The Rise and Prominence of Skip-Generation Households in Lower- and Middle-Income Countries

Investigations into changes in household formations across lower- and middle-income countries (LMICs) rarely consider skip-generation households. Yet, demographic, social, and economic forces increasingly encourage skip-generation household formations. We examine trends and changes in the prevalence of skip-generation households from 1990 to 2016, examining households, adults aged 60+, and children under 15, across 49 countries using household roster data from Demographic and Health Surveys. Analysis takes place in stages, first describing trends in skip-generation households across countries and next providing explanatory analyses using multilevel modeling to assess whether, and the degree to which, country-level characteristics like AIDS mortality and female labor force participation explain trends in the probability that a household is, or that an individual resides in, a skip-generation household. Results indicate extensive increases in skip-generation households in many LMICs, although there is also variation. The increases and variations are not well-explained by the country-level characteristics in our models, suggesting other underlying reasons for the rise and prominence of skip-generation households across LMICs.     

Can Children Recognize Bodily Expressions of Emotion?

Journal of Nonverbal Behavior - Past research has demonstrated that children understand distinct emotion concepts and can accurately recognize facial expressions of distinct emotions by a young...     

Entering a New Peer Group in Ethnically and Linguistically Diverse Childcare Classrooms

This short‐term longitudinal study examined changes over time in social competence with peers as a function of child and classroom characteristics. One hundred and seventy ethnically diverse low‐income children, all new to their peer groups, entered childcare classrooms with heterogeneous entry policies and ethnic/racial compositions. We observed them with their teachers and peers at entry and again six months later. Observers rated aggressive, anxious/withdrawn, and prosocial behavior with peers and observed complexity of peer play. Children who lacked peers with a shared ethnic heritage and children who spoke a different language at home than the language most often used in the classrooms appeared to be struggling with peer interaction six months after entry into the peer group. Children who had a peer who shared their ethnic heritage and entered the most ethnically diverse classrooms increased their complex peer play more than other children.     

Identity and Boundary Tensions When Educators and Mental Health Professionals Collaborate: Between Wish and Reality

Schools are centers of collaboration in promoting the development and learning of children and adolescents. They seek to develop cultures of collaboration not only within their walls but also among constituencies with similar interests. These efforts, unfortunately, all too often prove frustrating and disappointing to all concerned. Yet, the need for interdisciplinary inquiry is greater today than ever before. This is particularly true considering the complex, diverse, and multifaceted nature of today's schools. No one professional can address all of the problems confronting education, particularly those of urban schools. For decades mental health and education professionals have joined together around their similar interest in promoting children and adolescent development. One such initiative is a program that fosters educators' development. This program, named the Teacher Education Program, began under the auspices of the Chicago Institute for Psychoanalysis and evolved into the Human Development and Learning Program when a partnership was formed with DePaul University's School of Education. From the program's 34-year history, the authors highlight specific tensions they experienced as directors of this collaborative initiative, and how these challenges either were or were not anticipated and/or addressed. The aims are to put a human face on the challenges and struggles encountered in the relationship between education and mental health professionals, and to identify common ground between educational and psychoanalytic theories and practices.     

A decade of changes: Within-group analysis of LGBTQ individuals' perceptions of their community context and the relevance for social service providers

The previous decade has seen a drastic shift in the social environment for lesbian, gay, bisexual, transgender, and queer (LGBTQ) people. It is not surprising then to find that the perceived “best” and “worst” aspects of life for nonmetropolitan LGBTQ individuals have also changed. We use data from two cohorts of the Rainbow Illinois survey to examine differences between responses in 2000 and 2011. Furthermore, we examine demographic differences in the perception of what is “best” and “worst” among the 2011 cohort. Results suggest that although the general social climate has improved for some, it remains problematic for others. Implications for social service providers are thoroughly discussed.     

Funding Civil Society? Bilateral Government Support for Development NGOs

Research on the determinants of foreign aid tends to focus on the relationship between donor country priorities and recipient state characteristics, but donors also make decisions about which organizations and programs within countries will receive assistance. Although NGOs increasingly have been recipients of foreign aid, few data are available to investigate which organizations within a given country receive that funding. Donors may prioritize structural characteristics of NGOs or their local ties—or they may seek a combination that blends concern about efficiency and accountability with an interest in developing national civil society. We use original data from Cambodia to explore whether aid is likely to go to managerial organizations (professionalized NGOs and NGOs that utilize modern management tools) or to organizations that are embedded in the domestic context. We argue that managerialism provides legitimacy for NGOs by signaling capacity and accountability to donors, increasing the likelihood of government funding. We argue that local embeddedness also confers legitimacy by aligning community ties and networks to rights-based development, increasing the likelihood of government funding. We find general support for the managerialism argument, but donor agencies do not prioritize direct funding for “indigenous” NGOs—not even among those with high levels of managerialism.