Getting in touch with history: The role of historic preservation in shaping collective memories

This paper argues that historic preservation is playing an increasingly important role in shaping collective memories. Historic preservation encompasses the range of strategies by which historic structures are maintained, manipulated, and managed. These strategies include preservation, restoration, conservation and consolidation, reconstitution, adaptive re-use, reconstruction, and replication (Fitch 1982: 46–47). While people are drawn to historic sites in the hopes of an immediate encounter with authentic, physical remains, this encounter is never unmediated. Instead, three social processes can be identified that shape it and the collective memories associated with the site: namely 1) selection, 2) contextualization, and 3) interpretation. Focussing on examples drawn from the field of industrial preservation in Great Britain and the United States, I demonstrate how these processes shape our encounters with history, and how this form of commemoration inevitably involves a political dimension.     

Becoming Poor: The Experiences of Elders1

Elderly Americans residing in nonmetropolitan (nonmetro) areas have higher poverty prevalence than their metropolitan (metro) counterparts. Data from both the response and nonresponse files of the Panel Study of Income Dynamics (1988 wave) are analyzed to establish the extent to which this disadvantage also occurs in the length of poverty spells and the risk of becoming poor at older ages. Specifically, for individuals aged 55 and older Kaplan-Meier survival functions and multivariate discrete-time hazards models are estimated to document residential differences in the poverty risks of metro and nonmetro men and women. Nonpoor nonmetro elders are much more likely to become poor than metro elders. These results hold when controlling for race, education, marital status, age, change in work effort, becoming widowed, and types of income received.     

Domestic violence research: Theoretical and practice implications for social work

Identified in the late eighties as the number one public health risk to adult women by the Surgeon General of the United States, domestic violence remains the leading cause of injuries to women, ages 15 to 44, more common than muggings, auto accidents and cancer deaths combined (U.S. Senate Judiciary Committee, 1992). Academics and practitioners have assessed the problem and its potential solutions using both quantitative and qualitative research methods. Yet, how far have we come and how much do we really know? This paper will attempt to answer these questions by critiquing the “current state of affairs” of domestic violence research. Common theories of causation and their applications to social work theory and practice will be delineated and an ecologically based intervention for domestic violence will be proposed.     

The nation's youth: an employment perspective

Statistics on youth employment problems are quite revealing—they accounted for almost one fourth of the unemployed eventhough they constituted only one-tenth of the nation's labor force in 1977. Youth unemployment is universally high, but variations by area of residence are evident and can be useful in analyzing their job market problems. To this end, data on the labor force characteristic of the nation's 16.5 million young people in three geographic areas—central cities, suburbs, and nonmetropolitan areas were examined. This investigation utilizes metropolitan and nonmetropolitan area data gathered monthly through a sample survey of some 47,000 households throughout the nation during 1977. Further, the labor market experience of both whites and blacks, and males and females are compared.     

Victimization at school and attitides toward violence among early adolescents (1)

Previous research and theory on the impact of criminal victimization upon attitudes toward defensive violence are inconsistent, both within the school context and in society at large. While theory suggests that victims may become more positive toward defensive violence because of their victimization experiences, the data are inconclusive. One flaw in prior research is its cross‐sectional nature. This research utilizes a longitudinal design in which change in attitudes toward violence from 6th to 7th grade is compared to victims and non‐victims of robbery and theft at school. There is no difference in the pattern of change for victims and non‐victims, although both groups become more approving of interpersonal violence as they move from the 6th to the 7th grades.     

The Virtuous Drinker: Character Virtues as Correlates and Moderators of College Student Drinking and Consequences

Abstract

Objective: The present study examined the relationship between alcohol use and positive psychology's character virtues ¹ Peterson, C and Seligman, M EP. 2004. Character Strengths and Virtues: A Handbook of Classification, Oxford: University Press.  [Google Scholar] in a college student sample. Each of the virtues of wisdom, courage, humanity, justice, temperance, and transcendence were examined as protective factors and moderators of drinking consequences. Participants: This sample included 425 undergraduate students at a large Northwest University (69% female; 52% Caucasian, 34% Asian). Methods: Participants completed paper and pencil questionnaires during October and November 2006 in exchange for extra credit in psychology classes. Results: Higher temperance scores were associated with abstinence, lower risk drinking, and fewer consequences among heavy drinkers; both increased justice and transcendence were independently associated with abstinence only; and wisdom, courage, and humanity were not associated with any outcomes. Conclusions: The associations between virtues and college student drinking support a collaboration between addictive behaviors and positive psychology to address college student drinking and minimize consequences.     

Evolution and Dimensions of a Women's Clinic in a University Setting

Abstract

As theologian Henri Nouwen has pointed out, the opposite of love is not hate; it is fear. Nowhere is the fear which strips us of our capacity to behave rationally better evidenced than in relation to AIDS. Only as we allow ourselves to be moved from what Nouwen calls the house of fear into the house of love will responsible answers begin to be formulated to the emerging moral questions presented by AIDS. The questions are threefold. To those potentially at risk for AIDS or actually infected with it, it raises questions about honesty and love in sexual relations. For caregivers, it raises questions about the nature of our professional obligations. And for society at large, it raises questions about confidentiality and scapegoating. It is the author's contention that an experience of the divine love—unconditional, unmerited, unbounded—is alone sufficient to move us from fear, and its responses to AIDS, to a more loving (and courageous) stance. Only thus will we begin—whether as victims of AIDS, as caregivers, or as members of society at large—to exercise moral responsibility with respect to this dread disease.     

Unlocking Doors: Providing MSW Programs and Students with Educational “Keys” to Social Justice

ABSTRACT

How can social work educators identify what constitutes social justice as a practice, as a social work stance? How can we teach our students to recognize this stance, to work toward it, to practice it, and to live it? Symbolic interactionist Erving Goffman's concepts of keys and keying, as underscored in his work Frame Analysis, provide useful tools for helping students to recognize the value of social justice within social work educational encounters and to apply this value when they enter the field. The concepts of keys and keying can also help programs to assess and amplify their commitments to social justice.     

Perceptions of Self-Care Among MSW Students: Implications for Social Work Education

ABSTRACT

For students new to social work, self-care is a strategy for addressing potentially negative impacts of the profession. Curiously, however, participation in a university’s self-care program has been chronically low. The purpose of this study is to explore social work students’ perceptions of self-care and to create a database for supporting changes in social work education. Qualitative data were collected via an online survey from MSW students. The findings revealed 5 categories for student perceptions of self-care, including health, time, activities, balance, and professionalism, and 3 categories for self-care and the social work program, including academic program experiences, resources, and modeling. Implications of the study in developing and tailoring a self-care program to students in MSW programs are discussed.