How to Foster Toddlers' Mental‐State Talk,Emotion Understanding,and Prosocial Behavior: A Conversation‐Based Intervention at Nursery School

Recent years have seen the development and implementation of a range of training programs aimed at improving children's socio‐emotional skills. Nevertheless, few studies have been conducted with toddlers attending nursery school. In this study, we adopted observational and experimental paradigms to examine the efficacy of an intervention based on conversing about emotions with small groups of 2‐ to 3‐year‐old children. The intervention was designed to promote toddlers' mental‐state talk, emotion understanding (EU), and prosocial behavior. The training group significantly outperformed the control group in the use of mental‐state language, especially emotional‐state lexicon, EU, and prosocial behavior toward peers. There was also a significant Group × Age interaction, with the older training group participants displaying greater gains in EU than the younger ones. We discuss the theoretical and practical implications of these findings.     

Maternal Postpartum Depression Increases Vulnerability for Toddler Behavior Problems through Infant Cortisol Reactivity

The current study examined the role of hypothalamic‐pituitary‐adrenal reactivity (a physiological indicator of stress) in early infancy as a mediator of the relationship between maternal postpartum depression and toddler behavior problems. Participants were 137 at‐risk mothers and their children participating in a longitudinal study of intergenerational transmission of risk. Mothers’ depression was measured five times during the infants’ first 18 months. Infant cortisol was collected during a social stressor (the still‐face paradigm) when infants were 6 months old, and mothers reported on toddlers’ internalizing and externalizing symptoms at 18 months. Among this sample of high‐risk mother–infant dyads, early postpartum depression predicted atypical infant cortisol reactivity at 6 months, which mediated the effect of maternal depression on increased toddler behavior problems. Clinical implications are discussed.     

High value manufacturing (HVM) in the UK: case studies and focus group insights

This paper studies the internal mechanisms that allow organisations to become high value manufacturing (HVM). Using a qualitative methodology, three UK manufacturing companies formed in-depth case studies with semi-structured interviews, observations and historical data. The HVM value matrix of Martinez and co-workers is used to categorise each organisation’s value proposition. Wider benchmarking of the three organisations was carried out against a focus group with an additional seven manufacturing organisations. Thus, data from 10 manufacturing organisations are included in this research. The cases follow the ‘customer intimacy’ HVM discipline. The business processes supporting these value propositions were identified. Interestingly, each organisation’s desired value proposition differs from their current one. ‘Technological integrators’ predominantly rely on new product development (NPD) and Strategy processes, whereas ‘Socialisors’ rely predominantly on Strategy and Customer Relationship processes. Companies can use the findings to better understand their current HVM value proposition and, where necessary, plan their transition to a future desired HVM value proposition.     

Toward a teacher solidarity lens: former teachers of color (re)envisioning educational research

Based on a two-year self-study by a group of early-career scholars of color, we explore and purposefully name our role, within the contemporary context of neoliberal reform, as educational researchers of color who are former K-12 teachers. We capture the insights that emerged from our self-study through a close reading of dominant neoliberal educational reform discourses, particularly through an examination of the writings of Michelle Rhee and Wendy Kopp. Along three dimensions of: (1) experience as teachers; (2) solidarity with teachers; and (3) analyses of racism in schooling, we characterize prominent discourses through which educators, researchers, and the public describe teachers and teaching. We name these discursive frames to make explicit the assumptions that are embedded in each and the intentional or inadvertent consequences of each. Finally, we propose a teacher solidarity lens through which we strive to approach our research and work with teachers.     

Critical Discourse,Applied Inquiry and Public Health Action with Urban Middle School Students: Lessons Learned Engaging Youth in Critical Service-Learning

The Nuestro Futuro Saludable partnership designed a critical service-learning intervention focused on health equity and action. The 10-week afterschool intervention was implemented in a Boston middle school. Youths who took part in the intervention were knowledgeable about the social determinants of health in their communities, as well as to the barriers to health. Our findings indicate that engaging young people in a meaningful way will be critical if health improvement efforts are to be realized. We found that a critical service-learning framework that incorporates elements of applied inquiry and critical pedagogy was effective as a health intervention and provided opportunities for action.     

Identity Work,Techniques of Neutralization,and Deviance: Exploring the Relationship Among Older Adult Gamblers

This study investigates the value of techniques of neutralization in understanding how people involved in marginal to widely deviant behaviors perform identity work. Based on 33 in‐depth interviews with older adult gamblers, we show how techniques of neutralization are used to align personal and social identities. We describe the techniques of neutralizations our participants use along a continuum of gambling involvement, showing how techniques differ in variety and content and are contingent on larger narratives about appropriate behaviors, identities, and selves operating in contemporary society. Our research helps to refine sociologists' understandings of relationships between levels of involvement in deviant behaviors and identity work.     

BDSM Role Fluidity: A Mixed-Methods Approach to Investigating Switches Within Dominant/Submissive Binaries

This mixed-methods study of BDSM investigates the nuances of BDSM participants’ role identities, role frequencies, and role fluidities—shifts in identities and play across time, location, scene, and play partner. Data were gathered from 202 online surveys and 25 semistructured interviews about participants’ roles given their gender and sexual identities. These data reveal that men tend to self-identify as Dominant, Master, Top, or Sadist (DMTS) and always perform dominant roles, while women tend to self-identify as Submissive, Slave, Bottom, or Masochist (SSBM) and always perform submissive roles. Although this would seem to support the theory that BDSM reinforces gendered dominant/submissive binaries, further analyses indicate that women and queer/pansexual individuals disrupt this binary through their Switch identities and roles. Switching and queer identities, thus, offer the possibility for transforming dominant/submissive and other binaries.