Showing papers on "Social change published in 1989"

Choosing strategies for change.

Abstract: Few organizational change efforts tend to be complete failures, but few tend to be entirely successful either. Most efforts encounter problems; they often take longer than expected and desired, they sometimes kill morale, and they often cost a great deal in terms of managerial time or emotional upheaval. More than a few organizations have not even tried to initiate needed changes because the managers involved were afraid that they were simply incapable of successfully implementing them.

Social movements: Between history and sociology

Abstract: This course investigates the history of movements for social change in American history. Students will explore efforts to alter the structure of society, from abolition through the present day. How do the background conditions of a historical moment give rise to a self-conscious effort to change history’s course? What is the relationship between structural factors and willful choices? Do tactics and strategy matter, and why have different movements dealt with tactical and strategic questions? What is victory for a movement? What is defeat?

Language planning and social change

Abstract: Buku ini dimaksudkan untuk memberikan gambaran lapangan perencanaan bahasa yang hubungannya dengan bidang-bidang lain, menguraikan jangkauan perencanaan bahasa, dan menawarkan generalisasi yang akan menghubungkan tujuan perencanaan bahasa, proseduralnya, hasil yang dicapainya datu sama lain. Kemudian buku ini juga ditujukan untuk menghubungakan perencanaan bahasa terhadap kebijakan publik dan terhadap perubahan sosial.

The Social Psychology of Self-Efficacy

Abstract: The topic of self-efficacy is part of a broad literature which has developed around the issues of human agency, mastery, and control. Its more delimited focus is on perceptions and assessments of self with regard to competence, effectiveness, and causal agency. Self-efficacy has become an important variable within social psychological research because of its association with various favorable consequences, especially in the areas of physical and mental health. It is also quite congruent with the Western emphasis on such values as mastery, self-reliance, and achievement. This review examines the nature of self-efficacy and related terms, reviews the research literature on the development of self-efficacy and how social structure and group processes affect this development, considers changes of self-efficacy over the life course, and reviews the consequences of self-efficacy for individual functioning and for social change. The focus of the review is on the social psychological literature within sociology, ...

Family obligations and social change

Abstract: Support between kin - who gives what to whom? do families support each other more or less than in the past? contexts of kin support - economy and demography - law and social policy the proper thing to do working it out duty, responsibility, obligation - distinctive features of family life?

Disorganized/Disoriented Attachment Relationships in Maltreated Infants.

Abstract: Etude analysant les relations d'attachement d'un echantillon de 22 enfants maltraites âges de 12 mois compares a 21 enfants temoins, a partir d'un nouveau systeme de classification

Has anything changed? Current characterizations of men, women, and managers.

Abstract: Replication et extension de la recherche de Schein (1973) sur la description des hommes, des femmes, en tant que tels ou comme managers ou managers a succes, par 268 managers utilisant un inventaire d'attributs a 92 items pour evaluer un des sept groupes cibles. La proximite de l'image de manager avec celle de chaque role sexuel est en particulier commentee

Social marketing : strategies for changing public behavior

Abstract: Calls for social campaigns to change public attitudes and behavior have been at the core of strategies to solve teenage pregnancy drug and alcohol abuse poor nutrition and the spread of acquired immunodeficiency syndrome (AIDS). In contemporary societies social marketing is an underutilized but powerful means of changing behavior. It combines the integrated planning and action framework characteristic of traditional approaches to social change with recent advances in communications technology and marketing skills. The 5 steps of the social marketing management process include: 1) analyzing the social marketing environment; 2) researching and selecting the target adopter population; 3) designing social marketing strategies; 4) planning social marketing mix programs; and 5) organizing implementing controlling and evaluating the social marketing effort. It is the scientific research into the specific needs desires beliefs and attitudes of target adopters and the specific characteristics of the social products that are being marketed that differentiates social marketing from other efforts to influence changes in social ideas and practices. In some cases social marketers are promoting products that have a tangible product-base (e.g. contraceptive devices for family planning); other products e.g. the cessation of cigarette smoking may be less tangible and require a more complex management approach. This volume provides a concise step-by-step guide to analyzing the social marketing environment developing social marketing programs and managing such programs. Each step is illustrated by case histories several of which involve condom promotion campaigns.

Peer relationships in child development.

Abstract: Part 1 Processes: popularity and friendship: issues in theory, measurement, and outcome behavioral manifestations of children's friendships social conflict and development peers and siblings social and emotional development in a relational context: friendship interaction from early childhood to adolescence. Part 2 Peer relationships in the school context: strategic uses of peer learning in children's education the selection of friends - changes across the grades and in different school environments the role of peer groups in adolescents' adjustment to secondary school. Part 3 Family relationships and peer relationships: infant-mother attachment, sociability, and peer competence early predictors of childhood friendship families and peers: another look at the nature-nurture question. Part 4 Intervention: peers' influence on adjustment and development: a view from the intervention literature peers' contributions to children's social maladjustment - description and intervention.

Power, Politics, and State Autonomy in the Development of Social Citizenship: Social Rights During Sickness in Eighteen OECD Countries Since 1930

Abstract: The extension of social citizenship via modern social policies is a fundamental macrolevel social change of the past hundred years. This paper attempts to reorient the empirical study of social policy development from its present concentration on aggregated social expenditures to a focus on the multidimensional aspects of the development of welfare states, social rights, and social citizenship. On the basis of a new data set describing the development of citizens' social rights in the main social insurance programs in 18 OECD countries since 1930, causal hypotheses derived from pluralist industrial, neo-Marxist, popular protest, state autonomy, and power resources approaches are tested. On the crucial issue of the role of left government participation in the extension of social rights, the hypotheses of the power resources approach are supported.

Temperamental Contributions to Social Behavior.

Abstract: About 15% of Caucasian children in the second year of life are consistently shy and emotionally subdued in unfamiliar situations, whereas another 15% are consistently sociable and affectively spontaneous. A majority of the children in these two groups retain these profiles through their eighth year. In addition, the two groups differ in physiological qualities that imply differential thresholds in limbic sites, especially the amygdala and the hypothalamus, suggesting that the two temperamental groups are analogous to closely related strains of mammals. However, the behavioral profiles of the children are influenced in a major way by environmental conditions existing during the early years of life. The word temperament is used by most, but not all, behavioral scientists to refer to those psychological qualities that display considerable variation among infants and, in addition, have a relatively, but not indefinitely, stable biological basis in the organism's gcnotype, even though the inherited physiological processes mediate different phenotypic displays as the child grows. It is reasonable to suggest that some of the temperamental differences among children are analogous to the biobehavioral differences among closely related strains of dogs, cats, or monkeys (Adamec & Stark-Adamec, 1986; Clarke, Mason, & Moberg, 1988). The temperamental qualities that are most obvious to contemporary American parents, and that are investigated most often by psychologists, include irritability, smiling, motor activity, and adaptability to new situations. These qualities are popular, in part, because they have implications for the ease with which parents can socialize their infant. It is not clear at the moment how many temperamental qualities will be discovered; it certainly will be more than 6, but hopefully less than 60. We will have to wait for history's answer. Inhibited and Uninhibited Chi ld ren Steven Reznick, Nancy Snidman, and I, together with Cynthia Garcia-Coll, Wendy Coster, Michcle Gersten, and many others in our laboratory, have been studying two categories from the larger set of temperamental qualities (Garcia-Coll, Kagan, & Reznick, 1984; Kagan, Reznick, Clarke, Snidman, & Garcia-Coll, 1984; Kagan, Reznick & Snidman, 1987, 1988; Kagan, Reznick, Snidman, Gibbons, & Johnson, 1988; Reznick et al., 1986). The original behavioral referent for each of the qualities was the response profile of 20to 30-month-old children when they were in unfamiliar situations. Some children consistently become quiet, vigilant, and restrained while they assess the situation and their resources before acting. Others act with spontaneity, as though the distinctions between familiar and novel situations were of minimal psychological consequence. The situations that best reveal these two qualities in young children are encounters with unfamiliar children or adults, perhaps because other people are the most frequent basis for categorizing most settings as unfamiliar. Of course, it is rare to find a large number of children who are consistently shy and affcctively restrained or outgoing and spontaneous regardless of the social context. There is, however, a small group of children (my colleagues and I estimate it to be about 10% to 15%) who usually bring one or the other of these behavioral styles to new situations. We call the shy children inhibited and the sociable children uninhibited. Our current studies of inhibited and uninhibited children trace their beginnings to an early collaboration with Howard Moss, which was summarized in 1962 in the book entitled Birth to Maturity (Kagan & Moss, 1962). A large group of families was participating in the Fels Institute's longitudinal project, which began in the early 1930s. The children in these families were observed from birth to adolescence in their homes, the Institute's nursery school, and their own school settings, and they were tested and interviewed regularly. Moss rated each child on a set of variables for consecutive, chronological epochs, using as evidence the extensive corpus of information available on each subject. I was in another room interviewing these same subjects, who were then in their 20s, and administering a relevant battery of tests, but I was unaware of the early information Moss was reading. It is of interest that the most important discovery of the Fels study was that the only psychological quality preserved from the first three years of life through adulthood was the characteristic we now call behavioral inhibition, although we called it passivity in 1962. Although Moss and I suggested that this predisposition might be a partial function of biological variables, the Zeitgeist during the early 1960s was not prepared to award much formative power to temperamental factors. Unfortunately, our faith in a temperamental interpretation of these data was not suf668 April 1989 • American Psychologist Copyright 1989 by the American Psychological Association, Inc. 0003-066X/89/$00.75 Vol. 44, No. 4, 668-674 ficiently strong, and neither of us pursued this phenomenon. In a later collaboration, Richard Kearsley, Philip Zelazo, and I enrolled Chinese-American and Caucasian infants from similar social class backgrounds in a longitudinal study of the effect of day care across the period from 3 to 29 months of age. We noted in our 1978 monograph, called In fancy (Kagan, Kearsley, & Zeiazo, 1978), that although the effect of day care on the children was minimal, the Chinese infants, whether attending our day care center or raised only at home, were, relative to the Caucasians, more subdued, shy, and fearful when they met unfamiliar adults or children, and they cried more intensely when their mothers left them for a brief separation. In addition, the Chinese children consistently showed more stable heart rates than the Caucasians during the laboratory episodes. This association implied a biological basis for the inhibition among the Chinese children. The unexpected association between shy, timid behavior and a minimally variable heart rate provoked me to pursue this phenomenon more directly. Cynthia Garcia-Coll and Nancy Snidman, in independent dissertation research, selected from large samples of young Caucasian children (aged 21 months for Cohort 1 and 31 months for Cohort 2) those who were either consistently shy and fearful (behaviorally inhibited) or sociable and fearless (uninhibited) when they encountered unfamiliar people or objects in unfamiliar laboratory rooms. They had to screen over 400 children in order to find 54 consistently inhibited and 53 consistently uninhibited children, about 15% of the children screened, with equal numbers of boys and girls in each group. These children have been seen on three additional occasions; at the last assessment at 71/2 years of age, there were 41 children in each of the two cohorts---a loss of about 20% of the original sample. In each of the assessments, the children were observed in different situations. Usually the assessments inc ludeda testing session with a female examiner and, on a different day, a play situation with an unfamiliar child of the same age and sex. At 51/2 years of age the aggregate index included observations of the child's behavior in his or her school setting (Gersten, 1986). Details of the procedures can be found in previously published articles (see Garcia-Coll et al., 1984; Kagan et al., 1988, Reznick et Editor's note. This article was originally presented as a Distinguished Scientific Contributions award address at the meeting of the American Psychological Association in Atlanta in August 1988. Award-based manuscripts appearing in the American Psychologist are scholarly articles based in part on earlier award addresses presented at the APA convention. In keeping with the policy of recognizing these distinguished contributors to the field, these submi.~sioas are given special consideration in the editorial selection process. /a~thor's note. The research for this article was SUPl~rted by the John D. and Catherine 1\". MacArthur Foundation. I thank J. Steven Reznick, Nancy Suidman, Jane Gibbons, and Maureen O. Johnson for their contributions. Correspondence concerning this article should be addressed to Jerome g~a~ , Delgtrtment of Psychology, Harvard University, William James Hall, 33 Kirkland St., Cambridge, MA 02138. al., 1986; and Snidman, 1984). We computed aggregate indexes of inhibition at each age, based on the child's tendency to be quiet, shy, and emotionally subdued in each of the different contexts. The indexes of inhibition at 71/2 years were based on behavior in two laboratory situations. The first was a play situation involving 7 to 10 unfamiliar children of the same age and sex. The two critical variables were number of spontaneous comments to the other children or supervising adults and proportion of time spent standing or playing apart from any other child in the room during the free-play intervals. The second assessment context was an individual testing session with an unfamiliar female examiner who did not know the child's prior status. The two critical variables were latency to the sixth spontaneous comment to the examiner and the total number of spontaneous comments over the 90-minute session. The aggregate index of inhibition represented the average standard scores for the indexes from the two assessment situations. The intercoder reliabilities for these behavioral variables coded from videotapes were above 0.90. Preservation of Behavior There was moderate but significant preservation of the inhibited and uninhibited behavioral styles from the first assessments, at either 21 or 31 months, through 71/2 years of age. The correlation between the original index of inhibition (21 months for Cohort 1 and 31 months for Cohort 2) and the aggregate index at 71/2 years was .67 (p < .001) for Cohort 1 and .39 (p < .01) for Cohort 2. About three fourths of the children in each cohort retained their expecte

The Script of Life in Modern Society: Entry into Adulthood in a Changing World

Abstract: Social scientists generally agree that relations between the different life stages in advanced industrial societies are changing. Far less agreement exists over how to interpret these changes. Using an innovative approach to the study of life course, Marlis Buchmann explores the changes in educational, occupational, and family careers that threaten an end to familiar life patterns characteristic of the mid-twentieth century.

Structuration Theory: Anthony Giddens and the Constitution of Social Life

Abstract: Structuration theory and social praxis latter-day morphology and social praxis the patterning and articulation of systems across time and space the organization of systems - "a non-functionalist manifesto" administered systems - power and domination structure, position-practices, and enablement/constraint structural analysis, societies, societal change concluding remarks - beyond ontology.

Social and Family Relationships of Ex‐Institutional Adolescents

Abstract: The adolescents described in the preceding companion articles (J. Child Psychol. Psychiat.30, 33–75, (1989) had experienced multiple changing caregivers until at least 2 years old. Such maternal deprivation did not necessarily prevent them forming strong and lasting attachments to parents once placed in families, but whether such attachments developed depended on the family environment, being much more common in adopted children than in those restored to a biological parent. Both these groups alike, however, were more oriented towards adult attention, and had more difficulties with peers and fewer dose relationships than matched comparison adolescents, indicating some long term effects of their early institutional experience,

Social Competence in Developmental Perspective

Abstract: Section I Social Competence in Developmental Perspective: Conceptual Issues.- to Section I.- 1. Significance of Peer Relationship Problems in Childhood.- 2. The Role of Competence in the Study of Children and Adolescents Under Stress.- 3. The Nature of Social Action: Social Competence Versus Social Conformism.- 4. Individual, Differential, and Aggregate Stability of Social Competence.- What to Do while the Kids are Growing Up: Changing Instrumentation in Longitudinal Research (Conversation Summary).- 5. Socially Competent Communication and Relationship Development.- 6. Measuring Peer Status in Boys and Girls: A Problem of Apples and Oranges?.- Section II The Emergence of Social Competence in Early Childhood.- to Section II.- Friendships in Very Young Children: Definition and Functions (Conversation Summary).- 7. Communicating by Imitation: A Developmental and Comparative Approach to Transitory Social Competence.- 8. Co-adaptation within the Early Peer Group: A Psychobiological Study of Social Competence.- 9. Development of Communicative Competencies in Early Childhood: A Model and Results.- Section III Ongoing Social Development In Middle Childhood And Adolescence.- to Section III.- Examining the Impact of Social Behavior on Peer Status (Conversation Summary).- 10. Self-Perpetuating Processes in Children's Peer Relationships.- 11. Types of Aggressive Relationships, Peer Rejection, and Developmental Conse quences.- 12. The Role of Rough-and-Tumble Play in the Development of Social Competence: Theoretical Perspectives and Empirical Evidence.- Section IV Setting Factors in Children's Social Development: The Influences of Families and Schools.- to Section IV.- 13. Young Children's Social Competence and Their Use of Space in Day-Care Centers.- 14. Children's Social Competence and Social Supports: Precursors of Early School Adjustment?.- 15. Social Competence Versus Emotional Security: The Link between Home Relationships and Behavior Problems in Preschool.- 16. Maternal Beliefs and Children's Competence.- Section V Translating Theory into Practice: Social Competence Promotion Programs.- to Section V Challenges Inherent in Translating Theory and Basic Research into Effective Social Competence Promotion Programs.- 17. Between Developmental Wisdom and Children's Social-Skills Training.- 18. Enhancing Peer Relations in School Systems.- 19. Promoting Social Competence in Early Adolescence: Developmental Considerations.- 20. Appendix: Research Abstracts.

The relation between stressful life events and adjustment in elementary school children: the role of social support and social problem-solving skills.

Abstract: This study investigated the relation between stressful life events and adjustment in elementary school children, with particular emphasis on the potential main and stress-buffering effects of social support and social problem-solving skills. Third through fifth graders (N = 361) completed social support and social problem-solving measures. Their parents provided ratings of stress in the child's environment and ratings of the child's behavioral adjustment. Teachers provided ratings of the children's behavioral and academic adjustment. Hierarchical multiple regressions revealed significant stress-buffering effects for social support and problem-solving skills on teacher-rated behavior problems, that is, higher levels of social support and problem-solving skills moderated the relation between stressful life events and behavior problems. A similar stress-buffering effect was found for problem-solving skills on grade-point average and parent-rated behavior problems. In terms of children's competent behaviors, analyses supported a main effect model of social support and problem-solving. Possible processes accounting for the main and stress-buffering effects are discussed.

A critical theory of medical discourse: ideology, social control, and the processing of social context in medical encounters.

Abstract: The personal troubles that patients bring to doctors often have roots in social issues beyond medicine. While medical encounters involve "micro-level" interactions between individuals, these interpersonal processes occur in a social context shaped by "macro-level" structures in society. Examining prior theories pertinent to medical discourse leads to the propositions: (a) that medical encounters tend to convey ideologic messages supportive of the current social order; (b) that these encounters have repercussions for social control; and (c) that medical language generally excludes a critical appraisal of the social context. The technical structure of the medical encounter, as traditionally seen by health professionals, masks a deeper structure that may have little to do with the conscious thoughts of professionals about what they are saying and doing. Similar patterns may appear in encounters between clients and members of other "helping" professions. Expressed marginally or conveyed by absence of criticism about contextual issues, ideology and social control in medical discourse remain largely unintentional mechanisms for achieving consent.

Social Integration and Longevity: An Event History Analysis of Women's Roles and Resilience

Abstract: This paper investigates the implications of multiple roles for the longevity of women. Drawing on a two-wave 30-year panel study of 427 wives and mothers in upstate New York we use event history techniques to test the effects of both the number and the nature of roles on the duration of womens lives. We find that social integration defined by the number of roles occupied promotes longevity but that one form of integration--membership in a voluntary organization--is especially salutary. (EXCERPT)

Evolution and the demand for children.

Abstract: An interpretation of fertility transition is offered applying facts and theories of evolution to concepts and relationships in the literature on fertility determinants. The discussion is centered on a kin hypothesis involving 5 propositions: 1) Resource insolvency brought on by the birth of children has been an important selective pressure throughout human evolution and as a result humans have evolved to strive for social and economic success. 2) In traditional societies extended kinship networks function to disperse the costs of child rearing among an array of relatives. 3) The pursuit of social and economic success in societies undergoing modernization leads to the breakdown of these kinship networks; simultaneously there is a tremendous increase in the complexity and number of routes to social and economic success. 4) Following the breakdown of extended kinship networks child rearing costs are concentrated on parents thus potentially constraining the pursuit of social and economic success. 5) Also following the breakdown of extended kinship networks resources formerly controlled by the kin group (usually its elders) come under the control of young adults enabling them to concentrate resources on a small number of children. Once some parents concentrate their resources on small numbers of children other parents must follow suit if their offspring are to be socially competitive. Preliminary support for the kin hypothesis is established with data from the demographic and anthropological literature. (Authors) (Summaries in ENG FRE SPA)

Psychology and the status quo.

Abstract: There is little doubt that psychology has left its imprint on 20th century society. There shouM also be little doubt that socioeconomic, cultural, and political trends have shaped the methods and content of the discipline to a large extent. However, an alleged immunity to ideological influences within the profession has obstructed an indepth examination of the interaction between social forces and psychology. The penetration of the prevalent ideology in the realm of psychological knowledge often results not only in an uncritical acceptance of the status quo but also in an active endorsement of it. Desiderata for a psychology at the service of social change are considered. Is psychology promoting human welfare, as suggested by both the American (American Psychological Association [APA], 1981) and Canadian (Canadian Psychological Association, 1986) codes of ethics for psychologists, or is it perhaps hindering the betterment of social conditions by guarding the interests of the status quo? Despite a recent marked increase in the volume of literature dealing with the intrusion of sociopolitical factors into psychology, these questions remain largely unaddressed (Albee, 1986; Billig, 1979, 1982; Braginsky, 1985; Braginsky & Braginsky, 1974; Buss, 1975, Butcher, 1983; Chorover, 1985; Deese, 1985; Fox, 1985; Gergen, 1973, 1985; Guareschi, 1982; Halleck, 1971; Henriques, Hollway, Urwin, Venn, & Walkerdine, 1984; Howard, 1985; Ibanez Gracia, 1983; Ingleby, 1972, 1974, 1981; Jacoby, 1975; Jones, 1986; Larsen, 1986; Nahem, 1981; Roffe, 1986; Samelson, 1986; Sampson, 1977, 1978, 1981, 1983; Sarason, 1981a, 198 lb; Sullivan, 1984). In view of the importance attributed to psychology's position in a wide variety of social and human affairs, an inquiry into its ideological functions is warranted (Kipnis, 1987; Koch & Leary, 1985; Sarason, 1986). Psychology in Modern Society Psychology and society are involved in a network of mutual influences that contribute to shape each other. Society predisposes science to adopt a specific set of epistemic (i.e., "'values employed by scientists to choose among competing theoretical explanations" [Howard, 1985, p. 257]) and nonepistemic values (i.e., sociocultural and political beliefs) congruent with its predominant ideology (e.g., Wilson, 1977). This process is conducted through direct institutional regulations and in a more indirect fashion through the dicta of the dominant weltanschauung (Sarason, 198 la, 1984). Within the realm of psychology, prevalent moral and cultural beliefs are reflected both at the theoretical and applied levels (Gergen, 1973; Howard,

Social Skills Training for Psychiatric Patients

Abstract: In this second paper on social skills training for psychiatric patients the author critically reviews the controlled clinical outcome studies of social skills training in a number of psychiatric populations: mentally retarded persons, depressed patients, psychiatric outpatients, and psychiatric inpatients. He points out that more research is needed to determine the effectiveness of social skills training, especially for patients with debilitating chronic mental illness.

Constructing the Ownership of Social Problems: Fun and Profit in the Welfare State

Abstract: Links between the emergence of social problems and the welfare state are examined, with particular attention to the place of the “troubled persons” professions, mass media and educational institutions, the place of the language of conflict and consensus in social problems activities, contested and uncontested definitions of problem conditions, how meanings and problems are transformed, and how mobilization activities contribute to these transformations. The paper ends with a plea to move the study of social problems closer to the study of how social movements and institutions affect and are affected by the interpretations, the language, and the symbols that constitute seeing a situation as a social problem in historical and institutional context.