Facing aliens under globalization: changing meanings of home for Taiwanese employers of foreign domestics

This paper is concerned with changing meanings of home for Taiwanese employers of foreign domestics under globalization. Shifting sense of home occurs for Taiwanese employers as well as foreign domestics in the process of labor migration. The author argues that Taiwanese employers, facing aliens at home, have adopted various rhetorical strategies to redefine their relationships with foreign domestics and deployed diverse practices of management within their households. As foreign domestics do housework at home, Taiwanese employers also do their own "homework," struggling to understand and cope with the process of becoming and being household employers. Their "homework" is an integral part of the globalization of domestic service.     

Children's After School Arrangements

SUMMARY

Developmental correlates of children's after school arrangements were examined with suburban seventh graders and their mothers. Self-care children identified as unsupervised and “hanging out” had more difficulties than supervised children or unsupervised self-care children “at home” in terms of school achievement, susceptibility to peer pressure, self-reported behavior problems, and experimentation with alcohol. The study failed to identify any benefits of leaving children unsupervised after school in terms of adaptive behavior or competence. The findings have implications for providing more supportive services to working families as a means of increasing family competence.     

Where Love Flies Free

SUMMARY

Several definitions of “home,” drawn from dozens provided by the Oxford Dictionary of the English Language underscore how a large urban county jail becomes many forms of home for the women detainees there. Drawing on the women's poetry and the mechanics of creative writing workshops facilitated by the author for the last seven years at Cook County Jail, this essay describes some of the realities of the criminal (injustice system and how the women's writing becomes a way of writing against the grain of official discourse, thus altering certain definitions of this “home.”     

Home as a Locus of Work and Career

SUMMARY

In response to contemporary work environments and the increased availability of technologies, individuals and organizations are experimenting with alternate forms of work located in the home. This article examines the complex and creative intersection of “home” and “work.” From 1990-1997, the number of individuals classified as home-based workers nearly tripled, reaching 9.3 million. Areas explored in the present study include emerging patterns in the work-at-home arena, the critical success factors that facilitate development of work and career in the home, and the opportunities afforded to individuals, families and communities when home is the locus of work. Directions for future research and debate in this area are presented.     

Reflections on Calling and Careers in Community Psychology

SUMMARY

The current essay discusses the narratives of five community psychologists from the perspective of a career “calling.” Each of the essays highlight different components of a calling: employing deep discernment to know the right path for oneself; experiencing a calling to do one's work, an invitation to which we choose to respond; serving community; discovering your quintessential self or “genius”; and using your gifts for the common good. Moreover, the author discusses how the essays not only illustrate calling, but also the emergence of confidence and the subjective career.     

Reactions to collective stress: Correlates of active citizen participation at love canal

Abstract

Events at Love Canal, beginning in the spring of 1978, are described as an environmental crisis leading to acute collective stress. As the crisis unfolded, Love Canal residents’ perceptions of the situation, and the actions they took, were monitored through interviews with a sample of 58 families in fall, 1978. Of these, 39 were reinterviewed in spring, 1979. Among interviewed families, 24 (41%) had at least one “activist” member, someone who became personally involved in a community organization formed to help resolve the crisis. This study compares the social characteristics of “activist families” with “non‐activist families,” their Love Canal‐related problems, sources of help, and general views of the impacts on their personal lives, and on interpersonal relations. Activists relied on government and crisis‐related organizations for help, while non‐activists had more family support. Neither group utilized the mental health services provided by the community's “crisis center.” Activists felt better about themselves, and had a stronger feeling of personal efficacy in affecting government decisions. They perceived that the crisis had brought about positive personal changes, and changes in relations with others. The major implication for intervention is that several different approaches to assisting members of a community in crisis must be undertaken.     

Empowerment and Synergy

Abstract

This paper suggests an alternative to the commonly-held “scarcity paradigm” of thinking about valued human resources, which assumes individuals must compete because resources are scarce. The alternative-the “synergy paradigm”-is empitomized in “synergistic community,” where valued human resources are renewable and expanding, and distributed equitably to members, so that what is good for one is good for all and the whole is greater than the sum of its parts. Three field studies present cross-cultural evidence for the functioning of empowerment within a synergistic paradigm. Empowerment is considered as access to and control of valued resources; the specific valued resource focused upon is community healing. The studies suggest that community healing resources can become renewable and expanding, as can the process of empowerment which accesses them. Community members share these resources, combining conflicting resources into unexpectedly effective treatment packages. Given present inequities in resource distribution, transformative education is offered as one means to support a shift in thinking toward synergy.     

Community Psychologists who Go Beyond the Profession

SUMMARY

A “calling” is typically a compelling sense of purpose that arises from a place different from the calculus that leads to a choice of profession. Yet in the case of community psychology, the five people profiled in this essay have both an impressive professional portfolio and a sense of social mission. This essay explores the two sides of their work, and more broadly the challenges facing those who work as agents of change, while at the same time advancing and achieving notable accomplishments in systems that are at once sources of social problems and resources for solving them.     

An Examination of Strategies for the Prevention of Gender-Based Violence at Four-Year Institutions of Higher Education

ABSTRACT

Although gender-based violence prevention programs at institutions of higher education (IHEs) are mandated by federal legislation, research focusing on the prevalence or content of programming is limited. The present exploratory research examines campus websites for a nationally representative sample of Title IX eligible IHEs that offer at least a four-year degree (n = 389), assessing whether IHEs offer prevention programs and whether programs include information cited in federal legislation or adhere to best practices. Differences in programming are also examined across IHE types. Results demonstrate that most IHEs report offering prevention pro- grams (86%), but that differences do exist across IHE type: 97% of public nonprofit IHEs report programming compared to 46% of tribal institutions. Disparities also exist across IHE types regarding the content of programming. Results highlight the need to advance prevention programming to better align with “what works” in prevention science or what is expected by federal legislation.     

Pierre the Pelican

Summary

Prevention professionals have often steered away from using media because of the mistaken notion that media cannot be effective for behavior change. This chapter presents one integrative framework, “behavioral systems,” useful for conceptualizing, designing, implementing, and evaluating media-based, particularly televised, preventive efforts. Effective elements and variables for such behavior change efforts are gleaned from the framework and related literatures and are shown to be operative in a number of successful prosocial and health promotion television spots and programs, as well as being applicable to various “news media” efforts. However, a major problem is gaining access to the media. Typically, in the U.S., extensive resources are required to deliver televised messages, even at a local level. This central problem is discussed in relationship to regulatory policy and ways to work within the current broadcast system, as well as ways to bypass the system, so as to deliver specialized content to specific target audiences.     

再论1874年日本出兵侵台意图

1872-1874,从谋划出兵到中日签订《北京专条》,日本政府的对外目标经历了一个不断调整和变化的过程,大致可分为三个阶段:第一阶段留守政府中以外务卿副岛等为代表的“外征派”积极策划一条明确的殖民路线,目标直指略取台湾东部少数民族地区,甚至台湾全岛;第二阶段以大久保为代表的“内治派”主政,方针转向“慎重殖民路线”,为缓解国内士族的不满情绪,选择发动一场小范围的局部“征台”行动,对殖民略地持慎重观望态度;第三阶段是对中交涉时期,策略变化为以实际军事占领为条件讹取利益,具体而言,以索取军费为主,以在琉球或朝鲜方面谋取利益为辅。总之,日本此次侵台的主要动机并非为解决琉球归属问题,其本质是为了缓解国内情势、带有对外殖民意图的军事侵略。     

Pupil Insights into Bullying,and Coping with Bullying

Abstract

We report a bi-national study of children's perceptions of bullying and coping with bullying in Japan and England. The study focused especially on the children's opinions about coping strategies for different types of bullying, why victims of bullying often do not/cannot tell others about their being bullied, and what bystanders might do and why bystanders might not help the victims. Two hundred and seven pupils aged 13-14 years from one junior high school in Tokyo and one secondary school in London completed a questionnaire. Bullying (ijime) in Japan was seen as relatively more often characterised by larger groups of bullies, mostly in the same grade and “friends” of the victim, compared to bullying in England which was more often by a smaller number of bullies, often from a higher grade, and often not friends of the victim. Children of both countries were found to have a certain idea of coping strategies for different types of bullying. Problem-focused coping skills were considered more useful than emotion-focused coping skills. Most victims were, however, thought not to be able to actually use these coping skills, but too often do nothing and put up with it because of the fear of the bullying getting worse or of having not enough support from others. Pupils seemed to think they should actively intervene to help victims; however, most bystanders were actually thought to try not to be involved because of the fear of getting attacked by the bullies or of becoming the new target of bullying. Some national and gender differences were also examined.     

Gender Safety

Abstract

Despite longstanding efforts towards gender equity and current yet intense focus on school safety, the simple right of boys and girls to an equitable and safe school environment-not to have to negotiate inequity or violence as part of their school day-has yet to be secured. In this article we review the development of “gender equity” and “school safety” as concepts out of which various practices have arisen and argue that these conceptualizations have not proved sufficient to eradicate the problems each targets. We then propose a new approach to this goal of creating and insuring an equitable and safe school environment for girls and boys which sifts out, braids together and builds upon key aspects of gender equity and school safety but is grounded in the articulation of a “missing discourse” of gender within each. Gender safety is built on an acknowledgment of gender as a set of ideologies which are produced reproduced and sustained within (and beyond) school classrooms and hallways. We suggest that a lack of attention to these ideologies is a significant and unrecognized barrier in the are nas of both gender equity and school safety. A key feature of our formulation is the psychosocial significance of gender ideologies in adolescents' daily experiences and in school cultures and climates.

Despite longstanding efforts towards gender equity and current yet intense focus on school safety, the simple right of boys and girls to an equitable and safe school environment-not to have to negotiate inequity or violence as part of their school day-has yet to be secured. In this article we review the development of “gender equity” and “school safety” as concepts out of which various practices have arisen and argue that these conceptualizations have not proved sufficient to eradicate the problems each targets. We then propose a new approach to this goal of creating and insuring an equitable and safe school environment for girls and boys which sifts out, braids together and builds upon key aspects of gender equity and school safety but is grounded in the articulation of a “missing discourse” of gender within each. Gender safety is built on an acknowledgment of gender as a set of ideologies which are produced reproduced and sustained within (and beyond) school classrooms and hallways. We suggest that a lack of attention to these ideologies is a significant and unrecognized barrier in the are nas of both gender equity and school safety. A key feature of our formulation is the psychosocial significance of gender ideologies in adolescents' daily experiences and in school cultures and climates.     

Environmental approaches and prevention: The dangers of imprecision

Abstract

This paper urges environmental psychologists to adopt an “empiricist stance” as they focus their field's expertise on issues related to prevention in mental health. Criteria for such a stance are presented which presume that preventive interventions evolve sequentially from a program of research which clarifies the nature, epidemiology, etiological mechanisms and natural history of the mental illness or psychological dysfunction to be prevented. The rationale for this stance is based on empirical, political and ethical grounds. The applicability of this stance to the current status of the emerging field of environmental approaches to prevention in mental health is reviewed specifically in relation to the contributions to the special issue of Prevention in Human Services.     

关于“第三条道路”的若干问题

今天欧美所奉行的"第三条道路”,实质是现代西方资本主义发生深刻变化背景下的政党政治和经济全球化的直接产物."第三条道路”宣扬淡化意识形态的对抗,标榜要超越传统的"左”或"右”的政治概念,走一条非左非右但又不是中间的道路.因此,"第三条道路”比之传统的西方"左”或"右”翼政府,确实有些新意,它不公开以主义、党派之争为重点,而以关心每个人的利益之名赢得选民青睐,其本质是政治思想的改良主义与哲学思想的实用主义的结合.     

Enhancing Title IX Due Process Standards in Campus Sexual Assault Adjudication: Considering the Roles of Distributive,Procedural, and Restorative Justice

ABSTRACT

Title IX prohibits sex discrimination—including sexual assault—in higher education. The Department of Education Office for Civil Rights’ 2011 “Dear Colleague Letter” outlines recommendations for campus sexual assault adjudication allowing a variety of procedures that fail to protect accused students’ due process rights and victims’ rights under Title IX. This article reviews two diminished due process rights in campus adjudication: cross-examination and the preponderance of the evidence standard. We use an organizational justice theoretical framework to show that limitations on due process rights reduce fair outcomes for both victims and the accused. We provide recommendations for a restorative justice approach to campus adjudication that operates within this theoretical framework to increase fair outcomes in adjudication, bolster perceptions of adjudicatory system legitimacy, and reduce campus sexual assault.     

Integration of the Family Therapy Specialist into Public School Pupil Personnel Services

SUMMARY

The integration of a full-time family counseling specialist into the Pupil Personnel Service (PPS) Team of the modern public school is described. The roles of the present specialists are delineated as well as the problems inherent within the present Pupil Personnel Services Team. Inclusion of a family counseling specialist on the PPS Team would help schools avoid the antagonist position they find themselves in when a family opposes their suggestions and interventions. In such cases, the PPS Team attempts to wrest control of the case from the parents which subjugates the family, limiting the family's inherent resilience and strength. The family comes to resent the PPS Team, seeing them as blameful and controlling. Conversely, the PPS Team comes to resent the family, claiming it is “dysfunctional” in some way and using diagnostic labels to satisfy themselves that their “expert” actions are justified. This antagonist position in the schools arises more out of fear of litigation than good case management. We propose a new integration of family system and school system. Creation of a family counseling specialist who is highly trained in systems, narrative and structural/strategic family therapy could ameliorate this antagonist problem. Numerous functions for such a new specialty are listed as well as suggestions for including this member into PPS Team work.     

The maid of Chinese politics: Mao Zedong and his philosophy of struggle

The basic law of dialectics is the unity of opposites. It is natural for Marxists to stress opposites rather than unity, for it advances the doctrine of class struggle. Mao adopted Lenin's proposition that the unity of opposites is transitory, while the struggle of opposites is absolute. However, both Lenin and Mao failed to see the logical inconsistencies between this proposition and the law of the unity of opposites.

Stalin, who disagreed with the concept of “identity of contradiction,” asserted that the process of development is achieved through combat rather than harmony. Mao at first disagreed with this philosophy and advocated the unity of opposites. This accounted for the polemic of “the identity of thinking and being” in China, from 1959 to 1962.

However, in 1964, Mao launched a campaign to criticize “two combined into one “ and to propagate his own idea of “one divided into two.” The chief reason for this was that Mao needed an ideological legitimization for the schism with the USSR. This was a turning point in Mao's philosophy, for it implied the abandonment of the “unity of opposites” and a retreat towards Stalin's viewpoint. Ultimately Mao devised his “philosophy of struggle” to serve as the guiding philosophy for the Cultural Revolution.     

Discussion of 'International Political Economy from a Chinese Angle'

According to Zhu Wenli, Chinese scholars of political economy have been examining many of the same issues as their American counterparts, but have reached quite different conclusions. Chinese scholars accept the importance of globalization, but do not believe that globalization is making the nation-state less relevant or international regimes more powerful. They concede that economic and other transnational issues are becoming increasingly salient in international affairs, but conclude that they are simply altering the ways in which nations compete for power rather than making the international system more cooperative. They agree that much of today's world order is rooted in American hegemony, but do not consider that US foreign policy can be characterized as 'benign'. These conclusions have troubling implications for US‐China relations. They suggest that China will not agree to be integrated into an international community led by the United States, and that the relationship between Beijing and Washington is more likely to be competitive than cooperative.     

Adolescent Adoption and the Birthfamily

ABSTRACT

This paper focuses on the psychological and physical presence of birthfamilies in the lives of adoptive parents and adolescents who were adopted. Fifty-eight (58) parents and 37 adolescents were interviewed. Results showed the importance of relationships of adoptive families and adolescents with birthfamilies; that issues around contact began early in the adoption process; that, in terms of contact, “family” was a very inclusive term; that, though most adolescents wanted contact with kin, there was considerable variety in terms of patterns of contact; that a primary facilitator of contact was someone's taking the initiative, usually an adoptive parent; and that certain factors made contact difficult or even prohibitive, but families found ways to address these. Implications for practice, training, and research are suggested.