Multicultural perspectives on counseling survivors of rape

The dominant Euro-American culture is a rape-prone culture, as defined by Sanday. Within that culture, rape is both a tool and a consequence of interlocking systems of oppression based on race, ethnicity, class, and sexual orientation. The impact of rape on an individual survivor can only be fully understood in the context of the survivor's own culture, religious beliefs, and experience as an immigrant or refugee. Issues of race, culture, class, and sexual orientation influence every step in the counseling of a rape survivor. Knowledge about the client's culture is essential if accurate assessment and culturally appropriate service are to be provided. Specific examples of the impact of these issues are presented. Ways in which the cultural values implicit in the crisis counseling model may conflict with the client's values and needs are examined.     

First Housing Moves in Spain: An Analysis of Leaving Home and First Housing Acquisition

This paper examines young people's firsthousing acquisition in Spain. The majority ofyoung Spanish people leave home to buy aproperty and to live with a partner and/orchild. We examine the extent to which thistransition dominates first housing moves duringthe 1980s and consider the ways in which widerfamily networks facilitate leaving home to buya property. We then examine characteristicsassociated with deviation from this normativeroute. We find alternative transitions,particularly moving into rented accommodation,are more common among young people from moreadvantaged backgrounds, and those living innorthern Spain.     

Real Men,Real Women,Real Lives? Gender issues in learning disabilities and challenging behaviour

This article seeks to define gender issues and explores the significance of these issues for challenging behaviour in the field of learning disability. It is argued that lack of awareness about these issues contributes to the development of challenging behaviour and to difficulties in identifying the needs expressed through these behaviours, whatever their origin. Specific areas examined include models of residential provision for adults, prioritisation of service activities, attribution processes (needs identification), and the sexuality of people with learning disabilities. In each area issues are raised and the implications for service practice defined.     

The impact of early life-course transitions on equality at work and home

This paper investigates two aspects of the paid employment relationship between female and male partners aged 23. It is argued that in order to understand women's position in the home and the labour market it is necessary to consider employment relationships in the context of the household. The impact of children on women's labour force participation is already well known and in this paper we show that marriage also has an independent effect on hours worked. The second aspect of the paper concerns the relative financial contribution of each partner to the family income from their labour market earnings. It is recognised that power and equality within the home are to some extent derived from the relative contribution of partners to the family income. It is shown that women are economically dependent on men even in the early stages of their partnership before children and that this dependence is greater among women with children.     

Maintenance Default or Maintenance At Fault?: A Rejoinder

Maintenance default is a large problem and a number of reasons have been suggested for the cause. However, there are also philosophical questions as to whether maintenance is a desirable concept in the first place.     

Young and Unemployed

Unemployment can pose particular problems for school leavers and other young people. Some English studies on the effects of unemployment are reviewed, and some of the causes and effects of unemployment among young people in Australia are then discussed. Some suggestions are made for areas in which further research could be carried out.     

Rescuing lesbian camp

This paper explores the limits of lesbian camp as it is currently conceived within Lesbian Studies. I argue, in what I hope is a rather circuitous way, that a reliance on repudiative models of identity formation fixes gender as complementary and sexuality as oppositional, irrespective of intention. In this context, I imagine instead what it would take to theorize femininity itself as camp, and femme subjects as ideal for working this through at the level of praxis.     

‘Back to our Roots?’ Re-visiting psychoanalytically-informed baby and young child observation in the education of student social workers

While there is a well-established literature on psychoanalytically-informed baby and young child observation in social work education, little has been published recently. This paper reviews the rationale for its use, evaluating its impact on students’ learning in the light of contemporary policy and practice contexts facing social work education. Analysis of feedback gained from a recent cohort, identifies three ways in which learning through baby and young child observation contributes: firstly, students encounter and learn about the complexity of child development from the direct experience of observing and secondly, observing facilitates the development of important skills for practice; students’ ‘use of self’. Thirdly, through observing, students describe how they develop the capacity to take-up and sustain a professional role. Well-structured teaching and learning through observation is therefore shown to provide a rigorous, theoretically-grounded contribution to the training of university-based social work students entering this complex and challenging professional field.     

Governmentality within Children's Technological Play: Findings from a Critical Discourse Analysis

In many countries today, digital technology and instant communication are embedded in children's everyday lives to the extent that their play frequently incorporates smartphones, the Internet and other technologies. In this paper, we explore the recent historical conditions within the New Zealand context that have increased the accessibility of these technologies and imbued them with particular meanings. We suggest that from a Foucauldian perspective, these technologies can be seen as a form of subtle disciplinary power using techniques of governmentality through which children's ways of thinking are shaped to benefit societal requirements of the current historical era.