Harry, Paul and the Filipino Maid: Racial and Sexual Abuse in Local Contexts

Estacio argues for critical health psychology to take action to address three issues raised (unintentionally) in the 'Harry and Paul' sketch broadcast on British television. It is suggested that, although attempting humour, the sketch offensively reflected and reproduced patterns of social injustice that are far from funny. We argue here that micro-level analysis of the interactional elements of the sketch provides an understanding of how in everyday contexts Filipino workers are constructed in socially unjust terms and of how abuse can be justified. Such an understanding can allow critical health psychology to make a distinctive contribution to these topics. 2009 SAGE Publications.div_PaSBillig, M. Humour and hatred: The racist jokes of the Ku Klux Klan (2001) Discourse and Society, 12 (3), pp. 267-289. 2. Billig, M. Henri Tajfel's 'cognitive aspects of prejudice' and the psychology of bigotry (2002) British Journal of Social Psychology, 41 (2), pp. 171-188. doi: 10.1348/014466602760060165 3. Hepworth, J. The emergence of critical health psychology: Can it contribute to promoting public health? (2006) Journal of Health Psychology, 11 (3), pp. 331-341. doi: 10.1177/1359105306063298 4. McKinlay, A., McVittie, C. (2008) Social Psychology and Discourse. Oxford: Wiley-Blackwell. 5. Mcvittie, C. Critical health psychology, pluralism and dilemmas: The importance of being critical (2006) Journal of Health Psychology, 11 (3), pp. 373-377. doi: 10.1177/1359105306063307 6. Sacks, H. (1992) Lectures on Conversation. Oxford: Blackwell. 7. Schegloff, E.A. A tutorial on membership categorization (2007) Journal of Pragmatics, 39 (3), pp. 462-482. doi: 10.1016/j.pragma.2006.07.00714pub627pub

The ever-changing meanings of retirement

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Empowerment and Participation in Organized Outdoor Activities

Empowerment is a central focus for much work in community psychology. Yet what constitutes empowerment is commonly\ud problematic, especially in relation to programs for young people. We report outcomes from a case study of a UK program\ud designed to empower young people through participation in organized outdoor activities. Grounded theory analysis of data from program leaders (n=10) identified four themes as relevant to success, namely 1) acquiring skills, 2) increasing self-efficacy, 3) prior community links, and 4) challenges in in social participation. Attempts to elicit young people’s (n=30)understandings were unsuccessful as they withdrew prior to completing the program. Such outcomes might be taken to indicate lack of engagement and lack of empowerment. On an alternative interpretation, however, lack of engagement might demonstrate participants’ power to make meaningful decisions. This interpretation points to the difficulties of attempting to define empowerment in practice and of seeking to assess the success of such programs

Resisting having learning disabilities by managing relative abilities

- People who attended a community centre for people with learning disabilities talked to researchers about the centre, their school and personal experiences. - The researchers were interested in what the people in the study said about learning disabilidiv_PaSAmerican Psychiatric Association (1994) Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington, DC. American Psychiatric Association. Beart S., Hardy G. & Buchan L. (2005) How people with intellectual disabilities view their social identity: a review of the literature. J Appl Res Intellect Disabil, 18: 47-56. Burns J. (2000) Gender identity and women with learning difficulties: the third sex. Clin Psychol Forum, 137: 137-9. Davies C.A. & Jenkins R. (1997) 'She has different fits to me': how people with learning difficulties see themselves. Disabil Soc, 12: 95-109. Department of Health (2001) Valuing people: a new strategy for learning disability for the 21st century. White paper. London, HMSO. Finlay W.M.L. & Lyons E. (1998) Social identity and people with learning difficulties: Implications for self-advocacy groups. Disabil Soc, 13: 37-51. Finlay W.M.L. & Lyons E. (2005) Rejecting the label: a social constructionist analysis. Ment Retard, 43: 120-34. Flick U. (2006) An introduction to qualitative research. London, Sage. Gillman M., Heyman B. & Swain J. (2000) What's in a name? The implications of diagnosis for people with learning difficulties and their family carers. Disabil Soc, 15: 389-409. Goffman E. (1968) Stigma: notes on the management of spoiled identity. Harmondsworth, Pelican Books. Goodley D. (2001) ''Learning difficulties'' - the social model of disability and impairment: challenging epistemologies. Disabil Soc, 16: 207-31. Hester S. & Eglin P. (1997) The reflexive constitution of category, predicate and context in two settings. In: Hester S., Eglin P., editors. Culture in action: studies in membership categorization analysis. Washington, DC, International Institute for Ethnomethodology and Conversation Analysis and University Press of America: 25-48. Jefferson G. (1991) List construction as a task and resource. In: Psathas G., Frankel R., editors. Interactional competence. Hillsdale, NJ, Lawrence Erlbaum: 63-92. Kendall P.C. (2000) Childhood disorders. Hove, East Sussex, Psychology Press Ltd. McKinlay A. & McVittie C. (2007) Locals, incomers and intranational migration: place-identities and a Scottish island. Br J Soc Psychol, 46: 171-90. McKinlay A. & McVittie C. (2008) Social psychology and discourse. Oxford, Wiley-Blackwell. Oliver M. (1992) Changing the social relations of research production? Disabil Handicap Soc, 7: 101-14. Oliver M. (1996) Understanding disability: from theory to practice. Basingstoke, Macmillan. Oliver M. & Barnes C. (1983) Disabled people and social policy. New York, Addison, Wesley Longman. Olney M.F., Kennedy J., Brockelman K.F. & Newsom M.A. (2004) Do you have a disability? A population-based test of acceptance, denial, and adjustment among adults with disabilities in the US. J Rehabil, 70: 4-9. Potter J. (2004) Discourse analysis as a way of analysing naturally occurring talk. In: Silverman D., editor. Qualitative research: theory, method and practice. London, Sage: 200-21. Rapley M., Kiernan P. & Antaki C. (1998) Invisible to themselves or negotiating identity? The interactional management of 'being intellectually disabled'. Disabil Soc, 13: 807-27. Schalock R.L. & Luckasson R. (2004). American Association on Mental Retardation's definition, classification and system ofsupports and its relation to international trends and issues in the field of intellectual disabilities. J Policy Pract Intellect Disabil, 1: 136-46. Shaw S.F., Cullen J.P., McGuire J.M. & Brinckerhoff L.C. (1995) Operationalising a definition of learning disabilities. J Learn Disabil, 9: 586-97. Smith J.D. (2002) The myth of mental retardation: paradigm shifts, disaggregation, and developmental disabilities. Ment Retard, 40: 62-4. Szivos S. & Griffiths E. (1990) Group processes in coming to terms with a mentally retarded identity. Ment Retard, 28: 333-41. Todd S. & Shearn J. (1995) Family secrets and dilemmas of status: parental management of the disclosure of 'learning disability'. Cardiff, Welsh Centre for Learning Disabilities - Applied Research Unit. Todd S. & Shearn J. (1997) Family dilemmas and secrets: parents' disclosure of information to their adult offspring with learning disabilities. Disabil Soc, 12: 341-66. Walmsley J. & Downer J. (1997) Shouting the loudest: self advocacy, power and diversity. In: Ramcharan P., Roberts G., Grant G., Borland J., editors. Empowerment in everyday life: learning disability. London, Jessica Kingsley Publishers Ltd: 35-47. Widdicombe S. (1998) Identity as an analysts' and a participants' resource. In: Antaki C., Widdicombe S., editors. Identities in talk. London, Sage: 191-206. Widdicombe S. & Wooffitt R. (1995) The language of youth subcultures: social identity in action. Hemel Hempstead, Harvester Wheatsheaf.pub130pu

Dynamic Modeling of Inland Flooding and Storm Surge on Coastal Cities Under Climate Change Scenarios: Transportation Infrastructure Impacts in Norfolk, Virginia USA as a Case Study

Low-lying coastal cities across the world are vulnerable to the combined impact of rainfall and storm tide. However, existing approaches lack the ability to model the combined effect of these flood mechanisms, especially under climate change and sea level rise (SLR). Thus, to increase flood resilience of coastal cities, modeling techniques to improve the understanding and prediction of the combined effect of these flood hazards are critical. To address this need, this study presents a modeling system for assessing the combined flood impact on coastal cities under selected future climate scenarios that leverages ocean modeling with land surface modeling capable of resolving urban drainage infrastructure within the city. The modeling approach is demonstrated in quantifying the impact of possible future climate scenarios on transportation infrastructure within Norfolk, Virginia, USA. A series of combined storm events are modeled for current (2020) and projected future (2070) climate scenarios. The results show that pluvial flooding causes a larger interruption to the transportation network compared to tidal flooding under current climate conditions. By 2070, however, tidal flooding will be the dominant flooding mechanism with even nuisance flooding expected to happen daily due to SLR. In 2070, nuisance flooding is expected to cause a 4.6% total link close time (TLC), which is more than two times that of a 50-year storm surge (1.8% TLC) in 2020. The coupled flood model was compared with a widely used but physically simplistic bathtub method to assess the difference resulting from the more complex modeling presented in this study. The results show that the bathtub method overestimated the flooded area near the shoreline by 9.5% and 3.1% for a 10-year storm surge event in 2020 and 2070, respectively, but underestimated the flooded area in the inland region by 9.0% and 4.0% for the same events. The findings demonstrate the benefit of sophisticated modeling methods compared to more simplistic bathtub approaches, in climate adaptive planning and policy in coastal communities

Attachment insecurity and dispositional aggression:The mediating role of maladaptive anger regulation

Attachment insecurity has been associated with dysfunctional strategies for emotion regulation, leading to inflexible or maladaptive responding. Currently, application of the attachment framework to anger is underspecified. This study presents a preliminary investigation of attachment-related differences in the dispositional regulation of anger and aggressive outcomes. 270 participants completed measures of adult attachment (attachment anxiety and attachment avoidance), anger regulation processes (anger suppression, unregulated anger and anger control) and aggressive outcomes (physical aggression, verbal aggression and hostility). While those high in attachment anxiety have been found to under-regulate other negative emotions, our results postulate that these individuals may implement a suppression strategy when faced with the experience of anger. Mediation models indicate that anger suppression is implicated in the relationship between attachment dimensions and hostility, but not physical aggression. This supports the notion that suppression may be useful in reducing the external expression of anger, but cannot alleviate the associated internal cognitions. These findings suggest that levels of attachment anxiety and avoidance should be considered when identifying techniques to target specific anger regulatory difficulties that contribute to increased aggression. Further, consideration and exploration of the role of security priming is encouraged as a possible mechanism by which to reduce dispositional hostility in those with high levels of attachment insecurity

‘We Just Have to Learn to Deal with It’::Young Workers’ Experiences of Workplace Violence

We report on two studies that examined how young people (aged 16 to 24 years) working in public-facing jobs report experiences of workplace violence from dealing with the public. In Study 1, 65% (n=227) of respondents (N=349) reported experiencing violence in the preceding year, with verbal abuse being significantly higher for call centre workers and assaults higher among public sector workers. Psychological symptoms following violence were higher among participants aged 18 years or over than younger workers. Study 2 identified five themes relevant to participants’ (N=20) experiences, namely (1) violence is part of the job; (2) front line employees are targets; (3) power favours the customer; (4) any customer can be violent, and (5) need for personal experience. These findings demonstrate the need for employers to address all aspects of their practices in order to address risks in the workplace and to promote the psychological well-being of their employees