The Threat or Promise of Popular Therapy? A Feminist Reading of Narratives of “the Good Couple”

Popular therapeutic culture—such as self-help books, TV programmes, and Internet resources—is growing rapidly and posing important questions for feminist research and politics. On the one hand, it can be seen as a challenge to the public sphere in terms of what can be shown and said and by whom, with the emancipatory potential of giving political credentials to the personal. On the other, it can be seen as exploiting, and thereby reproducing, stereotypes and inequalities, such as those related to gender. In this article, the discussion is advanced by the use of Swedish popular therapy for couples as a point of departure. It is argued that a cultural narrative of the “good couple” is constructed in self-help books and TV programmes on relationship issues, a narrative that seems to keep the unequal nature of this heterosexual institution from being challenged. However, in the individual narratives of consumers of this culture, apparent on web discussion boards, the cultural narrative of the “good couple” is being challenged, not least with reference to gender and gender inequality.     

Towards a Grotesque Phenomenology of Ethical Eroticism

Abstract: Over the course of this article, the author argues that ethics and the erotic are interrelated. The author also contends that the way subjectivities are constructed has a strong impact on the development of the ethical and the erotic character of these same subjectivities. Against this backdrop, the author postulates that envisioning or creating oneself as a grotesque subject promises to facilitate one's own development into a moral and erotic human being by triggering a process of inner estrangement that enables one to recognize the otherness within oneself. This analysis is based mainly on Mikhail Bakhtin's grotesque as presented in his Rabelais and His World (1965). This self-introspection serves as the basis for an ethical eroticism through which one shall transform oneself into a fully fledged moral and sensual subject. In formulating this argument, the author draws on Simone de Beauvoir's own attempt to link the erotic to the ethical. As will be seen, the same principle that stands at the heart of a phenomenological ethics also steers the author's phenomenological conception of the erotic. The principle in question is carnal intersubjectivity-bodies that penetrate one another and merge, yet never lose themselves in the other's carnality. Put differently, they remain non-objectified subjects. The grotesque subject is presented as a figuration that helps shed light on the way the subject has been conceived by, above all, phenomenological and postmodern theorists. The author then explores some of the ethical ramifications of this conceptualization. Drawing on these insights, the author fashions an ethical eroticism that derives from a grotesque subjectivity.     

The Development of Ethnic/Racial Self-Labeling: Individual Differences in Context

Ethnic/racial self-labeling represents one’s knowledge of and preference for ethnic/racial group membership, which is related to, but distinguishable from, ethnic/racial identity. This study examined the development of ethnic/racial self-labeling over time by including the concept of elaboration among a diverse sample of 297 adolescents (Time 1 mean age 14.75, 67% female, 37.4% Asian or Asian American, 10.4% Black, African American, or West Indian, 23.2% Hispanic or Latinx, 24.2% White, 4.4% other). Growth mixture modeling revealed two distinct patterns—low and high self-labeling elaboration from freshman to sophomore year of high school. Based on logistic regression analyses, the level of self-labeling elaboration was generally low among the adolescents who were foreign-born, reported low levels of ethnic/racial identity exploration, or attended highly diverse schools. We also found a person-by-context interaction where the impact of school diversity varied for foreign-born and native-born adolescents (b?=?12.81, SE?=?6.30, p?<?0.05) and by the level of ethnic/racial identity commitment (b?=?14.32, SE?=?6.65, p?<?0.05). These findings suggest varying patterns in ethnic/racial self-labeling elaboration among adolescents from diverse backgrounds and their linkage to individual and contextual factors.     

A Prospective Study of the Potential Moderating Role of Social Support in Preventing Marginalization Among Individuals Exposed to Bullying and Abuse in Junior High School

Negative physical and psychological long-term consequences of abuse and bullying are well documented. It is reasonable to assume that abuse and bullying early in life also may have an impact on the ability to work and stay economically independent later in life, but such prospective studies are lacking. This study investigates the consequences of exposure to abuse and bullying in junior high school, as measured by receiving long-term social welfare benefits in young adulthood. In addition, it explores the potential protective role of social support. Self-reported data from 13,633 (50.3 % female) junior high school students were linked to registry data on their use of social welfare benefits from the age of 18 and for eight consecutive years. Cox regression analyses were applied to test the relationship between exposure to life adversities and the use of social welfare benefits, and the potential moderating role of social support. The analyses showed that individuals exposed to abuse and bullying had an increased likelihood of receiving social-welfare benefits compared with individuals not exposed to these types of abuse. Exposure to multiple types of abuse led to a higher likelihood of using social welfare benefits compared with single types of abuse and no abuse. The findings on the potential moderating role of social support were mixed, depending on the source of social support. Family support and classmate relationships were protective in reducing the likelihood of the use of social welfare benefits, whereas peer and teachers’ support showed inconsistent patterns. These results are promising in terms of preventing the long-term negative consequences of abuse and bullying.     

Activity Involvement as an Ecological Asset: Profiles of Participation and Youth Outcomes

Prior research has demonstrated that participation in out-of-school time activities is associated with positive and healthy development among adolescents. However, fewer studies have examined how trajectories of participation across multiple activities can impact developmental outcomes. Using data from Wave 3 (approximately Grade 7) through Wave 8 (approximately Grade 12) of the 4-H Study of Positive Youth Development, this study examined patterns of breadth in out-of-school time participation in activities and associated outcomes in positive youth development (PYD), Contribution to self and community, risk behaviors, and depressive symptoms. We assessed 927 students (on average across waves, 65.4 % female) from a relatively racially and ethnically homogeneous sample (about 74 % European American, across waves) with a mean age in Wave 3 of 12.98 years (SD = 0.52). The results indicated that high likelihood of participation in activities was consistently associated with fewer negative outcomes and higher scores on PYD and Contribution, as compared to low likelihood of participation in activities. Changes in the breadth of participation (in particular, moving from a high to a low likelihood of participation) were associated with increased substance use, depressive symptoms, and risk behaviors. Limitations of the current study, implications for future research, and applications to youth programs are discussed.     

The Relationship of Parental Control to Youth Adjustment: Do Youths’ Feelings About Their Parents Play a Role?

Recent research suggests that youths interpret parental control and that this may have implications for how control affects youths’ adjustment. In this study, we propose that youths’ feelings about being over-controlled by parents and feeling connected to parents are intermediary processes linking parental control and youths’ adjustment. We used three years of longitudinal data sampled from 1,022 Swedish youths in 7th, 8th, and 9th grade (47.3% girls; 12–17 years old, M age = 14.28 years, SD = .98) who were mainly Swedish in ethnic origin. We tested models linking parental control (i.e., rules, restriction of freedom, and coldness-rejection) to adjustment (i.e., norm-breaking, depressive symptoms, and self-esteem) through youths feeling over-controlled by and connected to parents. The overall model incorporating youths’ feelings showed that restrictions and coldness-rejection were both indirectly linked to increases in norm-breaking and depressive symptoms through increases in youths feeling over-controlled. Parental rules still independently predicted decreases in norm-breaking and in self-esteem, and coldness-rejection predicted increases in norm-breaking. In addition, some paths (e.g., feeling over-controlled to self-esteem) depended on the youths’ age, whereas others depended on their gender. These results suggest that when youths’ feelings are taken into account, all behavioral control is not the same, and the line between behavioral control and psychological control is blurred. We conclude that it is important to consider youths’ feelings of being controlled and suggest that future research focus more on exploring this idea.     

Nervousness and Performance Characteristics as Predictors of Peer Behavior Towards Socially Anxious Adolescents

Social anxiety in adolescents has frequently been linked to negative outcomes from social interactions. The present study investigated whether socially anxious adolescents are treated negatively by their classmates and which characteristics of socially anxious adolescents could explain negative social responses. Classroom observations of class behavior were made during oral presentations of 94 students (60% females) in the ages of 13–18 years. Speakers’ social performance, speech quality, and nervousness during the presentation were also rated. Findings showed that the social performance of socially anxious students was a predictor of class behavior, whereas their overt nervousness was not. Surprisingly, the quality of their speech was negatively related to class behavior. Implications of these findings for the treatment of socially anxious adolescents are discussed.     

Spreading Hindutva through education: Still a priority for the BJP?

This article explores how the Bharatiya Janata Party (BJP) has pursued its ideology of Hindu nationalism through educational reforms. It pays most attention to the reforms undertaken by the first BJP-led National Democratic Alliance (NDA) government, from 1998–2004. A key argument is that these reforms mirrored BJP’s ideology. The reforms were legitimized with reference to certain challenges facing contemporary Indian society, particularly the threats represented by value degradation and a weakening of indigenous traditions. I view such arguments in terms of sublimating all challenges to the cultural realm. Moreover, these reforms aimed to establish an education system based on a coherent, integrative framework, concurring with the ideological outlook of the BJP. In the final part of the article, I examine the current NDA regime and seek to explain why similar reforms do not appear to be high on Prime Minister Modi’s agenda. By doing so, the article sheds light on the question of Modi’s commitment to Hindu nationalist ideology. A major argument is that to Modi, Hindutva-inspired reforms of the education system collide with the promises made during his electoral campaign and with key elements of the political programs he has initiated so far.