Self-Reported Fears as Indicators of Young Children’s Well-Being in Societal Change: A Cross-Cultural Perspective

Our main interest in this paper is in studying children’s well-being by using children themselves as informants and fear as an indicator of insecurity from cross-cultural and longitudinal perspectives. More specifically our paper documents the changes in the content and prevalence of children’s fears in two neighboring countries, Finland and Estonia, during the last decade. The study was carried out in 1993 and replicated in 2002/2003 in both countries with the random samples of total number of 420 five to six-year-old children (in Estonia 115 in 1993 and 91 in 2002; in Finland 105 and 109, respectively). For both countries the decade in question was a period of social, political and economic transition including post-socialist transformation in Estonia. Especially informationalization and globalization had a profound impact on the everyday life of parents and children. The increase of insecurity among children in both countries was expected. Children’s fears were investigated by means of an individual semi-structured and picture-aided interview. The most important findings are: the prevalence of children’s self-reported fears has generally increased during the ten years, especially among the Estonian children. The most significant increase was observed in both countries in fears of imagination-related things including television-related fears, fears of imagined creatures and of nightmares parallel to children’s increased media-exposure in daily life. Despite the increase of␣general welfare in both countries our results suggest the opposite tendency among young children; decrease of safety and increase of insecurity. The level of children’s insecurity was higher in Estonian than in Finland at both times. It is noteworthy that some fears of young children are ‚universal’ (fear of getting lost, fear of darkness, fear of being alone), while some fears are more context dependent (television-induced fears, fear of strange people). Young children proved to be competent informants of their condition and well able to provide essential and invaluable information about their problems and well-being. An erratum to this article can be found at     

Theory and social work: A conceptual review of the literature

This article presents a conceptual review of the literature concerning social work and theory. Based on analysis of 93 research studies, drawn from literature in English published between 1968 and 2016, the review considers the many ways that theory is conceptualised in the literature, and asks meta‐theoretical questions about how and why different conceptualisations arise. The article examines definitional questions and ambiguities concerning the use of theory, extant research on the use of theory by social workers in practice, hostility expressed regarding theory in social work, the theory/practice divide and perspectives that emphasise theory's utility or functionality. The article points at some methodological and ethical limitations concerning current research, and summarises dominant, as well as less prominent, versions of what counts as theory within the social work discipline, before finally suggesting that further meta‐theoretical research is needed.     

The impact of ‘being assessed’ by a disabled children's team: a personal reflective account

The body of ‘service user’ literature confirms the value of parental perceptions of child and family social work and the insight parents and others can offer. This paper lends my voice to the literature regarding parental perceptions, inspired by the work of Pamela Davies, who provided a personal account of the impact of a child protection investigation. This paper draws upon my experiences of being a father of two ‘disabled children’ and undergoing an assessment of need. This paper seeks to draw attention to issues of choice, power imbalances and the role of expertise. My personal experience of undergoing an assessment was that it was an emotionally fraught process, for the duration of the assessment, our family stress increased and we had a sense of having to ‘battle’ for the support we needed. As such, my personal experience fits well with the wider body of literature, which highlights the increased stress of caring for children with additional needs, the challenges of ‘fitting’ disabled children into the frameworks used to assess all children and the difficulty for parents and professionals in distinguishing between ‘normal’ parenting responsibilities and the additional responsibilities of caring for a disabled child.     

On the significance of social control: Treatment‐entry pressures,self‐choice and alcohol and drug dependence criteria one year after treatment

Storbjörk J. On the significance of social control: treatment‐entry pressures, self‐choice and alcohol and drug dependence criteria one year after treatment This article explores how self‐choice and treatment‐entry pressures are associated with one‐year treatment outcome (dependence symptoms, 0–6, 12 months) among alcohol and drug misusers, respectively. Informal pressures (from family and friends), formal pressures (related to work, healthcare, social services, social allowances, child custody) and legal pressures (related to the police, criminal justice system, compulsory treatment) were analysed. A sample (N= 1,210) representative of the addiction treatment system of Stockholm County was interviewed when starting a new treatment episode and after one year. Regression analyses indicated that self‐choice and pressures are associated with outcome among alcohol misusers but not among drug misusers when controlling for background factors and severity. Self‐choice (without pressures) correlated with a good outcome (a lower number of dependence criteria). Pressures were generally associated with poorer outcome. Alcohol misusers who had experienced threats regarding child custody did better in comparison with those not experiencing such pressure. The difference in results by drug type and implications were discussed.     

Abstractions on steroids: A critical realist approach to computer simulations

Computer simulations are increasingly used within various fields of the social sciences, including analytical sociology and computational social science. However, the method has yet to fully find its place within critical realism, generally regarded as reductionist and methodological individualist and thus inadequate to the task of grasping the full and enigmatic complexity of social life. This article contributes to the discussion by suggesting an alternative approach to computer simulations in the social realm. Instead of representing reality, simulations are seen as a way of boosting abstraction by enabling us to isolate and study the effects of emergent mechanisms. The need for such tools is growing more urgent in an age characterized by rapid change and global networks of causal interrelation. Hence there is a need not only for new tools to deal with causal complexity within critical realism, but also for a critical realist perspective to fill the meta‐theoretical vacuum on which the simulation approach is largely based. The approach developed here provides a challenge to the predominant ways in which simulations are utilized today, with increasingly sophisticated models aiming towards realistic representation on the basis of empirical data.     

For an integrative theory of social behaviour: Theorising with and beyond rational choice theory

Most sociologists are not content with merely relating macrosocial phenomena to preceding macrosocial causes in their causal explanations of social phenomena. Instead they are seeking to provide (non‐reductive) microfoundations with which they can corroborate and make understandable the connection between macrosocial phenomena. In order to do so a theory (or theories) of human action is required. One such theory, rational choice theory (RCT), has long been viewed with strong suspicion in sociology. I show such suspicion to be partially justified. RCT cannot be a general theory of social behaviour. Nonetheless, there are important insights in various versions of RCT that should not be discarded. In order to improve upon RCT and move toward a more unified or integrative theory of action social‐psychological research has to be taken note of. I demonstrate how dual‐process theories and the research on heuristics can help sociologists move beyond RCT without contradicting some of its more basic insights.     

Levels or worlds of welfare? Assessing social rights and social stratification in Northern and Southern countries

Since Esping‐Andersen's Three Worlds, it has become a truism of welfare state research that welfare states do not vary linearly along a single dimension but have to be conceptualized as multidimensional phenomena that cluster into types caused by the political economy of class coalitions. However, when moving beyond the 18 original countries of Esping‐Andersen's analysis, the situation is less clear. Although additional worlds have been identified in the Global North and the Global South, these are usually not conceptualized along the same dimensions as the original three worlds and are rarely empirically compared with them. This paper tackles these omissions by explicitly comparing Northern and Southern countries within Esping‐Andersen's framework. It poses the question whether the central insight of welfare state research, namely, that there are not just gradual differences between welfare states, but different types with qualitative differences, expands beyond classic welfare states. Based on newly generated data on social rights and social stratification, we employ cluster analysis with 45 Northern and Southern countries. This analysis produces mixed results. We do find different types of welfare states with qualitative differences, but these do not fully correspond to Esping‐Andersen's Three Worlds. Moreover, our findings also point to a conceptual issue in welfare regime research: regimes are not just defined and measured in terms of different logics of welfare provision but also take into account degrees of welfare stateism. We argue that this issue is poised to become ever more pressing with the geographical expansion of welfare state research.     

Gender differences in the effect of social resources and social status on the retirement satisfaction and health of retirees

This study explores the effect of positive and negative social support, social reciprocity, and subjective social status on the retirement satisfaction and health of retirees and gender differences therein. Using cross-sectional data from the 2010 and 2012 waves of the Health and Retirement Study (HRS), we found that social support seems to matter more for the retirement satisfaction and health of women, while social reciprocity matters more for the health of men and subjective social status for the retirement satisfaction of men. Implications for the development of social programs and policies over the life course are discussed.     

Participant roles in preschool bullying: The impact of emotion regulation,social preference,and quality of the teacher–child relationship

The present work investigated whether emotion regulation and social preference were associated with participant roles in bullying as a function of the quality of the relationship with teachers. Participants were 332 children (172 boys), in the age of 42–76 months (M = 58.74; SD = 7.84). Peer nominations were employed to assess social preference and participant roles (bullying, victimization, defending the victim, and outsider behavior). Teachers completed the Emotion Regulation Checklist, which yields the dimensions of emotion regulation and lability/negativity, and the Student – Teacher Relationships Scale, to evaluate conflict and closeness with the teacher. Multilevel models highlighted that emotional lability was positively associated with bullying and outsider behavior, emotion regulation was positively related to bullying and defending behavior, and social preference was negatively associated with bullying and victimization and positively with defending behavior. Interactions indicated that lability and low social preference were associated with bullying, and emotion regulation with outsider behavior, in children with a conflictual relationship with the teacher whereas social preference was related to defending behavior in children with a close relationship with the teacher. Results are discussed highlighting the importance of the quality of teacher–child relationship and the relevance of intervention programs aimed at promoting social wellbeing in preschool.