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This paper analyses 1,375 long‐term care placements approved by a London borough through a multi‐disciplinary ‘panel’. It suggests the need for increased attention to rehabilitation and to the capacity of residential homes to deal with cognitive disorder, and concludes that attainment of the new national standards for care homes will require improvements in the process of admission.

To understand how parents make the decision to implant their deaf young children with cochlear implants, focusing specifically on the concepts of normality, medicalization, and stigma.

I conducted 33 semi-structured interviews with the hearing parents or parent of children with cochlear implants. In all but two families I interviewed the primary caretaker which in all cases was a mother. In the remaining two interviews, I interviewed both parents together. Because of the relative scarcity of families with children with cochlear implants, and the difficulty in connecting with these families, I used a convenience sample, and I did not stratify it in any way. The only requirement for parents to be interviewed is that they had at least one deaf child who had been implanted with at least one cochlear implant. Although this is a small sample, the findings are transferable to other families with the same sociodemographic characteristics as those in my study.

Parents in the study focused on three key concepts: normality, risk analysis, and being a good parent. Dispositional factors such as the need to be “normal” and the desire for material success for one's children appeared to moderate the cost-benefit calculus.

This interview project concentrated on hearing families who had implanted their deaf children with cochlear implants; it does not include culturally Deaf parents who choose to use American Sign Language (ASL) with their Deaf children. Understanding how Deaf families understand the concepts of normality, medicalization, and stigma would shed light on how a distinctly “abnormal” group (by a statistical conception of normal) – ASL-using Deaf people-explain normality in the face of using a non-typical communication method. One can learn a lot by studying the absence of a phenomena, in this case, not implanting children with cochlear implants. It is possible that the existential threat felt by some Deaf people, specifically the demographic problem presented by cochlear implants, led Deaf educators or parents to resist being the subject of research.

Overwhelmingly the sample was female, and white. Only two participants were male, and none of the participants were non-white. The lack of diversity in the sample does not necessarily reflect a lack of diversity of children receiving cochlear implants. Medicaid, which disproportionately covers families of color, covers cochlear implants in most cases, so low SES/racial intersectionality should not have affected the lack of diversity in the sample. However, the oral schools are all private pay, with few scholarships available, so low SES/racial intersectionality in the sampling universe (all children who attend oral schools), may have played a part in the lack of racial diversity within the sample.

Parents in this study were very specific about the fact that they believed cochlear implants would lead to academic, professional, and personal success. They weaved narratives of normality, medicalization, and stigma through their stories. Normality is an important lens from which to see stories about disability and ability, as well as medical correction. As medical science continues to advance, more and more conditions will become medicalized, leading to more and more people taking advanced medical treatments to address problems that were previously considered “problems with living” that are now considered “medical problems” that can be treated with advanced science.

This chapter's contribution to the sociological cochlear implant literature is it's weaving of narratives about normality, stigma, and medicalization into parental stories about the cochlear implant decision-making process. Most literature about the cochlear implant decision-making process focus on cost-benefit analysis, and logical decision-making processes, whereas this paper focuses on decision-making factors stemming from bias, emotions, and values.

This index covers all issues between February 2005 (Volume 9, Issue 1) and November 2008 (Volume 12, Issue 4). Numbers in bold refer to yolume, numbers in brackets refer to issue, with subsequent numbers to pages.

The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC’s association with improved parenting skills, parent–child relationships and child behavior and emotion management.

During pre- and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n=25) and interviews (n=19); and 20 staff were also interviewed.

Parents reported that CD PEC shifted their perspectives and practices for managing children’s challenging behaviors, improved parent–child relationships and resulted in decreased child behavior problems.

The study was correlational, based on self-report, and had a small sample with no comparison group.

This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation.

This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success.

The paper studies improvements in parents’ emotion recognition and self-regulation before disciplining their children.

Based on ethnographic fieldwork carried out among market sellers in Equatorial Guinea’s capital Malabo at the height of its oil-boom in 2010–2012, this paper explores how prices were negotiated and set. It describes how the marketplace constitutes an important institution in Guinean society, not only as a site for provisioning, but also as a space for fostering relationships, engaging in politics and seeking social justice. The case of Equatorial Guinea helps us to re-think the notion of the just price as it is established through contingent and negotiated relations between traders, their customers and powerful political actors, rather than being the outcome of supply and demand or the result of struggles over the production and reproduction of labour. The emphasis on the political dimension of the just price speaks to key debates in the moral economy literature.

The following annotated bibliography of materials on orienting users to the library and on instructing them in the use of reference and other resources covers publications from 1979. A few items from 1978 were included because information about them had not been available in time for the 1978 listing. Some entries were not annotated because the compiler was unable to secure a copy of the item. The bibliography includes publications on user instruction in all types of libraries and for all types of users from children to adults. To facilitate the use of the list, it has been divided into categories by type of library. Even though the library literature includes many citations to items on user instruction in foreign countries, this bibliography includes only publications in the English language.

The purpose of this paper is to consider the role of student voice in secondary school reform.

Through a literature review, it defines the concept of student voice within bodies of research on youth participation internationally.

It notes the ways the USA is distinct and lagging behind. It then looks at the broadening scope of ways that young people have become involved in change efforts. It considers ways that student voice can deepen implementation efforts and strengthen classroom practice. It breaks this discussion into: outcomes for classroom instruction, organizational change, and the relationship between student voice and power. The paper ends with a discussion of the importance of attending to issues of power in youth–adult relationships, including ways to avoid the co-optation of young people.

This paper reviews the most recent work showing how student voice can impact change, with a particular focus when possible on urban secondary schools to fit with this special issue. It updates a previous review of the field conducted ten years ago (Mitra, 2006). Before beginning this review, however, it is important to understand how student voice varies across global contexts.

This article examines the place of organizational politics in general and ingratiation specifically as a tactic in which there is an attempt by individuals to increase their attractiveness and upward influence in the eyes of other organizational members (management). Four common tactics of ingratiators were identified: other enhancement, rendering favors, opinion conformity and self‐presentation. Suggests that ingratiation is influenced by individual variables such as: Machiavellianism, locus of control and work task uniqueness. Furthermore, situational variables affect this political behavior There were mixed research results on the impact of ingratiation on further career success. Some recent research concluded that this tactic has little or no effect on extrinsic and intrinsic rewards available to the individual.