Exploring the Relationship between Reward and Punishment Sensitivity and Gambling Disorder in a Clinical Sample: A Path Modeling Analysis

Most individuals will gamble during their lifetime, yet only a select few will develop gambling disorder. Gray’s Reinforcement Sensitivity Theory holds promise for providing insight into gambling disorder etiology and symptomatology as it ascertains that neurobiological differences in reward and punishment sensitivity play a crucial role in determining an individual’s affect and motives. The aim of the study was to assess a mediational pathway, which included patients’ sex, personality traits, reward and punishment sensitivity, and gambling-severity variables. The Sensitivity to Punishment and Sensitivity to Reward Questionnaire, the South Oaks Gambling Screen, the Symptom Checklist-Revised, and the Temperament and Character Inventory-Revised were administered to a sample of gambling disorder outpatients (N = 831), diagnosed according to DSM-5 criteria, attending a specialized outpatient unit. Sociodemographic variables were also recorded. A structural equation model found that both reward and punishment sensitivity were positively and directly associated with increased gambling severity, sociodemographic variables, and certain personality traits while also revealing a complex mediational role for these dimensions. To this end, our findings suggest that the Sensitivity to Punishment and Sensitivity to Reward Questionnaire could be a useful tool for gaining a better understanding of different gambling disorder phenotypes and developing tailored interventions.     

Moral education as intercultural moral education

In a diverse country such as Peru, moral education should reflect social, cultural, political and spiritual dilemmas of both indigenous and non-indigenous peoples and their communities. To promote understanding and respect amongst people from different sociocultural backgrounds, moral education should encourage a dialogue between indigenous values and mainstream hegemonic values. In this article, we argue for the need to conceptualise moral education as intercultural. Against a common view that portraits indigenous people as incommensurable, that is, as trapped in their own radically different moral perspective, our own research in Shipibo-Konibo and Asháninka communities show that indigenous people display a moral point of view when analysing cultural traditions and practices. This moral point of view appears intertwined with their cultural values and ethnic identities and allows intercultural dialogue. In this vein, we argue for the need to incorporate intercultural moral conflicts and dilemmas into moral education to promote understanding and respect for others.     

Parental Transmission of Religion and Citizenship among Migrant Muslim Families in Mozambique,Portugal, United Kingdom and Angola

This article discusses the impact of parental religious transmission upon the religious and citizen identities and performances of their offspring, using an ethnographic study on the parenting practices of Sunni and Ismaili migrant families conducted in Portugal, United Kingdom and Angola. The analysis highlights the role of parental religious upbringing in the strengthening of children’s faith and practice but also towards ensuring certain kinds of citizenship that foster pride of affiliation to a given group identity, while simultaneously promoting intergroup identifications and bridging attachments to fellow citizens. In addition, the comparison between migratory contexts shows how parental religious caregiving may help their children reconcile or resist alternative aspects of religiosity and citizenship in different nation-states. These findings represent a stark contrast with official political discourse, which tends to view immigrant religious parenting as simply based on intergenerational continuity.     

Aftershocks of Chile's earthquake for an ongoing, large-scale experimental evaluation

Evaluation designs for social programs are developed assuming minimal or no disruption from external shocks, such as natural disasters. This is because extremely rare shocks may not make it worthwhile to account for them in the design. Among extreme shocks is the 2010 Chile earthquake. Un Buen Comienzo (UBC), an ongoing early childhood program in Chile, was directly affected by the earthquake. This article discusses (a) the factors the UBC team considered for deciding whether to put on hold or continue implementation and data collection for this experimental study; and (b) how the team reached consensus on those decisions. A lesson learned is that the use of an experimental design for UBC insured that the evaluation's internal validity was not compromised by the earthquake's consequences, although cohort comparisons were compromised. Other lessons can be transferred to other contexts where external shocks affect an ongoing experimental or quasi-experimental impact evaluation.     

Representing personal and common futures: Insights and new connections between the theory of social representations and the pragmatic sociology of engagements

To understand social issues and practices such as those related to climate change and technological change that are clearly future-oriented – collectively experienced events that are “not yet” – and co-constructed by different actors, we need nuanced conceptualizations of how people think about, negotiate and co-create futures that allow us to understand not only what people (can) think and do about future-related issues but also how that happens, what for and with which implications. However, so far, one of the key theoretical approaches that has conceptualised how people make meaning in situations of change and uncertainty – the socio-psychological social representations theory (SRT) – has not often engaged with the future or with different forms of temporality. By contrast, the French pragmatic sociology of engagements and critique (PS) has engaged with these notions, conceptualising them in relation to materiality and a plurality of moral orientations – two dimensions often seen as key to how collective futures are made and imagined. To offer a more nuanced and systematic conceptualization of how people represent the future and with what consequences, this paper will present, compare and synthesise SRT and PS, as a first step towards an interdisciplinary research agenda on social change and representations of the future.     

Effective strategies for socio-educational intervention during the process of transition to adult life of unaccompanied minors from Africa

The arrival of unaccompanied minors from Africa in Spanish territory has been a constant since the last decade of the twentieth century. This migratory phenomenon has forced the child welfare system to attend to thousands of migrant children. The transition to adult life is a decisive stage in overcoming the situation of social exclusion. This research aims to analyse which socio-educational intervention strategies are effective during the process of transition to independent living with unaccompanied minors of African origin. We designed a qualitative research according to the grounded theory, which we divided into two phases. Twenty-nine young people (26 men and 3 women) participated. In phase 1, we performed two focus groups (N = 11), and in phase 2, we conducted longitudinal follow-ups (N = 18) for 24 months through 180 interviews. The results indicate the effectiveness of designing socio-educational accompaniment, prioritizing spaces of trust from which to attain the goals of emancipation. Young people consider effective those strategies that favour their knowledge of the social, labour and legal reality of the host society, designed considering each minor's individualized situation. We concluded that professional involvement acts as a buffer, reducing the bureaucratic obstacles implemented by the Spanish government.     

Using Visual Art Workshops with Female Survivors of Domestic Violence in Portugal and England: A Comparative Reflection

ABSTRACT

This paper provides a reflection on the use of visual art workshops in an interdisciplinary feminist project with female survivors of domestic violence living in refuges in England and Portugal. The paper discusses the fieldwork in each location with attention to the interaction between participants, between participants and the researcher/s, and the cultural and institutional structures influencing the research and the images produced. Despite some key differences in the context, the analysis highlights key resonances and commonalities amongst the objects that survivors of domestic abuse depicted in each location. We use the feminist notion of ‘giving voice’ as an analytical tool throughout the paper. The paper argues that ‘giving voice’ was not unproblematically accomplished by using visual methods and suggests that our understanding remained partial and often reliant on verbal narratives accompanying the visual images produced. We also highlight issues of power emerging when exhibiting art generated through the study.