The PALS parenting support programme: lessons learned from the evaluation of processes and outcomes

Although there has recently been a rise in parenting support programmes within the UK, only a minority of these programmes have benefited from evaluation of either outcomes or processes. This paper describes the development of the PALS programme (Parents Altogether Lending Support), reporting both on its effectiveness in improving parents' interactions with their children and on the lessons that were learned about embedding such a programme within the local community. Over the 18‐month period of the programme, a total of 17 courses were run, with 75 parents and carers (primarily mothers) participating in the programme overall. Evaluation results indicated that participants enjoyed the course and found it beneficial, particularly in terms of altering their own actions in specific ways that were able to promote better behaviour on the part of their children. Participants also valued the opportunity to share their experiences with other parents. The key lesson identified in regard to the development of parenting programmes concerned the need for the community to feel a sense of ownership for the initiative. Copyright © 2002 John Wiley & Sons, Ltd.     

The identification of logistic regression models with errors in the variables

The simple logistic regression model with normal measurement error and normal regressor is shown to be identifiable without any extra information about the measurement error. The multiple logistic regression model with more than one regressor variable measured with error is not identifiable. If the covariance matrix of the measurement error is known up to a scalar factor, the model is identified. Further we discuss why in spite of the identifiability the models cannot be estimated in a reasonable way without extra information about the measurement error.     

‘There Oughtta Be a Law Against Bitches’: Masculinity Lessons in Police Academy Training

This article draws on participant observation in a law enforcement academy to demonstrate how a hidden curriculum encourages aspects of hegemonic masculinity among recruits. Academy training teaches female and male recruits that masculinity is an essential requirement for the practice of policing and that women do not belong. By watching and learning from instructors and each other, male students developed a form of masculinity that (1) excluded women students and exaggerated differences between them and men; and (2) denigrated women in general. Thus, the masculinity that is characteristic of police forces and is partly responsible for women’s low representation on them is not produced exclusively on the job, but is taught in police academies as a subtext of professional socialization.     

On social work and what gender has got to do with it

Living in gendered societies makes it necessary to take into account the specific ways in which social problems and social issues affect the lives of women and men, girls and boys. Not only are social problems and social issues very often gender biased; this is also true for the professions dealing with these problems and issues, and for the training programmes for professions like social work. Sociological analysis of society and philosophical understanding of a good life are permeated by gender-specific perceptions -- often without those involved being aware of them. Furthermore, social policies reinforce gender-specific biases because they are based on gender-specific (i.e. male) standards. Gender as an analytical category has been brought into scientific and public discourse by feminist theoreticians and activists making women -- and thus also men -- visible with regard to structure and subject issues. The development of gender theory and research highlights the significance of gender arrangements to understand social phenomena and to support gender-equality ways of thinking and policies. At the same time, men and women are not only confronted with gendered structures, but via socialization processes and personal development they also reproduce these gender differences in their daily lives by 'doing gender'.     

Editorial

Ohne Zusammenfassung

---

Editorial

     

Führung durch Selbstführung

This paper outlines the conceptual bases, strategies, and psychological attributes of leadership by self-leadership. In addition, relations to other theories of leadership are drawn. Dimensions and correlates of self-leadership competence are described and discussed. Various approaches for developing self-leadership competence are discussed as well.