Constructivist self-development theory: a theoretical framework for assessing and treating traumatized college students.

The authors present a new conceptual framework for assessing and treating traumatized college students. The framework, constructivist self-development theory (CSDT), blends object relations, self-psychology, and social cognition theories. It is founded upon a constructivist view of trauma in which the individual's unique history shapes his or her experience of traumatic events and defines the adaptation to trauma. Within this theory, the authors suggest approaches to setting the frame for trauma therapy, including stabilizing acute symptoms and setting appropriate expectations for treatment. CSDT provides a framework for the systematic assessment and practical treatment of three aspects of the self that are affected by trauma. These include self-capacities, or the ability to tolerate strong affect and regulate self-esteem; cognitive schemas, or beliefs and expectations about self and others in the areas of frame of reference (or identity and world view), safety, trust, esteem, intimacy, power, and independence; and intrusive trauma memories and related distressing affect. Finally, the authors provide guidelines for assessing the need for longer term treatment.     

Period effects,cohort effects,and the narrowing gender wage gap

Despite the abundance of sociological research on the gender wage gap, questions remain. In particular, the role of cohorts is under investigated. Using data from the Current Population Survey, we use age–period–cohort analysis to uniquely estimate age, period, and cohort effects on the gender wage gap. The narrowing of the gender wage gap that occurred between 1975 and 2009 is largely due to cohort effects. Since the mid-1990s, the gender wage gap has continued to close absent of period effects. While gains in female wages contributed to declines in the gender wage gap for cohorts born before 1950, for later cohorts the narrowing of the gender wage gap is primarily a result of declines in male wages.     

Postmarital Living Arrangements in Historically Patrilocal Settings: Integrating Household Fission and Migration Perspectives

This study integrates theory and research on household fission (or partition) and migration to better understand living arrangements following marriage, especially in historically patrilocal and primarily agricultural settings. Using panel data from the Chitwan Valley Family Study to analyze the sequential decision-making process that influences men’s living arrangements subsequent to first marriage, we demonstrate the importance of distinguishing among extended family living, temporary migration, and the establishment of an independent household. We find that community economic characteristics, such as access to markets or employment, as well as household wealth affect the initial decision to leave the natal home. Household resources and use of farmland, along with the young men’s own education, media exposure, travel, and marital behavior, influence the decision to make the departure from the natal home permanent. Our findings explain why previous results regarding household fission and those focused on migration have provided such mixed results, and we establish a new framework for thinking about how families and individuals manage living situations.     

Marriage and immigration enforcement: The impact of Secure Communities on immigrant women

We investigate if increased deportations under the Secure Communities (SC) program impacted the marriage patterns of immigrant women in the United States. We focus on country of origin-MSA deportation rates, arguing this is appropriate given the dominance of endogamous marriage among immigrants and large heterogeneity in removal rates. We find that rising deportations increased marriage rates and endogamous marriage, decreased exogamous marriage to immigrants from other countries, and had no impact on marriage to native-born men. This is striking because SC likely reduced same ethnicity partners in marriage markets. We find some evidence that increased network effects may explain these results.     

EVALUATING THE EFFECTIVENESS OF CONJOINT TREATMENT OF ALCOHOL-COMPLICATED MARRIAGES: CLINICAL AND METHODOLOGICAL ISSUES*

This paper addresses a number of clinical and methodological issues that have arisen in conducting the Marital Systems Study, a research project evaluating the efficacy of systems-oriented conjoint treatment with couples in which one spouse is abusing alcohol. These include: (1) standardizing and monitoring the intervention; (2) developing and maintaining an interactional perspective on the alcohol-related difficulties; (3) selecting an appropriate control group; (4) offering conjoint treatment as the primary therapeutic intervention; and (5) developing comprehensive, valid and reliable assessment/follow-up procedures. The manner in which the Marital Systems Study has attempted to resolve these important issues, rather than the outcomes emerging from the study, constitutes the focus of this paper.     

Competing for Lebanon's Diaspora: Transnationalism and Domestic Struggles in a Weak State

Just as state strength influences relationships between state and society and among social forces within a national territory, so does it shape relationships between states and their emigrants and diasporas across territorial borders. Scholars debate how transnational migration affirms or challenges the dominance of the nation‐state. When sending states are weak, however, diaspora–homeland linkages can undermine the role of the state in a way that is not transformative, but sustaining of the status quo. Examining Lebanon, this paper explores how domestic actors extend their struggles to vie over and through kin abroad. Three realms of competition are paramount: demography, votes, and money. The resulting transnational outreach reproduces a politics in which both expatriates and the state function as resources as much as actors.     

Twenty-first century learning in schools: A case study of New Technology High School in Napa, California

The most pertinent question concerning teaching and learning in the twenty-first century is not what knowledge and skills students need--that laundry list was identified over a decade ago--but rather how to foster twenty-first century learning. What curricula, experiences, assessments, environments, and technology best support twenty-first century learning? New Technology High School (NTHS) in Napa, California, is one example of a successful twenty-first century school. In this chapter, the author describes the components of this exemplary high school, illustrating an environment that will cultivate twenty-first century student learning. New Technology High School began by defining eight learning outcomes, aligned with the standards of the Partnership for 21st Century Skills; to graduate, students demonstrate mastery of these outcomes through an online portfolio. To help students achieve the outcomes, NTHS employs project- and problem-based learning. Whereas in traditional classrooms students work alone on short-term assignments that do not lend themselves to deep understanding, the project-based learning approach has students working in teams on long-term, in-depth, rigorous projects. Students' work is supported by the school's workplace-like environment and effectiv use of technology. Meaningful assessment is essential to project-based learning; students receive continuous feedback, helping them become self-directed learners. In fact, NTHS uses outcome-based grading through which students constantly know how they are performing on the twenty-first century outcomes. Research has shown that NTHS graduates are better prepared for postsecondary education, careers, and citizenship than their peers from other schools. To facilitate twenty-first century learning, all schools need to rethink their approach to teaching and learning. New Technology High School is one way to do so.