Life satisfaction across life course transitions

This paper looks at how life satisfaction changes as we pass through various life transitions on the pathway from adolescence through young adulthood, middle age and into old age. It explores how leaving home, commencing a relationship, having children, separating, entering the “empty nest” phase, retirement and widowhood affect life satisfaction. Summary We all experience ups and downs at various points throughout life. This paper explores whether we experience predictable changes in life satisfaction over the life course—both as we get older and as we pass through a range of common life course transitions. The paper looks at how life satisfaction changes as we pass through various life transitions on the pathway from adolescence through young adulthood, middle age and into old age. It explores how leaving home, commencing a relationship, having children, separating, entering the “empty nest” phase, retirement and widowhood affect life satisfaction. We concentrate on three main questions: Do these life course transitions have an effect on life satisfaction, and if so, in what way? Is any such effect of life course transitions greater for men or for women? When a life course transition affects life satisfaction, is the change longlasting or relatively short-lived? For example, do people tend to “bounce back” within some years of experiencing transitions that erode life satisfaction, and if so, how long after the transition is this likely to become apparent? The same questions arise in relation to transitions that enhance life satisfaction. Research into subjective wellbeing suggests that most people tend to view life in a positive light and are able to adapt to various circumstances (Cummins, 2000; Diener, Lucas, & Scollon, 2006). It is argued that, except in extreme circumstances, people have their own “normal” level of wellbeing, which increases or decreases in response to personally important changes and challenges, but eventually returns to their “normal” level. That is, the ups and downs of wellbeing will usually be transitory and are governed by some sort of homeostatic mechanism. But people do not always bounce back—especially under severe circumstances (e.g., Cummins, 2000; Diener et al., 2006; Lucas, 2007). Diener et al. argued that individuals may have multiple “set points”, such that after experiencing adversity a person may bounce back, but not all the way, and thus they establish a new (but lower) baseline of life satisfaction. Cummins also maintained that extremes in adversity can defeat the homeostatic process

Determinants of Australian mothers' employment: An analysis of lone and couple mothers

While the lower rates of employment of lone mothers as compared with couple mothers has been well documented, the reasons for the employment gap are less well understood. This paper uses data from the 1996 Australian Census to analyse the factors which explain the employment gap.

Changes in the labour force status of lone and couple Australian mothers, 1983-2002

Over the last twenty years there has been a substantial increase in the proportion of lone mothers employed part-time, while the proportion employed full-time is much the same in 2002 as it was in 1983. The experience of couple mothers is quite different, with both full-time and part-time employment increasing at similar rates. This paper uses data from the 1986 and 1996 Censuses to explore the possible reasons for the differences in the labour market trends of lone and couple mothers.

The economic consequences of divorce in six OECD countries

This report presents a cross-national comparison of the short- and medium-term economic effects of divorce. Overview This paper uses longitudinal data to estimate the short- and medium-term economic effects of divorce in the USA, the UK, Switzerland, Korea, Germany and Australia during the first decade of the 21st century. While the data, collected during the 2000s, were generally consistent with the findings from the existing literature, they reveal that the effects of divorce differ between the six countries included in this study

Early transitions and tertiary enrolment: The cumulative impact of primary and secondary effects on entering university in Germany

Our aim is to assess how the number of working class students entering German universities can effectively be increased. Therefore, we estimate the proportion of students from the working class that would successfully enter university if certain policy interventions were in place to eliminate primary effects (performance differentials between social classes) and/or secondary effects (choice differentials net of performance) at different transition points. We extend previous research by analysing the sequence of transitions between elementary school enrolment and university enrolment and by accounting for the impact that manipulations at earlier transitions have on the performance distribution and size of the student ‘risk-set’ at subsequent transitions. To this end, we develop a novel simulation procedure which also seeks to find viable solutions to the shortcomings in the German data landscape. Our findings show that interventions are most effective if they take place early in the educational career. Neutralizing secondary effects at the transition to upper secondary school proves to be the single most effective means to increase participation rates in tertiary education among working class students. However, this comes at the expense of lower average performance levels. (DIPF/author

The role of digital technologies during relationship breakdowns

Relationship breakdowns are undoubtedly difficult. Access to and use of technology can exacerbate the situation. In our networked society, shared lives generate vast amounts of shared digital data which can be difficult to untangle, whilst social media can provide an outlet to emotions that can take a public and often persistent form. In this paper, we report on a qualitative study that considered the role of technology in the process of a relationship breaking down. Four main themes emerged in our findings: communicating about the separation, change in social status, shared digital assets, and moving on. Opportunities for design are identified in reducing misunderstandings via CMCs, enhancing social media, supporting intimacy in distributed families, and refining service provision

Through the Kinesthetic Lens : Observation of Social Attunement in Autism Spectrum Disorders

© 2017 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).This paper will present a movement-informed perspective to social attunement in Autism Spectrum Disorders (ASD). BACKGROUND: Dance movement therapy (DMT) is a psychotherapeutic intervention that is used with participants with ASD in various settings. Regular clinical outcome monitoring in an outpatient setting in the Netherlands had shown positive effects on social attunement capacities in young people with ASD. However, a systematic study of the development of social attunement movement behaviors of participants with ASD throughout a DMT intervention was not yet available. METHODS: A series of individual cases of DMT with young people with ASD (mean age 12.2 years.) were analyzed for changes in interpersonal movement behaviors employing video-based retrospective observation. RESULTS: The findings were summarized in an observation scale for interpersonal movement behaviors. This scale was then tested for its applicability for the monitoring of social attunement behaviors throughout therapy. DISCUSSION: A movement-informed perspective may be helpful to inventory changes in social attunement behaviors in participants with ASD. The relevance of a movement-informed perspective for the concept of social attunement in ASD will be discussed.Peer reviewedFinal Published versio

Accessing elite nurses for research: reflections on the theoretical and practical issues of telephone interviewing

Elite groups are interesting as they frequently are powerful (in terms of position, knowledge and influence) and enjoy considerable authority. It is important, therefore, to involve them in research concerned with understanding social contexts and processes. This is particularly pertinent in healthcare, where considerable strategic development and change are features of everyday practice that may be guided or perceived as being guided, by elites. This paper evolved from a study investigating the availability and role of nurses whose remit involved leading nursing research and development within acute NHS Trusts in two health regions in Southern England. The study design included telephone interviews with Directors of Nursing Services during which time the researchers engaged in a reflective analysis of their experiences of conducting research with an `elite' group. Important issues identified were the role of gatekeepers, engagement with elites and the use of the telephone interview method in this context. The paper examines these issues and makes a case for involving executive nurses in further research. The paper also offers strategies to help researchers design and implement telephone interview studies successfully to maximise access to the views and experiences of `hard to reach groups', such as elites, while minimising the associated disruption

Interviewer: 'Are women and girls ever responsible for the domestic violence they encounter?' Student: 'No, well, unless they did something really, really bad …'

Research shows the ‘gendered nature’ of domestic violence, with Women’s Aid (a UK-based charity) estimating that 1 in 4 women are affected (2014). This paper reports on a project - funded by Comic Relief, completed by Nottinghamshire Domestic Violence Forum (now known as Equation) and evaluated by Nottingham Trent University. The project adopts a Whole School Approach in seeking to prevent domestic violence. Students at three secondary schools attended between one and five blocks of work, and special events. There is evidence of positive developments - with young people showing understanding of domestic violence as well as the margins between healthy and unhealthy relationships. However, not all students could reply ‘never’ to the question of ‘are women and girls to blame for the domestic violence they experience?’, remarking that if the woman had done something ‘really, really bad’ then violence might be justified. We argue that young people’s uncertainties need to be situated within the gender-unequal socio-contexts of contemporary society, and further call for a WSA to domestic violence prevention to be a compulsory part of the UK national curriculum