Cultural Mistrust of Mental Health Professionals Among Black Males Transitioning from Foster Care

We examined cultural mistrust of mental health professionals among Black males who are transitioning from the foster care system (N = 74) and its relationship to their level of satisfaction with child welfare services and the frequency of negative social contextual experiences. Results of hierarchical regression analysis showed that the level of satisfaction with child welfare services moderated the relationship between negative social contextual experiences and cultural mistrust of mental health professionals. Specifically, more frequent negative social contextual experiences were related to greater cultural mistrust of mental health professionals for Black males reporting low satisfaction with child welfare services, but not for those reporting high satisfaction with child welfare services. Implications for service delivery are discussed.     

How does it feel to become a teacher? Emotions in teacher education

Academic emotions are central ingredients in student teachers’ learning. They have been shown to affect cognitive performance, motivation and achievement (e.g. Linnenbrink-Garcia et al. in Contemp Educ Psychol 36(1):13–24, 2011). However, until recently the role of emotions in student teachers’ learning has largely been neglected (e.g. Ketonen and Lonka in Proc Soc Behav Sci 69(24):1901–1910, 2012). The study focused on exploring the spectrum of academic emotions experienced by 19 student teachers in different academic activities. The results showed that student teachers experience a wide variety of emotions during their studies. A total of 18 different positive emotions and 20 different negative emotions were reported. They explicated more positive than negative emotions. Further investigations showed that student teachers reported more emotional experiences embedded in individual activities than in social activities. The results implied that the spectrum of academic emotions experienced by student teachers is wider than previous literature suggests, and that student teachers experience a wide range of academic emotions in various academic activities provided by teacher education.     

Boundary maintenance in American sociology: Limitations to academic “professionalization”

The institutionalization of social scientific disciplines at the turn of the century did not, in fact, result in academic behavior consistent with the “professionalization” models now in vogue among students of this period. Formal attributes of “professional” status have not proven reliable indices to the degree of consensus predicted for a “mature” discipline, as is evident from the history of a single field, American sociology—ironically the source of many “professionalization” schemes. Such schemes may appeal to historians because they paradoxically reinforce academic ideology; they represent a new variant of “whiggish” internalism, disguised as externalist cynicism. If we are to write accurate historical accounts, we must recognize that the self-consciously “professional” social scientists of the turn of the century sought ends rather different from those imputed to them by “presentist” analysts. Notions of the socially integrative functions of work were widespread during this period and not restricted to those occupational groups we now recognize as “professional”.     

Assessing research in the history of sociology and anthropology.

This paper reviews recent interpretive trends among historians of anthropology and sociology, examining both introductory texts and scholarly studies. It focuses on works published over the last ten years, and stresses that there has been no resolution of the long-standing conflict between "presentist" and "historicist" approaches to the history of the human sciences.     

Caution or Warning? A Validity Study of the MAYSI‐2 with Juvenile Offenders

Given the high prevalence of mental health and substance use disorders in the juvenile justice system and the emphasis on efficient screening and referrals, the current study sought to further validate the use of the Massachusetts Youth Screening Instrument version 2 (MAYSI‐2). Using data from institutionalized delinquents (N = 836) committed to the California Youth Authority, finite mixture modeling was employed to identify distinct latent classes based on MAYSI‐2 scale scores. Identified classes were then compared across a range of covariates, including prior offenses, official records of misconduct, and multiple measures of mental health and psychological well‐being. Findings revealed a three‐class, gradient‐based structure: low distress (n = 380), moderate distress (n = 327), and high distress (n = 129). Overall, the MAYSI‐2 identified juvenile offenders with mental health and substance use issues, but it did not differentiate youths with respect to offending patterns. Copyright © 2014 John Wiley & Sons, Ltd.