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Descriptors:
Foreign Countries; Asian Culture; Mental Disorders; Cultural Influences; Anxiety; Intimacy; Social Isolation; Self Concept; Psychophysiology; Psychotherapy; Non Western Civilization; Western Civilization; Classification; Psychological Patterns; Human Body; Olfactory Perception; Academic Achievement; Adolescents; Context Effect; Attachment Behavior

Abstract:
First conceptualized in the 1960s, the term culture-bound disorders refers to a classification of mental disorders or syndromes that are considered specific or closely related to cultural factors and or particular ethnocultural groups. In Japan, two culture-bound disorders, "taijin kyofusho" and "hikikomori," have seized the interest of researchers and professionals due to their prevalence in Japanese society. The first disorder, "taijin kyofusho," is a culture-bound social anxiety disorder that has been documented in Japan since the 1930s. It is characterized by the experience of anxiety in, and often avoidance of, social and interpersonal situations for fear of offending others through blushing, eye-to-eye contact, body deformity, and/or emitting body odor. The second disorder, "hikikomori," has only emerged in the last 30 years, but afflicts a substantial portion of the Japanese population. It is clinically distinguished by symptoms of social withdrawal, self-confinement in one's home, no intimate relationships with family members, and the absence of engagement in social activities. Because the symptomatology of both disorders closely resemble several of the "Diagnostic and Statistical Manual of Mental Disorders" ("DSM-IV-TR," American Psychiatric Association, 2000) diagnoses, research on the prevalence and culture-bound specificity of the disorders are investigated, as well as the efficacy of pharmacotherapy, individual and group psychotherapy, and psychosocial rehabilitation treatments. Finally, drawing upon research describing the relationship between mental illness and shame, and shame's inextricable relationship to Japanese history and culture, it is proposed that "taijin kyofusho" and "hikikomori" are sequelae of shame in Japanese society. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Isolation; Foreign Countries; Student Mobility; Nationalism; Foreign Students; Educational History; Social Capital; Social Mobility; Power Structure; Social Networks; Advantaged; Universities

Abstract:
Since Luxembourg became independent in 1839, practically the entire political, economic and intellectual elite of the country has been socialised abroad. It was only in 2003 that the Grand Duchy set up its own university; before then, young Luxembourgers had to study in foreign countries. Over the past 150 years, Luxembourg has thus experienced exceptionally lively student migration. This migration is almost unique in Europe; however, academic research has paid little attention to the consequences of the migration experience of whole student generations on Luxembourgish society. The data presented in this paper demonstrate that migration has opened up chances for participation and access to positions of social power, while at the same time the networks of students became an instrument of social exclusion. Thus, the migration experience over the past 150 years not only led to a strong degree of social-cultural cohesion within the national elite; paradoxically, international student mobility has also had deep effects on the preservation of national identity. (Contains 5 figures and 88 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Isolation; Foreign Countries; Qualitative Research; Poverty; One Parent Family; Children; Childhood Attitudes; Social Bias; Interviews; Cross Cultural Studies; Family Environment; Friendship; Parent Child Relationship

Abstract:
This article presents some of the key findings from a comparative, qualitative research study carried out in the United Kingdom, Greece, and Cyprus. The main goal of the study was to investigate single-parent children's experiences and understandings of poverty and social exclusion in their everyday lives and to make relevant policy recommendations. The article highlights children's voices and illustrates the utility of integrating them in efforts to develop sensitive policies which meet their needs as these stem from their own experiences of poverty and social exclusion while also making the case for the utility of comparative, qualitative, cross-national research. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Poverty; Social Isolation; Social Indicators; Error of Measurement; Computation; Statistical Analysis; Sampling; Accuracy

Abstract:
If estimates are based on samples, they should be accompanied by appropriate standard errors and confidence intervals. This is true for scientific research in general, and is even more important if estimates are used to inform and evaluate policy measures such as those aimed at attaining the Europe 2020 poverty reduction target. In this article I pay explicit attention to the calculation of standard errors and confidence intervals, with an application to the European Union Statistics on Income and Living Conditions (EU-SILC). The estimation of accurate standard errors requires among others good documentation and proper sample design variables in the dataset. However, this information is not always available. Therefore, I complement the existing documentation on the sample design of EU-SILC and test the effect on estimated standard errors of various simplifying assumptions with regard to the sample design. It is shown that accounting for clustering within households is of paramount importance. Although this results in many cases in a good approximation of the standard error, taking as much as possible account of the entire sample design generally leads to more accurate estimates, even if sample design variables are partially lacking. The effect is illustrated for the official Europe 2020 indicators of poverty and social exclusion and for all European countries included in the EU-SILC 2008 dataset. The findings are not only relevant for EU-SILC users, but also for users of other surveys on income and living conditions which lack accurate sample design variables. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Acculturation; Social Isolation; Structural Equation Models; Second Language Learning; Language Proficiency; Language Usage; Stress Variables; Interpersonal Communication; Foreign Students; Foreign Countries; College Students; Chinese; Native Speakers; Communication Problems; English (Second Language); Role; Financial Problems

Abstract:
Although much research has focused on the influence of second language (L2) proficiency on L2 use and on outcomes of intercultural adaptation, these two strands have remained largely separate. This study examines the impact of willingness to communicate in the L2 (L2 WTC) on the daily hassles and stress of international students, with the aim of demonstrating a conceptual overlap of the L2 WTC model with theories of stress and cross-cultural adaptation that focus on a transactional person-environment fit. Participants included 104 Chinese-speaking students attending a British university. Structural equation modeling supported a model in which L2 WTC played a significant role in the experience of daily hassles related to communication difficulties, social isolation, and time and financial constraints. A second, similar model is also advanced in which communication difficulties, in particular, are afforded a unique role. Results support the appropriateness of locating L2 WTC within a general transactional framework of cross-cultural adaptation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Students; Student Employment; Paying for College; Human Body; Dance; Interpersonal Relationship; Social Isolation; Purchasing; Ethics; Services; Sexuality; Pharmacology; Biomedicine

Abstract:
The sale of bodily goods or services--"body commodification"--is nothing new among college students. But strides in medical technology, the encroachment of market values on all facets of life, and the reach and culture of the Internet have combined to create a fertile environment for people who want or need to exploit the value of their skin or what lies beneath it--including students struggling to cover the rising cost of college in this sluggish economy. Students sell plasma, take requests to perform custom erotic acts on Web cameras, or offer themselves as guinea pigs in paid drug trials. A master's student in Penfield, New York, says she was kicked out of her social-work program last June for snuggling with strangers--no sex allowed--for $60 an hour. A handful of Web sites, like SeekingArrangement.com, promise introductions to young and attractive men and women--often students--for "mutually beneficial relationships." An advertisement in campus newspapers at three elite colleges offers $35,000 for the eggs of a young woman with an SAT score above 1400. And though no one in the United States is openly selling kidneys from live donors, Santa Clara University's Markkula Center for Applied Ethics started receiving inquiries from financially desperate people after it posted an article on its Web site in 1998 exploring the ethical issues that would surround such a market. When the economy tanked, staff members saw a surge in letters like this one: "I just read your information about how many people need a kidney. I would like more information about it and how I could sell one of my kidneys to your university because I really need money. I want to go to college, but it's really expensive." The shifting terrain of body commodification has prompted scholars to take a renewed look at how similar behaviors are socially and morally classified in starkly different ways, depending on who is involved, how much power they have, and how the transaction is carried out. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Social Isolation; Foreign Countries; Group Discussion; Puppetry; Childhood Attitudes; Pilot Projects; Inclusion; Observation; Questionnaires; Mixed Methods Research; Bullying; Games; Friendship; Children

Abstract:
Background: Although social exclusion among typically developing school-aged children has been well explored, it is under-researched for children with disabilities even though they are at a higher risk for being excluded. While there are a number of different programs available to improve social inclusion at school, the appeal of these programs to children remains unknown. Objective: The objective of this pilot study was to elicit children's perceptions of the desirable components of two commonly used social inclusion programs in Ontario, Canada. Methods: An exploratory mixed methods design (group discussion, observation notes, and a brief questionnaire) was used to provide an in-depth understanding of children's perceptions of two social inclusion programs: A group-based game (n = 87) and a puppet show (n = 78). Results: Children in each program reported that several aspects of the content appealed to them including learning about (1) bullying; (2) disability; (3) building friendships and encouraging social inclusion; (4) preventing social exclusion. The desirable aspects related to the format of the game and puppet show included (1) the interactive components; (2) the relevant topics and characters; (3) the length of the programs. Conclusions: Children's insights about social inclusion programs should be considered in development and improvements of future programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Counselor Role; Mental Health; Emotional Development; Mental Disorders; School Psychologists; Social Isolation; Disadvantaged Youth; At Risk Persons; Social Development; Socialization; Special Education; Educational Strategies

Abstract:
Students who are excluded from the daily life of schools are at risk for mental illness. This is especially true for children with disabilities as they are marginalized by assumptions and beliefs about what they "cannot" do at school as opposed to what they can do. This article presents research literature on belonging, inclusion, and social and emotional learning as a backdrop to the call to school psychologists to reinvent their roles. Although this call has been issued, the practice of assessment for special education placement remains one of the top job demands. Rather than categorizing and labelling, psychologists can be a key supporter of classroom teachers in promoting successful academic, social, and emotional strategies to assist teachers in inclusive classrooms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade Point Average; Individual Characteristics; Adolescents; Parents; Coping; Siblings; School Counselors; Chronic Illness; Comparative Analysis; Children; Parent Influence; At Risk Persons; Questionnaires; Behavior Problems; Housework; Social Isolation; Stress Variables; Attachment Behavior; Parent Child Relationship

Abstract:
Approximately 10% of children grow up with a parent who has been diagnosed with a chronic medical condition (CMC) and seem to be at risk for adjustment difficulties. We examined differences in behavioral, psychosocial and academic outcomes between 161 adolescents from 101 families with a chronically ill parent and 112 adolescents from 68 families with healthy parents, accounting for statistical dependence within siblings. Children between 10 and 20 years and their parents were visited at home and filled in questionnaires. Multilevel analyses showed that 20-60% of the variance in most adolescent outcomes was due to the family cluster effect, especially in internalizing problem behavior, caregiving variables and quality of parent attachment. Conversely, the variance in stress and coping variables and grade point average (GPA) was mainly due to individual characteristics. Adolescents with parents affected by CMC displayed more internalizing problems than the comparison group and scored higher on frequency of household chores, caregiving responsibilities, activity restrictions, isolation, daily hassles and stress. In addition, their grade point average was comparatively worse. No group differences in externalizing problems, coping skills and quality of parent attachment were found. In conclusion, the family cluster effect largely explains adolescent outcomes and should be accounted for. Adolescents with parents affected by CMC are subject to an increased risk for internalizing problems, adverse caregiving characteristics, daily hassles, stress and a low GPA. According to a family-centered approach, school counselors and health care practitioners should be alert to adjustment difficulties of children with a chronically ill parent. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Television Viewing; Child Development; Social Isolation; At Risk Persons; Autism; Incidence; Etiology; Symptoms (Individual Disorders); Genetics; Environmental Influences; Foreign Countries; Mass Media Effects

Abstract:
While the prevalence of autism has been increasing globally, there is a search for the causative factors behind the rise. The point of view presented here examines the possibility of children brought up in social deprivation and watching television being at higher risk for developing autistic symptoms. The association is evident in the clinical experience of child psychiatrists and in several recent studies. There is no conclusive evidence for a causative role for increased television viewing causing autistic disorder. However, caution may need to be exercised in those children who are at risk. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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