日常仪式化行为：以知青为例的研究

一、导论仪式(ritual),虽然早在19世纪就进入了社会科学的视野,然而关于日常仪式化行为的研究却是近些年的成果。对日常仪式化行为的关注延续了将仪式从起初集中于神圣的、宗教的、神秘的活动拓宽至世俗的、日常的活动的传统,从而将现代社会中具体的、日常的具有象征性意义的活动也纳入仪式的研究领域(Gusfield&Michalowicz,1984)。在日常仪式化行为的研究中,关于日常仪式化行为的功能及意义的研究占据了主要地位。这与传统仪式研究的特征有关(Roth,1995),也与日常仪式化行为与行为人之间的密切关系有关。本文关注日常仪式化的行为,虽然部…     

Adoptive family life and adoption support: policy ambivalence and the development of effective services

Adoption policy and practice in England is being ‘modernized’ in order to increase the number of permanent placements for children in public care. Success depends on improving adoption services as well as reforming the adoption process itself. To this end the Adoption and Children Act 2002 places new duties on local authorities to ensure greater consistency and quality of service in adoption support as well as in care planning. Questions now arise locally about what priority and focus to give to adoption support. Yet service development is inhibited by the ambivalence of New Labour about exactly what it is that adoption support is supposed to be supporting and how. Funds are limited and service re‐organization is always difficult to achieve. However, mixed policy messages result largely from the ambiguous social role and expectations of adoptive family life and kinship. In law adoption replicates the autonomous normative birth family whilst in policy it provides reparative parenting for particularly vulnerable children. A lack of clarity about the claims for support of those affected by adoption results. This paper argues a fresh case for the distinctive claims of adoptive family life for support. It suggests how new thinking about adoptive family life and kinship might stimulate local service collaboration and effective adoption support.     

CULTURAL STUDIES IN AUSTRIA

One of the two main lines of argumentation of this text turns around the idea of ‘intellectual practices’. This idea is used here to criticize the hegemony that both academic institutions and publishing industries have been exerting on representations of the idea of ‘the intellectual’. In ­addition, the idea of ‘intellectual practices’ is useful to make more visible the diversity of forms in which intellectual work informs current social practices, as well as to show that this work assumes forms not limited to writing practices. The other line of argumentation turns around the conceptual pair ‘culture and power’. This pair, explicitly or implicitly used by many intellectuals, allows the formerly mentioned reflection to be grounded in a relatively more limited universe of practices. Moreover, the reference to this pair highlights the importance of the particular set of practices that explicitly or implicitly relate to it. These practices may be characterized as simultaneously involving a cultural approach (focusing on socio-symbolic dimensions) of issues of power, and a political approach (focusing on relations of power) of the cultural (socio-symbolic) dimensions of social processes. Finally, this article also presents a critic of the idea of ‘Latin American cultural studies’, which fundamentally criticizes a de-contextualized and de-contextualizing application of certain representations of the idea of cultural studies in Latin America, as well as studies about Latin America from abroad. Such de-contextualization impoverishes the critical impulse of such an intellectual perspective, and at the same time diminishes the visibility of other significant practices in culture and power developed in Latin America.     

A learning collaborative approach to training school-based health providers in evidence-based mental health treatment

Collaborative care models among pediatric primary care and child and adolescent mental health providers are increasingly emphasized to improve quality of and access to mental health services. The current case example of a multi-site clinical training opportunity in school-based collaborative care settings illustrates the success of a learning collaborative approach to improve children's mental health care in schools. Quality improvement data from participating sites indicated an increase in use of evidence-based practices (i.e., “core skills”) and an improvement in quality service delivery indicators for children's mental health (i.e., screening, risk assessment, diagnostic processes, associated diagnostic coding, use of core skills, associated procedural coding, and follow-up assessment and referral) over time. Clinician self-report and chart review data are supplemented by qualitative data from site leader interviews conducted following completion of the project. Implications for mental health workforce development to improve the quality of care to children and adolescents in schools and other community mental health settings are discussed.     

From a Given to a Construct

The transition towards a cognitive and post-industrial economy has led to the emergence of new strategies of capture of the immanent productive capacities of the social forces. Heritage entities are subject to, and also participate in, processes by which common creativity and knowledge are being harnessed by novel forms of rent and control. The objective of this paper was to show that conceiving heritage as a common situated in specific contexts rather than as a universal essence can open up novel epistemological spheres of communication between different knowledge practices. Also, it can help bridge some ontological gaps among the various stakeholders in the arena of heritage, such as academics, managers, architects, local communities and market forces. This entails considering heritage as an emergent material and immaterial construction process involving many different agents. Currently, these processes tend towards the privatization of common values and the shattering of local communities. Normally, this situation entails a fundamental alienation between objects and subjects, and the reification of heritage. This paper suggests that considering heritage as a common could provide a different perspective to tackle this crucial problem. Accordingly, scholars should not only be bound to a critical discursive stance, but should also commit to ‘ontological politics’ that would situate them as mediators between the global hierarchies of value generated by heritage and the common productive potential of local communities.     

Parenting in Females Exposed to Intimate Partner Violence and Childhood Sexual Abuse

Child sexual abuse and intimate partner violence may have a significant impact on parenting. The current study expands on existing research by examining the effects of child sexual abuse and intimate partner violence on parenting styles and parenting self-efficacy. In women from a parenting intervention program (n?=?20), child sexual abuse was related to lower parenting self-efficacy and more permissive parenting. In women at a domestic violence shelter (n?=?45), child sexual abuse was related to current sexual coercion of the partner, and authoritative parenting was related to higher parenting self-efficacy. These results indicate that having a history of child sexual abuse should be taken into consideration when dealing with mothers in violent relationships.     

Issues of Divine Healing in Psychotherapy

Abstract

Despite Biblical and empirical support for divine healing, there are several barriers to accepting it as an aspect of psychotherapy for many professionals and religious people. Two of the major barriers to the acceptance of divine healing are professional ideologies and theories. These professional stances likely play a critical role in the disinterest in religion and spiritual experiences reported by the majority of professionals that conduct psychotherapy.

Another barrier is the divergent theologies regarding spiritual experiences such as divine healing. Many persons of theistic faith subscribe to theologies that often impede experiences of healing by the Holy Spirit. Finally, the scientific method is often used to address questions about spiritual experiences that are more likely conundrums. However, belief in divine healing ultimately is based on faith.     

There is No Place Like Home: The Body as the Scene of the Crime in Sexual Assault Intervention

ABSTRACT

“The body is the scene of the crime,” is an oft-repeated phrase among nurses conducting sexual assault forensic examinations. This instruction reminds nurses that the object under scrutiny, the sexually violated body, is the location and source of establishing legal evidence. The nurses' interest lies in recovering evidentiary materials towards deriving a future juridical truth and providing a means for remedy or restitution. The constitution of truth obscures how the subject comes to be at home and dwell in a world where rape occurs. This article argues that regarding the body as a crime scene is more than a rhetorical or pedagogical move made by forensic practitioners. Rather, forensic examination is constituted through rigorous and meticulous techniques that scrutinize the body of the sexually violated subject in such a way that the harming and healing capacities of the domestic are disarticulated from one another. What is at stake is the state's reliance on a notion of the domestic as a sphere to which one might return and heal, even in instances where the domestic itself is the source or site of injury, such as incest and domestic violence.     

College Students and HIV/AIDS: A Comparison of Nontraditional and Traditional Student Perspectives

Objective and Participants The authors compared nontraditional college students' knowledge and perceptions of HIV/AIDS and sexual practices with previously reported results about traditional students. Methods Nontraditional students completed an online survey with questions based on national HIV/AIDS surveys. Traditional students completed the same survey with paper and pencil. Results Overall, the authors found more similarities than differences between the 2 groups. The findings support previous research that suggests that although college students are knowledgeable about HIV and its risks, they express little personal concern about becoming infected. The authors also discuss how apparent differences between nontraditional and traditional students regarding personal concern about becoming infected, relationship status, and information sources may influence the development of effective prevention strategies geared toward nontraditional college students. Conclusions Institutional leaders need to adapt to these differences, and researchers should undertake additional studies to clarify these differences so that college students may be more effectively educated about HIV/AIDS and encouraged to get tested.