This article aims to show how a discourse and communication based approach in the context of the care of the elderly provides a basis for reflecting on pain. Based on six hours of data from talk encounters between care professionals and elderly clients, an activity analysis of institutional settings and categorization of interactional discourse was undertaken. The focus was: (a) how elderly people initiated painful accounts, and (b) how the professionals oriented to such accounts. It is found that pain-talks are governed by the institutional practice of different phases:framing; mapping troubles and symptoms; clients' self presentations; counseling, and concluding. This phase structure exemplifies knowledge of communicative activities and is part of practical knowledge which the party, or at least the professional, is expected to become acquainted with. A thematic interactional map of critical moments related to pain as (a) social death and hope, and (b) presentation of self as past and self as present emerges. The caring aspect is to support hope and to change the focus from social death to life and recovering. In foregrounding health, it is important for the elderly people to affirm their identity of themselves as being good and honest persons.
This study reports on follow-up meetings of a group treatment program for intimately violent men. The focus is on the construction of change narratives; on how indicators of 'successful change' are negotiated and produced in the conversations. We describe in detail five discursive strategies used by client and therapist participants, e.g., the construction of temporal differences, personalizing the problem, reformulations of failure stories, taking presence at the follow-up as evidence of success, and the use of out-siders as an audience. We also demonstrate how the notion of success is ascertained and to whom credit is given for achieving it. We conclude that the followup meetings are established as an integrated part of the whole treatment program, and contribute to the promotion of the treatment ideology.
This study examined (a) the predictive link between peer victimization and children's reactive and proactive aggression, and (b) the potential moderating effect of reciprocal friends' reactive and proactive aggression in this context. The study also examined whether these potential moderating effects of friends' characteristics were stronger with respect to more recent friends compared to previous friends. Based on a convenience sample of 658 twin children (326 boys and 332 girls) assessed in kindergarten and first grade, the results showed that peer victimization uniquely predicted an increase in children's teacher-rated reactive aggression, but not teacher-rated proactive aggression. The relation of peer victimization to increased reactive aggression was, however, moderated by recent not previous reciprocal friends' similarly aggressive characteristics. These findings, however, tended to be mostly true for boys, but not for girls. The findings are discussed in terms of their theoretical and practical implications for victimized children's risk of displaying reactive and proactive aggressive behaviors.
Environmental conditions and waiting behaviors of 625 children and their families were recorded in the waiting room and suture hall of a children's hospital and a general hospital. Randomized intervention and control days at the children's hospital resulted in children and their families being assigned to an experimental group receiving child life intervention or to a control group who did not receive child life intervention. A second control group at the general hospital did not receive child life intervention. The average waiting time was 1.5 hr. Significant differences were observed in noise level between the children's hospital and general hospital waiting areas, waiting behaviors of children who received child life intervention and those who did not, and parent-child interaction among the three groups. Suggestions for further study regarding the optimal use of waiting time are included.
HIV prevention, by intervening within social networks, is potentially important but highly understudied. Approaches that systematically identify, train, and enlist known social influence leaders to advise members of their own networks in risk reduction constitute ways to reach hidden population segments, persons who are distrustful of authorities but trust their peers, and those who cannot be reached through traditional professionally delivered counseling. This article illustrates and provides evaluation data on a program that recruited 14 intact social networks of young men who have sex with men (YMSM) in St. Petersburg, Russia, and Sofia, Bulgaria. Sociometric measures were used to identify the social leader of each network, and baseline risk assessment measures were administered to all members of each social network. The sociometrically determined leaders then attended a six-session group program that provided training and guidance in how to carry out theory-based and tailored HIV prevention conversations with members of their own social networks. Four months after leaders completed the program, all network members were readministered risk assessment measures. Pre- to postintervention data revealed that the program produced: (1) increases in the level and comfort with which network members talked about AIDS prevention topics in their daily conversations; (2) increased network-level AIDS risk reduction knowledge and improved risk reduction norm perceptions, attitudes, behavioral intentions, and self-efficacy; and (3) increased condom use levels among network members. Although not a controlled, randomized trial, these program evaluation findings strongly support the feasibility of social network-level HIV prevention approaches.
This study addressed gender differences in the developmental links among antisocial behavior, friends' antisocial behavior, and peer rejection. High and increasing, moderate, and low antisocial developmental trajectories were identified among 289 Dutch children, ages 7 to 10, and 445 French-Canadian children, ages 9 to 12. Only boys followed the high trajectory. These boys had more deviant friends and were more often rejected than other children. A minority of girls followed the moderate antisocial behavior trajectory. These girls had fewer deviant friends than moderate antisocial boys, but moderate antisocial boys and girls were equally likely to be rejected. The influence of friends and poor peer relations plays a crucial but different role in the development of antisocial behavior among boys and girls.
The aim of this study was to examine the existence of the intergenerational transmission of loneliness between parents and children, including an examination of its stability and of gender differences. The study consisted of an evaluation of loneliness in mothers (n= 834), fathers (n= 661) and their 10-year-old children (n= 981). Parent's self-reported loneliness was measured once, and their children's social and emotional loneliness were assessed at three time-points. The stability analysis indicated average stability in children's loneliness, especially their social loneliness. Boys were found to experience more emotional loneliness than girls. Structural equation modeling indicated no direct relationship between mothers'/fathers' loneliness and their children's loneliness. However, mothers' and fathers' loneliness reduced their daughters' peer-evaluated cooperating skills, which consequently predicted higher levels of both social and emotional loneliness.
The authors examined the prediction of occupational attainment by age 40 from contextual and personal variables assessed during childhood and adolescence in 2 participant samples: (a) the Columbia County Longitudinal Study, a study of 856 third graders in a semirural county in New York State that began in 1960, and (b) the Jyv?skyl? Longitudinal Study of Personality and Social Development, a study of 369 eight-year-olds in Jyv?skyl?, Finland, that began in 1968. Both samples were followed up during adolescence and early and middle adulthood. Structural modeling analyses revealed that in both countries, for both genders, children's age 8 cognitive-academic functioning and their parents' occupational status had independent positive long-term effects on the children's adult occupational attainment, even after other childhood and adolescent personal variables were controlled for. Further, childhood and adolescent aggressive behavior negatively affected educational status in early adulthood, which in turn predicted lower occupational status in middle adulthood.