Making the Invisible Visible: Disability Inclusive Development in Solomon Islands

International and national level disability inclusive discourse, policy and strategy typically render invisible the institutional structures, political economies and socio-cultural power relations that constitute the lived experience of disability. The lack of robust information on disability extends these theoretical blind spots to the absence of disability in official statistics, political dialogue and social policy. Empirically grounded, inclusive research that recognises disability as embedded in globalised political economies and culturally specific power relations is required to address the theoretical, statistical and programmatic invisibility of disability. Such research will provide a solid knowledge base on which to build effective inclusive interventions.     

Painting between the lines: the Cape Verdean community of Colonial Dakar, 1920–1945

From the late nineteenth century through the mid-twentieth century, Cape Verdean immigrants to Dakar, colonial capital of French West Africa, became a small but important community in terms of significance in both the urban economy and the colonial framework of race and identity. They occupied important labor niches valuable to the colonizer such as painting and domestic work and attached those fields to a unique identity to which only they belonged. Able to capitalize on the ambiguity inherent to colonial race and identity policies, Cape Verdeans bridged categories common to state policies – particularly “foreign” and “native” – in ways not adequately captured by the concept of intermediaries often employed in examinations of immigrant populations to West Africa. Their insertion in Dakar reveals the permeability of such colonial concepts as well as the opportunities immigrants made in town.     

Bidirectional Influences Between Dimensions of Coparenting and Adolescent Adjustment

Research on coparenting documents that mothers’ and fathers’ coordination and mutual support in their parenting roles is linked to their offspring’s adjustment in childhood, but we know much less about the coparenting of adolescents. Taking a family systems perspective, this study assessed two dimensions of coparenting, parents’ shared decision-making and joint involvement in activities with their adolescents, and examined bidirectional associations between these coparenting dimensions and boys’ and girls’ risky behaviors and depressive symptoms across four time points (6 years) in adolescence. Participants were 201 mothers, fathers, and adolescents (M = 11.83, SD = .55 years of age at Time 1; 51 % female). Parents of sons shared more decisions, on average, than parents of daughters. On average, shared decision-making followed an inverted U shaped pattern of change, and parents’ joint involvement in their adolescents’ activities declined. Cross-lagged findings revealed that risky behavior predicted less shared decision-making, and shared decision-making protected against increased risky behavior for boys. For girls and boys, parents’ joint involvement predicted fewer risky behaviors, and lower levels of risky behavior predicted higher levels of joint involvement. In contrast, boys’ and girls’ depressive symptoms predicted less joint involvement. The discussion centers on the nature and correlates of coparenting during adolescence, including the role of child effects, and directions for future research on coparenting during this developmental period.     

The Effect of Music Video Clips on Adolescent Boys’ Body Image, Mood, and Schema Activation

There is limited research that has examined experimentally the effects of muscular images on adolescent boys’ body image, with no research specifically examining the effects of music television. The aim of the current study was to examine the effects of viewing muscular and attractive singers in music video clips on early, mid, and late adolescent boys’ body image, mood, and schema activation. Participants were 180 boys in grade 7 (mean age = 12.73 years), grade 9 (mean age = 14.40 years) or grade 11 (mean age = 16.15 years) who completed pre- and post-test measures of mood and body satisfaction after viewing music videos containing male singers of muscular or average appearance. They also completed measures of schema activation and social comparison after viewing the clips. The results showed that the boys who viewed the muscular clips reported poorer upper body satisfaction, lower appearance satisfaction, lower happiness, and more depressive feelings compared to boys who viewed the clips depicting singers of average appearance. There was no evidence of increased appearance schema activation but the boys who viewed the muscular clips did report higher levels of social comparison to the singers. The results suggest that music video clips are a powerful form of media in conveying information about the male ideal body shape and that negative effects are found in boys as young as 12 years.     

Correlates of Cyber Dating Abuse Among Teens

Recent advancements in technology (e.g., social networking, texting) have created new ways for dating youth to relate to one another, including in abusive ways via “cyber dating abuse.” Cyber dating abuse is a form of teen dating violence that overlaps with other types of abuse (e.g., psychological) but also has several unique characteristics. Given the phenomenon’s limited presence in dating violence literature, we focus on identifying how experiencing cyber dating abuse relates to youths’ individual behaviors and experiences (e.g., substance use, sexual activity), psychosocial adjustment, school connection, family relationships, and partner relationships. A total of 3,745 youth (52 % female, 74 % White) in three northeastern states participated in the survey and reported currently being in a dating relationship or having been in one during the prior year. We found that experiences of cyber dating abuse were most significantly correlated with being female, committing a greater variety of delinquent behaviors, having had sexual activity in one’s lifetime, having higher levels of depressive symptoms, and having higher levels of anger/hostility. Further, cyber dating abuse appeared somewhat more strongly related to depressive symptoms and delinquency than did other forms of teen dating violence and abuse.     

Does Humor Explain Why Relationally Aggressive Adolescents are Popular?

The association between relational aggression and popularity during early adolescence is well established. Yet, little is known about why, exactly, relationally aggressive young adolescents are able to achieve and maintain high popular status among peers. The present study investigated the mediating role of humor in the association between relational aggression and popularity during early adolescence. Also considered was whether the association between relational aggression and humor varies according to adolescents’ gender and their friends’ levels of relational aggression. Participants were 265 sixth-grade students (48 % female; 41 % racial/ethnic minority; M _age = 12.04 years) who completed peer nomination and friendship measures in their classrooms at two time points (Wave 1: February; Wave 2: May). The results indicated that Wave 1 relational aggression was related to Wave 1 and 2 popularity indirectly through Wave 1 humor, after accounting for the effects of Wave 1 physical aggression, ethnicity, and gender. Additional analyses showed that relational aggression and humor were related significantly only for boys and for young adolescents with highly relationally aggressive friends. The results support the need for further research on humor and aggression during early adolescence and other mechanisms by which relationally aggressive youth achieve high popular status.     

Psychological Distress and Student Engagement as Mediators of the Relationship between Peer Victimization and Achievement in Middle School Youth

Peer victimization is a well-known national and international problem, contributing to a range of emotional, social, and behavioral consequences. Using structural equation modeling, the authors tested a theoretical model suggesting that psychological distress and student engagement mediate the association between the experience of victimization and concurrent academic achievement. Participants were 469 (46.4 % male, 53.6 % female) 6th to 8th grade students, from randomly selected classrooms in 11 middle schools in a southeastern school district. Structural equation models of the hypothesized effects demonstrated adequate fit to the data, with both symptoms of psychological distress and engagement mediating the relationship between victimization and academic achievement. In general, the results suggest that victimization predicts diminished academic achievement by way of psychological distress and poorer engagement in classroom and academic tasks. However, the direct relationship between victimization and measures of achievement lacked significance across many correlational and path analyses conducted. These findings have implications for researchers and practitioners in understanding how psychological distress and student engagement are associated with the academic performance of students who experience peer victimization.