Creating new consultation programs in community mental health centers: Analysis of a case study

A primary prevention program, initiated in a community mental health center, never became fully operational. Analysis suggests that failure to include recipients in initial planning, an unrealistic time table, insufficient institutional support for innovation, the project leader's organizational marginality, and the institutional constraints created by commitment to direct treatment of troubled individuals were factors that contributed to the project's failure. Several recommendations are presented. The most novel and important one is that systems-oriented, preventive mental health work should be based in a separate, distinct institution .Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44297/1/10597_2005_Article_BF01410882.pd

The relationships between internal and external threat and right-wing attitudes: A three-wave longitudinal study

The interplay between threat and right-wing attitudes has received much research attention, but its longitudinal relationship has hardly been investigated. In this study, we investigated the longitudinal relationships between internal and external threat and right-wing attitudes using a cross-lagged design at three different time points in a large nationally representative sample (N = 800). We found evidence for bidirectional relationships. Higher levels of external threat were related to higher levels of Right-Wing Authoritarianism and to both the egalitarianism and dominance dimensions of Social Dominance Orientation at a later point in time. Conversely, higher levels of RWA were also related to increased perception of external threat later in time. Internal threat did not yield significant direct or indirect longitudinal relationships with right-wing attitudes. Theoretical and practical implications of these longitudinal effects are discussed

When Collectivity Makes a Difference: Theoretical and Empirical Insights from Urban and Rural Communities in Colombia

[EN] In this paper, we analyse two Colombian communities using elements of the capability approach. The first, Comuna 8, is an urban community in Medellín, Colombia¿s second largest city. The second community is a Zona de Reserva Campesina (Peasant Farmer Reserve Zone) in the Cabrera municipality, in the Department of Cundinamarca. We explore the reasons why people value being part of a community, along with the collective capabilities that are expanded through community participation. As a product of these capabilities communities plan their own territories, which are examples of collective functionings. Social and environmental conversion factors, as well the historical background of the two communities, are key elements in the analysis. Finally, this research sheds light on individual and collective agency. This agency not only occurs in spaces recognised by Colombian law, but also in areas claimed by the communities themselves.This work was supported by Programa Adsideo 2015, Centro de Cooperacion al Desarrollo, Universitat Politecnica de Valencia. Ayudas Salvador de Madariaga, Subprograma de Movilidad, Plan Estatal de Investigacion Cientifica y Tecnica y de Innovacion 2013-2016.Boni Aristizábal, A.; Millan Franco, GF.; Millan Franco, MA. (2018). When Collectivity Makes a Difference: Theoretical and Empirical Insights from Urban and Rural Communities in Colombia. Journal of Human Development and Capabilities. 19(2):216-231. https://doi.org/10.1080/19452829.2017.1412408S216231192Alkire, S. (2002). Valuing Freedoms. doi:10.1093/0199245797.001.0001Biggeri, M., & Ferrannini, A. (2014). Opportunity Gap Analysis: Procedures and Methods for Applying the Capability Approach in Development Initiatives. Journal of Human Development and Capabilities, 15(1), 60-78. doi:10.1080/19452829.2013.837036Boni, A., & Walker, M. (2016). Universities and Global Human Development. doi:10.4324/9781315742793Crocker, D. A., & Robeyns, I. (s. f.). Capability and Agency. Amartya Sen, 60-90. doi:10.1017/cbo9780511800511.005Deneulin, S. (2014). Wellbeing, Justice and Development Ethics. doi:10.4324/9781315867090Deneulin, S., and S. Alkire. 2009. “A Normative Framework for Development?” InAn Introduction to the Human Development and Capability Approach: Freedom and Agency, edited by S. Deneulin and L. Shahani, 19–31. London: Earthscan.Drydyk, J. (2013). Empowerment, agency, and power. Journal of Global Ethics, 9(3), 249-262. doi:10.1080/17449626.2013.818374Apsan Frediani, A., Boni, A., & Gasper, D. (2014). Approaching Development Projects from a Human Development and Capability Perspective. Journal of Human Development and Capabilities, 15(1), 1-12. doi:10.1080/19452829.2013.879014Gaventa, J. (2006). Finding the Spaces for Change: A Power Analysis. IDS Bulletin, 37(6), 23-33. doi:10.1111/j.1759-5436.2006.tb00320.xHill, J. L. (1996). Psychological sense of community: Suggestions for future research. Journal of Community Psychology, 24(4), 431-438. doi:10.1002/(sici)1520-6629(199610)24:43.0.co;2-tIbrahim, S. S. (2006). From Individual to Collective Capabilities: The Capability Approach as a Conceptual Framework for Self‐help. Journal of Human Development, 7(3), 397-416. doi:10.1080/14649880600815982McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6-23. doi:10.1002/1520-6629(198601)14:13.0.co;2-iRamos-Vidal, I., & Maya-Jariego, I. (2014). Sentido de comunidad, empoderamiento psicológico y participación ciudadana en trabajadores de organizaciones culturales. Psychosocial Intervention, 23(3), 169-176. doi:10.1016/j.psi.2014.04.00

Teacher agency in curriculum making: agents of change and spaces for manoeuvre

In the wake of new forms of curricular policy in many parts of the world, teachers are increasingly required to act as agents of change. And yet, teacher agency is under-theorised and often misconstrued in the educational change literature, wherein agency and change are seen as synonymous and positive. This paper addresses the issue of teacher agency in the context of an empirical study of curriculum making in schooling. Drawing upon the existing literature, we outline an ecological view of agency as an effect. These insights frame the analysis of a set of empirical data, derived from a research project about curriculum-making in a school and further education college in Scotland. Based upon the evidence, we argue that the extent to which teachers are able to achieve agency varies from context to context based upon certain environmental conditions of possibility and constraint, and that an important factor in this lies in the beliefs, values and attributes that teachers mobilise in relation to particular situations

Individual Differences in the Ability to Recognise Facial Identity Are Associated with Social Anxiety

Previous research has been concerned with the relationship between social anxiety and the recognition of face expression but the question of whether there is a relationship between social anxiety and the recognition of face identity has been neglected. Here, we report the first evidence that social anxiety is associated with recognition of face identity, across the population range of individual differences in recognition abilities. Results showed poorer face identity recognition (on the Cambridge Face Memory Test) was correlated with a small but significant increase in social anxiety (Social Interaction Anxiety Scale) but not general anxiety (State-Trait Anxiety Inventory). The correlation was also independent of general visual memory (Cambridge Car Memory Test) and IQ. Theoretically, the correlation could arise because correct identification of people, typically achieved via faces, is important for successful social interactions, extending evidence that individuals with clinical-level deficits in face identity recognition (prosopagnosia) often report social stress due to their inability to recognise others. Equally, the relationship could arise if social anxiety causes reduced exposure or attention to people's faces, and thus to poor development of face recognition mechanisms

Mothers' AdvocateS In the Community (MOSAIC)- non-professional mentor support to reduce intimate partner violence and depression in mothers: a cluster randomised trial in primary care

Background : Effective interventions to increase safety and wellbeing of mothers experiencing intimate partner violence (IPV) are scarce. As much attention is focussed on professional intervention, this study aimed to determine the effectiveness of non-professional mentor support in reducing IPV and depression among pregnant and recent mothers experiencing, or at risk of IPV.Methods : MOSAIC was a cluster randomised trial in 106 primary care (maternal and child health nurse and general practitioner) clinics in Melbourne, Australia. 63/106 clinics referred 215 eligible culturally and linguistically diverse women between January 2006 and December 2007. 167 in the intervention (I) arm, and 91 in the comparison (C) arm. 174 (80.9%) were recruited. 133 (76.4%) women (90 I and 43 C) completed follow-up at 12 months.Intervention: 12 months of weekly home visiting from trained and supervised local mothers, (English &amp; Vietnamese speaking) offering non-professional befriending, advocacy, parenting support and referrals.Main outcome measures: Primary outcomes; IPV (Composite Abuse Scale CAS) and depression (Edinburgh Postnatal Depression Scale EPDS); secondary measures included wellbeing (SF-36), parenting stress (PSI-SF) and social support (MOS-SF) at baseline and follow-up.Analysis: Intention-to-treat using multivariable logistic regression and propensity scoring.Results : There was evidence of a true difference in mean abuse scores at follow-up in the intervention compared with the comparison arm (15.9 vs 21.8, AdjDiff -8.67, CI -16.2 to -1.15). There was weak evidence for other outcomes, but a trend was evident favouring the intervention: proportions of women with CAS scores &ge;7, 51/88 (58.4%) vs 27/42 (64.3%) AdjOR 0.47, CI 0.21 to 1.05); depression (EPDS score &ge;13) (19/85, 22% (I) vs 14/43, 33% (C); AdjOR 0.42, CI 0.17 to 1.06); physical wellbeing mean scores (PCS-SF36: AdjDiff 2.79; CI -0.40 to 5.99); mental wellbeing mean scores (MCS-SF36: AdjDiff 2.26; CI -1.48 to 6.00). There was no observed effect on parenting stress. 82% of women mentored would recommend mentors to friends in similar situations.Conclusion : Non-professional mentor mother support appears promising for improving safety and enhancing physical and mental wellbeing among mothers experiencing intimate partner violence referred from primary care.<br /

Schools, teachers, and curriculum change: A balancing act?

Educational change is a fact of life for teachers across the world, as schools are subjected to constant and ubiquitous pressures to innovate. And, yet, many school practices remain remarkably persistent in the face of such innovation. This paradox of innovation without change is perplexing for policymakers and practitioners alike. This paper investigates the gap between policy and practice, between innovation and the changes in social practices that occur in response to such innovation. It draws upon empirical data from two case studies in Scotland &mdash; schools responding to new curriculum policy&mdash;exploring contrasting approaches to the management of innovation. One is a laissez faire approach, and the other a more directive managerial strategy. Through an analytical separation of culture, structure, and agency, derived from the social theory of Margaret Archer, the paper sheds light on the social processes that accompanied innovation in these two settings demonstrating how teacher culture and differing management styles impact upon externally initiated policy

An examination of sex differences in social support among older men and women

This paper is designed to empirically investigate sex differences in social support. Several types of sex differences are examined, including quantity and quality of support, the relationship between quantitative and qualitative measures of support, the number and source of support provided and received, and the relative predictive power of quality and quantity of support on well-being. The data are taken from the Supports of the Elderly, a national survey of older people (Kahn and Antonucci, 1984). Included in the present study are 214 men and 166 women ranging in age from 50 to 95 who are married and have at least one child. The analyses reveal that women have larger networks and receive supports from multiple sources, while men tend to rely on their spouses exclusively. Men report greater satisfaction with marriage than women. Quantitative supports are more related to qualitative supports for women than for men. For both sexes, the quality of support rather than the quantity of support has significantly greater effects on well-being; both the quantity and quality of social support have a greater impact on the well-being of women compared to men.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/45580/1/11199_2004_Article_BF00287685.pd

A Prospective Study of Adolescents' Peer Support: Gender Differences and the Influence of Parental Relationships

This longitudinal study investigates parent and child predictors of adolescents' perceived social support from peers. Adolescents (285) and their parents filled out surveys when students were 11 and 15 years of age. Parent reports of their own social support and child reports of parental support to them, depression, and self-esteem were used as predictors of adolescents' peer social support. Path analyses revealed functional dissimilarity in the predictive model, for boys and girls. For boys and girls, the amount of spousal support parents' reported impacted the amount of parent to child support that children reported. For boys, this relationship impacted their perceptions of peer support indirectly through depression. However, for girls, parents' own supportive relationships directly impacted both their self-esteem and depression, above and beyond parent to child support, which then impacted girls' peer social support.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/45288/1/10964_2004_Article_229992.pd