Healing in familiar settings: support for children and youth in the classroom and community

The Classroom-Based Intervention emphasizes a specific theme each week to allow children to construct safe places to express their stories and develop coping strategies in a group environment.     

Preparing Social Work Doctoral Students for Teaching

The results of a national survey of 51 social work doctoral program directors indicate that, although the majority of doctoral programs include preparation for teaching as a program objective, they offer limited formal course work and few opportunities for supervised teaching experiences. The authors discuss the results of this survey and make recommendations for better preparing social work doctoral students for their roles as teachers.     

Low-Income Mothers' Conversations About Emotions and Their Children's Emotional Competence

This study examined the linkage between low-income mothers' conversations about emotions and their children's understanding of emotion. Forty-five low-income preschoolers and their mothers were videotaped while viewing a wordless picture book designed to elicit talk about emotions. Three maternal and child emotional language behaviors were coded from the videotapes: (a) unelaborated comments about emotions; (b) explanations about the causes and consequences of emotions; and (c) empathy-related statements. The children's questions about emotions were also coded. In a separate interview, the preschoolers were administered tasks that assessed emotional expression knowledge, emotional situation knowledge, and emotional role-taking. The results revealed that emotional situation knowledge was positively predicted by mothers' empathy-related statements. Mothers' explanations about the causes and consequences of emotions were uniquely related to emotional role-taking ability. There were very few correlations between the mothers' and children's talk about emotions. Results are discussed in terms of the functional significance of mothers' emotional language for young children's emotional competence.     

Medical and Social Dynamics of College Women's Interactions with Their Gynecologists

Using data collected from twenty in-depth interviews with female college students from SUNY Geneseo, a small selective public college in western New York, this paper examines the nature of college women's clinical interactions with their gynecologists. The author focuses on the female patient's role as a passive participant. The general finding was that, although some women do take an active role in the clinical interaction, most readily accept the doctor's authority and their own vulnerability without question. A majority of the interviewees reported that they did not have any questions for their gynecologist and stressed their own focus on "just getting it [the exam] over with," while those who did report asking questions characterized themselves as exceptionally strong women. The author offers possible explanations for the women's disinterest and discusses the implications for the women's health movement.     

Risk Factors of Sexual Harassment by Peers: A Longitudinal Investigation of African American and European American Adolescents

The present research explores risk factors for, and longitudinal associations of, sexual harassment by peers during adolescence. Eight‐hundred and seventy‐two African American and European American adolescents (65.4% African American, 51.1% females) were assessed during the summer after the eighth grade (mean age=14.2 years) and then again in the 11th grade (mean age=17.1 years). At the first assessment, adolescents were asked about their experiences with sexual harassment, their psychological reactions to sexual harassment, and also about their peer relationships, perceived pubertal timing, problem behavior, and mental health. At the second assessment, adolescents reported on their problem behavior and mental health. In general, youth who associated with peers who were involved in problem behavior were at risk for victimization. Among females, those who perceived themselves to be experiencing early pubertal development were also at risk. Additionally, for some adolescents, sexual harassment predicted later adjustment difficulties.     

White Universal Identity as a “Sense of Group Position”

This article seeks to expand upon Blumer's “Race Prejudice as a Sense of Group Position.” I argue that Blumer's group position model invites us to critically consider the role that dominant group identity and “threats” to identity play in reproducing racial inequalities. Identities seat both material and ideal concerns, and white identities, in particular, may provide “ontological security” that whites will defensively protect. I draw on ethnographic research conducted in 1994–96 in two demographically distinct high schools. Young whites in both schools expressed identities that positioned them as “universal,” and they responded reactively, even prejudicially, when their universal group position was threatened.     

Effects of Outcome and Probabilistic Ambiguity on Managerial Choices

Information ambiguity is prevalent in organizations and likely influences management decisions. This study examines, given imprecise probabilities and outcomes, how managers make choices when they are provided with single-figure benchmarks. Seventy-nine MBA students completed two experiments. We found that, in a decision framed as a decision under certainty involving an ambiguous outcome, the majority of the subjects were ambiguity prone in the loss condition and switched to ambiguity aversion in the gain condition. However, in the presence of probabilistic ambiguity in a decision under risk, this expected switching pattern was shown only when the difference in riskiness between the two choice options (in the loss condition) was perceived to be relatively small. In a companion study, we used a written protocol approach to identify factors that affect decision makers' investment choices when faced with ambiguous outcomes. Protocols frequently mentioned that the ambiguous outcome option was risky, even in the case which was framed as a decision under certainty in the problem statement. In a decision under risk with ambiguous outcomes, the combination of probabilistic risk and outcome ambiguity was seen as even more risky.     

Authority Concepts Among Children and Adolescents in the Island of Macao

We examined the reasoning of children and adolescents in the island of Macao regarding the bases of legitimate authority across social contexts. We asked 101 children in 3rd, 5th, and 7th grades to evaluate the authority of persons issuing commands to children in two events. In one, persons with varying combinations of authority attributes issue a command that resolves a turn‐taking dispute between children in school. In another, persons with varying social positions issue a command to children to stop playing ball across three contexts: school, home, and a public park. Results show that, although young Macanese reason in many ways similar to American children, social position may be a less important legitimizing authority attribute for them than for American children.     

Relation Between Maternal Cigarette Smoking During Pregnancy and Behavioral and Physiological Measures of Autonomic Regulation in Neonates

The effects of maternal cigarette smoking during pregnancy on behavioral and physiological measures of arousal were examined in a sample of 50 neonates. After the effects of alcohol, caffeine, and maternal demographic variables were statistically controlled, regression analyses showed that maternal smoking during pregnancy was predictive of higher heart rates overall and during quiet and active sleep. Maternal smoking during pregnancy was also predictive of lower heart rate variability and an increased number of tremors and changes in behavioral state. These findings suggest that maternal cigarette smoking during pregnancy affects the regulation of spontaneous autonomic activity in neonates.