amore fully elaborated typology of work patternsthat distinguishes different combinations ofwage work, work in household businesses, andagricultural fieldwork makes it possible tolook at shifts within as well as betweencategories of wage and non-wage employment.These shifts turn out to be important,especially in rural areas where such workpredominates. In this study, the effect of abirth depends on how work is conceptualized andmeasured. Some of the contextual variability inthe strength of the fertility-work relationshipreported in the literature may be due to theparticular measures of work that have beenused, which better reflect the time demands,intensity, flexibility, and location of work inurban industrialized settings than in rural,less industrialized ones.     

Inside the Museum: Curating between hope and despair: POLIN Museum of the History of Polish Jews

The reception of the core exception of POLIN Museum of the History of Polish Jews, which opened in Warsaw on 28 October 2014, is the focus of this essay. While eschewing a master narrative, the exhibition is guided by metahistorical principles and a distinctive approach to mode of narration. Both have proven controversial as evidenced by answers to the following questions. What is the difference between a history of Polish Jews and a history of Polish Jewish relations? What is the most important period in the history of Polish Jews? Can visitors be trusted to draw the proper conclusions from a multi-voiced narrative based largely on quotations from primary sources, supported with scholarly commentary? Is a museum whose core exhibition features relatively few original objects a museum? What is the role of intangible heritage in such a museum?     

Preparing Social Work Students for Rural Child Welfare Practice: Emerging Curriculum Competencies

Multiple issues that are unique to child welfare social work practice in rural areas markedly affect workforce recruitment and retention, yet little attention is given to the proficiencies needed to equip emerging social workers for this growing area of the field. Curriculum content is needed that provides students with the opportunity to master the skills needed to thrive as child welfare social workers in rural areas. Using an evidence-based practice critical thinking model as a guide, a systematic review of literature and documents addresses many of the competencies needed to prepare social work students for child welfare practice in rural areas. These competencies are identified. Suggestions for integration into the social work curriculum are offered.     

Trading Up the Happiness Ladder

How globalization affects subjective happiness is highly disputed. Several studies use an index that amalgamates globalization’s different dimensions into a single variable. Unlike previous studies and in order to better illuminate its facets, we adopt a disaggregated perspective on trade (policy) data. Distinguishing actual trade flows and the option value of trade, we find the former to slightly depress happiness, the latter to significantly promote happiness. Segmentation of WVS-data shows that the positive connotation is concentrated in low-income countries still in the process of climbing the income ladder, thus backing the notion of a shift in values.     

TREATING A HIGH-RISK MOTHER–CHILD RELATIONSHIP

In this paper, the author presents detailed clinical material to portray the experience of intensive therapy shared with a young school-aged boy and his very troubled mother. The therapy involved a challenging combination of triadic sessions along with dyadic child-therapist sessions observed by the boy’s mother from behind a one-way mirror. The discussion centers on the impact of complex transference and countertransference experiences and recommends conjoint sessions as the first option when treating young school-aged children in relationship with a highly troubled parent. I am indebted to Jacqueline Hanley for her support and encouragement, without which this paper might not have been written. Thanks are also due to Jack Howard MLS for his reference assistance.     

Children's Planning of Classroom Plays with Adult or Child Direction

This study examined the planning that occurred when children participated in classroom playcrafting with either adult or child leadership. In a first‐/second‐grade classroom in an innovative public school, we videotaped 11 sessions in which children volunteered to develop a play with small groups of classmates and seven sessions in which adult volunteers (parents and a grandparent) developed plays with small groups of children. The plays were crafted in one session of about an hour, and then usually performed for the class. More planning took place during child‐ than adult‐directed sessions (averaging 92 vs. 35 percent of the session's duration). The groups led by children were more frequently involved in planning of themes, planning of details of the themes, and especially in improvisationally mindstorming ideas than were the groups led by adults. In adult‐directed sessions, the adults often planned the play before the children joined the activity, and the children spent most of the session in non‐playplanning activities such as gluing and coloring puppets or rehearsal of lines designed by the adult in advance. We argue that opportunities to observe and participate in planning—which occurred more frequently in child‐directed than adult‐directed sessions—are important to the development of planning skills and of co‐ordination of plans with others.