Responsive Persistence Part I: Therapist Influence in Postmodern Practice

Feminist and social constructionist developments in family therapy highlighted the importance of attending to therapist–client power relations and incorporating clients' understandings and preferences as a part of therapy. Significantly, less attention has been given to how postmodern therapists do use their power and influence. This is an important topic because it is therapists who have the major responsibility for guiding the interaction with clients and persisting in this so that change is facilitated. Therapist persistence in various forms and across dimensions of therapy process is examined to expand understanding of therapist influence in postmodern and collaborative work. An analysis of responsive persistence in a session with Karl Tomm as the therapist is presented to illustrate this conceptual framing.     

Measuring the effect of spell recurrence on poverty dynamics—evidence from Spain

Accounting for the time individuals spend below the poverty line is an important dimension in order to design social policies to fight against poverty. The literature is currently aiming to construct a consistent aggregate measure of poverty over time that takes into account individual income lifetime profiles. It is however, far from clear which aspects of the specific patterns of poverty spells should be included. Using longitudinal data for Spain, this paper shows that the effect of spell recurrence on poverty dynamics is relevant. Poverty exit and re-entry rates vary not only with personal or household characteristics but also with spell accumulation and the duration of current and past spells. In general, our main findings support that an aggregate intertemporal poverty index should incorporate full individual poverty lifetime trajectories accounting for both poverty and non-poverty spell durations.     

‘If I was a different ethnicity,would she treat me the same?’: Latino parents’ experiences obtaining autism services

This article reports on an ethnographic study with 12 Latino families of children on the autism spectrum related to obtaining autism services in Los Angeles County. Using critical discourse analysis of interviews, observations, and records, we consider the experiences of the Latino families in relation to: a discursively constructed ‘autism parent’ subject position that mandates ‘fighting’ service systems to ‘win’ autism services for children, originating from White middle-class parents’ socioeconomic resources and social capital; a neoliberal social services climate that assumes scarcity of available resources and prioritizes austerity in their authorization; and a media and institutional ‘cultural deficit’ discourse that attributes disparities in autism services for Latino children to their parents’ presumed culturally-based ‘passivity.’ We argue that parental discourse about fighting, or not fighting, for autism services is engendered by a tension between a parental logic of care, and the logic of competition of the economic market.     

The Effects of Early Institutionalization and Foster Care Intervention on Children's Social Behaviors at the Age of Eight

The present study compared the social behaviors of eight‐year‐old previously institutionalized Romanian children from the Bucharest Early Intervention Project (BEIP) in two groups: (1) children randomized to foster care homes (FCG), and (2) children randomized to care as usual (remaining in institutions) (CAUG). Children were observed interacting with an age‐ and gender‐matched unfamiliar, non‐institutionalized peer from the community during six interactive tasks, and their behavior was coded for speech reticence, social engagement, task orientation, social withdrawal, and conversational competence. Group comparisons revealed that FCG children were rated as significantly less reticent during a speech task than CAUG children. For CAUG children, longer time spent in institutional care was related to greater speech reticence and lower social engagement. Using an actor–partner interdependence model, CAUG children's behaviors, but not FCG, were found to influence the behavior of unfamiliar peers. These findings are the first to characterize institutionalized children's observed social behaviors toward new peers during middle childhood and highlight the positive effects of foster care intervention in the social domain.     

The development of interindividual differences in sympathy: The role of child personality and adults’ responsiveness to distress

In a three‐wave longitudinal study of 85 children (43 girls) at 5, 6, and 7 years of age, the role played by child personality (inhibition, aggressiveness) and adults’ responsiveness to distress in children's sympathy was examined. At all three times, sympathy was measured via standardized observations as well as children's self‐reports. Child inhibition and aggressiveness were assessed with reports by teachers at T1 and T2. Parents’ and teachers’ responsiveness to distress were inferred from interviews with the children at T1 and T2. Longitudinal analyses via latent regression using structural equation models showed that earlier sympathy explained most of the variance in later sympathy. Additionally, higher inhibition at T1 predicted less sympathy at T2. Higher sympathy at T1 predicted more adult responsiveness at T2. Higher aggressiveness at T2 predicted less sympathy at T3. Within time, at T1, sympathy was positively related to adults’ responsiveness. At T2, inhibition and sympathy were negatively related. The discussion focuses on the question of how child personality as well as parental and non‐parental socialization experiences work in concert to explain interindividual differences in sympathy.     

Temperament and Social Problem Solving Competence in Preschool: Influences on Academic Skills in Early Elementary School

The goals of the current study were to examine whether children's social problem solving (SPS) skills are a mechanism through which temperament influences later academic achievement and whether sex moderates these associations. The participants included 1117 children enrolled in the National Institute of Child Health and Human Development Study of Early Child Care. During preschool, mothers and childcare providers rated children's temperamental shyness and inhibitory control, and SPS was assessed using a hypothetical–reflective measure during a laboratory visit. During kindergarten and first grade, teacher‐report of math and language skills was collected. The results indicated that high ratings of inhibitory control in preschool, but not shyness, predicted better kindergarten and first‐grade academic skills. Furthermore, children's SPS competence mediated the relations between both shyness and inhibitory control on later academic skills. The child's sex did not moderate these associations. The results suggest that preventative efforts targeting early SPS skills may buffer against later academic adjustment problems among temperamentally extreme children.     

Poverty and the business cycle: A regional panel data analysis for Spain using alternative measures of unemployment

Conventional wisdom predicts that changes in the aggregate unemployment rate may significantly affect a country’s income distribution and, consequently, have a relevant impact on the evolution of its poverty rate. However, the relationship between labour macroeconomic indicators and poverty seems to have become weaker recently. Using panel data on unemployment and poverty for Spanish regions, we estimate a system GMM model to model this relationship using alternative measures of the unemployment rate. We also test the hypothesis of asymmetric effects of the business cycle on the share of poor individuals in the population. Our results show that unemployment has a positive impact on severe poverty, while inflation has a negative effect. We also highlight the extent to which results differ when alternative intra-household unemployment distribution-sensitive measures are considered. Regarding the existence of asymmetric business cycle effects on severe poverty, our results show that despite the fact that the Great Recession has had a strong and positive effect on severe poverty, the effects of expansions and recessions on poverty are not significantly different.     

DOES BEAUTY MATTER IN UNDERGRADUATE EDUCATION?

Physically attractive individuals achieve greater success in terms of earnings and status than those who are less attractive. However, whether this “beauty premium” arises primarily because of differences in ability or confidence, bias, or sorting remains unknown. We use a rich dataset from a women's college to evaluate each of these three mechanisms at the college level. We find that students judged to be more attractive perform significantly worse on standardized tests but, conditional on test scores, are not evaluated more favorably at the point of admission, suggesting that more attractive people do not possess greater abilities at the beginning of college. Controlling for test scores, more attractive students receive only marginally better grades in some specifications, and the magnitudes of the differences are very small. Finally, there is substantial beauty‐based sorting into areas of study and occupations. (JEL J16, I21, I23)     

States and standardisation: constructing the co-ethnic migrant story in Germany

ABSTRACT

This article addresses the standardisation of stories about diaspora return (also called ‘co-ethnic migration’ or ‘repatriation’). Using the concept of ‘standards’, the author analyses how the German state distributes certain texts about diaspora history over others, forming a legible and homogenous narrative of co-ethnic migrant identity. The article is based on a critical discourse analysis of texts relating to Russian–German history and analysis of biographical narratives of co-ethnic Germans residing in Germany. The study identifies mechanisms by which states homogenise narratives, and to understand which co-ethnic history and identity constructions are reproduced by the state, and which are silenced. This approach enriches the study of diasporas in two ways: first, it sheds light on how states govern diaspora members who have migrated ‘back’ to their ‘origin’ countries; second, it departs from the state-centric approach prevalent in the study of diaspora governance by focusing on stories told by diaspora members.     

In high school and pregnant: the importance of educational and fertility expectations for subsequent outcomes

This study uses the High School and Beyond data (1980–1992) to examine the importance of educational and fertility expectations in explaining the achievement gap of adolescent mothers for over 5,500 young women from different socioeconomic backgrounds. Using a non-parametric local propensity score regression, the study finds that the economic disadvantage associated with having a child in high school is particularly large in poor socioeconomic environments; however, this disadvantage is a result of preexisting differences in the educational and fertility expectations and is not because of a diminished capacity of the socioeconomic environment to mediate the effect of an unplanned childbirth. The findings suggest that childcare assistance and other policies designed to alleviate the burden of child rearing for young mothers of low means may not produce the desired improvement in their subsequent educational and labor market outcomes. A much earlier policy intervention with a focus on fostering young women's outlook for the future is needed.