|
| ||
|
|
||
Broader Social Context (broader + social_context)
Selected AbstractsGender, class, work-related stress and health: toward a power-centred approachJOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 2 2001Ann-Sylvia Brooker Abstract The purpose of this paper is to consider how gender, class and power have been addressed in the work stress literature and to propose an alternative approach that highlights the role of power in the development of work-related stress. We begin with a discussion and critique of prominent work-related stress models. The models' conceptualizations of work-related stress and their relationships to issues of class and gender are used as focal points for discussion. We show that explanations for gender or class differences in stress vary markedly by disciplinary perspective. Some models emphasize individual coping mechanisms, while other models focus on individual-level exposures or the work environment, in the production of work-related stress. Notions of power or control are often invoked in these models, but they tend to be narrowly conceptualized. Often the research presents a series of empirical findings rather than an integrated conceptual model which clearly specifies the pathways by which individual work experiences are linked to health and to the broader social context. Drawing on empirical findings and theoretical insights from a broad range of disciplinary perspectives, we build a conceptual framework relating power to work-related stress. This model can provide us with a deeper understanding of the determinants of stress, the relationships between stress and the broader social context, and the relationships between stress and social factors such as class and gender. Specifically, we suggest that power can influence work-related stress through the distribution of stressors in the workplace and via meaning. Copyright © 2001 John Wiley & Sons, Ltd. [source] Reflections on practice: Ethics, race, and worldviewsJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 6 2002Brian J. Bishop Two case studies involving Indigenous Australians are described, which pose ethical and conceptual problems. Over two decades ago Sarason (1972) gave the warning that we are socialized into a culture so well that our interventions can be ineffective or misguided unless we attempt to come to grips with history and the broader social context. Understanding worldviews of both the targeted community and ourselves is imperative if we are going to do more good than harm. The two case studies involve White practitioners working with Indigenous people, and as such, bring into sharp relief the ethical issues and worldviews of those involved. Reflection on the process of intervention provides a mechanism for insight into informed practice and the development of professional knowledge and theory. © 2002 Wiley Periodicals, Inc. [source] Pharmaco-epistemology for the prescribing geriatricianAUSTRALASIAN JOURNAL ON AGEING, Issue 1 2008David G Le Couteur Clinicians are becoming more reliant on their interpretation of clinical trial information to guide prescribing rather than their clinical skills. Thus to improve prescribing, it is increasingly important for clinicians to have an appreciation of epistemology (the science of knowledge and its interpretation) and the broader social context of knowledge. The insights of epistemologists can be useful in understanding the different ways in which clinical trials data are interpreted. [source] Calibrated peer review for computer-assisted learning of biological research competenciesBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 5 2010Kari L. Clase Abstract Recently, both science and technology faculty have been recognizing biological research competencies that are valued but rarely assessed. Some of these valued learning outcomes include scientific methods and thinking, critical assessment of primary papers, quantitative reasoning, communication, and putting biological research into a historical and broader social context. This article presents examples of Calibrated Peer Review (CPR) assignments that illustrate a computer-assisted method to help students achieve biological research competencies. A new release of CPR is appropriate for engaging students online in reading and writing about investigations. A participant perception inventory was designed for use as a repeated measure to discriminate among beginning, middle, and ending student perceptions. Examples are provided to demonstrate how to assess student perceptions of what they gain from instruction related to science research competencies. Results suggest that students in a large enrollment class consider CPR to be useful for helping them learn about quantitative and categorical research variables; the use of the experimental method to test ideas; the use of controls; analysis, interpretation, and presentation of data; and how to critically read primary papers. [source] Intergenerational Relationships and Union Stability in Fragile FamiliesJOURNAL OF MARRIAGE AND FAMILY, Issue 5 2010Robin S. Högnäs Using data from the Fragile Families and Child Wellbeing Study (N = 2,656), we examined the association between intergenerational relationships and parents' union stability 5 years after a baby's birth. Results showed that more amiable relationships between parents and each partner's parents, and children's spending more time with paternal grandparents, increased the odds that parents coresided by the time their child was age 5. The more time that children spent with maternal grandparents reduced union stability, although this result was not robust to methods that better address selection. These findings underscore the importance of the broader social contexts affecting couple stability and suggest that even amid demographic changes, intergenerational family ties are important for couples and, by extension, their children. [source] | ||||||||||