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We test the proposition that criminal sentiments, which we define as a negative and potent view of a juvenile delinquent (JD), moderate the effect of a delinquency adjudication on self-sentiments. We expect criminal sentiments to reduce self-evaluation and increase self-potency among juvenile delinquents but have no effect on self-sentiments among non-delinquents. We also examine the construct validity of our measure of criminal sentiments by assessing its relationship to beliefs that most people devalue, discriminate against, and fear JDs.

We test these hypotheses with self-administered survey data from two samples of college students and one sample of youths in an aftercare program for delinquent youths. We use endogenous treatment-regression models to identify and reduce the effects of endogeneity between delinquency status and self-sentiments.

Our construct validity assessment shows, as expected, that criminal sentiments are positively related to beliefs that most people devalue, discriminate against, and fear JDs. Our focal analyses support our self-evaluation predictions but not our self-potency predictions.

Our findings suggest that the negative effect of a delinquency label on JDs’ self-esteem depends on the youths’ view of the delinquency label.

This study is the first to test a modified labeling theory proposition on juvenile delinquents.

There has been substantial interest in US cesarean rates, which increased from 5% of deliveries in the 1970s to nearly one-third of births by the mid-2000s. Explanations typically emphasize individual risk factors (e.g., advanced maternal age, increased BMI, and greater desire for control over delivery) of women giving birth, or address institutional factors, such as the medicalization of childbirth and the culture of liability leading physicians to practice defensive medicine. We focus here on another non-medical explanation – childbirth education (CBE). CBE is an important, underexplored mechanism that can shape women’s expectations about labor and birth and potentially lead them to expect, or desire, a cesarean delivery as a normalized outcome. We analyze data from three waves (2002, 2006, 2013) of the Listening to Mothers national survey on US women’s childbearing experiences (n = 3,985). Using logistic regression analysis, we examined both mode of delivery (vaginal versus cesarean), and attitudes about future request for elective cesarean among both primiparous and multiparous women. Despite previous research suggesting that CBE increased the likelihood of vaginal delivery, we find that CBE attendance was not associated with likelihood of vaginal delivery among either primiparous or multiparous women. However, both primiparous and multiparous women who attended CBE classes were significantly more likely to say they would request a future, elective cesarean. Furthermore, these effects were in the opposite direction of effects for natural birth attitudes. Our findings suggest that contemporary CBE classes may be a form of “anticipatory socialization”, potentially priming women’s acceptance of medicalized childbirth.

There is extensive research documenting the physical outcomes of childbirth, but significantly less on socio-psychological outcomes. Investigating women’s perception of dignified treatment during birth contributes to a salient, under-examined aspect of women’s childbirth experiences.

We use a two-part conceptualization of dignity, respect and autonomy, to understand how birth experiences and interactions either facilitate or undermine women’s perceived dignity. Data came from the Listening-to-Mothers I survey, the first nationally representative study of postpartum women in the United States (n = 1,406). Through linear regression analysis, we separately modeled women’s perception of respectful treatment and women’s perception of medical autonomy during birth.

Overall women reported high scores for both autonomy and respect. Differences between the models emerged related primarily to the role of interventions and provider support. While women’s perceived dignity is related to elements that she brings in to the delivery room (e.g., birth knowledge, health status), much variation was explained by the medical encounter itself (e.g., type of medical interventions, pain management, nurse support, and number of staff present).

This study is cross-sectional, and required either a telephone or internet access, thus limiting the full generalizability of findings. Two findings have direct practical relevance for promoting women’s dignity in childbirth. First, the number of staff persons present during labor and birth was negatively associated with both respect and autonomy. Second, that women with high levels of knowledge about their legal rights during childbirth were more likely to report high scores on the dignity scale. Limiting staff in the delivery room and including knowledge of legal rights in childbirth education or during prenatal visits may be two mechanisms to promote dignity in birth.

These findings address an important, under-examined aspect of women’s childbirth experiences. This study investigates how different birth experiences and interactions either promote or violate childbearing women’s perception of dignity, and has significant implications for the provision of maternal healthcare. The results reinforce the importance of focusing on the socio-psychological dimensions of childbirth.

Mention the words ‘fast food’ to a group of colleagues, and you will get a mixture of responses and a variety of expectations. Ask them then to define fast food without using the words ‘fast’ or ‘food’ and you will get less substantial replies. In fairness, it is rather like the proverbial elephant — difficult to describe, but everyone knows what it looks like!

This chapter investigates the phenomenon of teachers' “entitled attitude” that manifested itself as resistance to change in the midst of a curricular reform in the Indian school context. For teachers long socialized into a teacher-centered culture, the change expected was nothing less than a paradigm shift in the Kuhnian sense. However, conclusions drawn from studies involving cursory surveys and teacher observation pinned the problem to teachers' “entitled attitude,” an unwillingness to exert themselves beyond the minimum level required by school policies. This view reflects a lack of acknowledgement of teachers as persons with values and the capacity to think and feel as potential agents of community practices such as schooling. My study investigates the wider sociocultural historical and political basis of teachers' putative “entitled attitude” informed by Lev Vygotsky's dialectical approach. It accesses the interrelated history of a teacher at a number of levels using the teacher's life history to create the narrative. This “genetic” analysis helps illuminate what the curricular change means to teachers inside out. The findings are used to unravel the nature of support that would help teachers realize their agency and sway them from using entitlement as a compensatory mechanism to deflect change.

Higher education organisations have the need and capacity to meet the expectations of industry partners to develop practice-ready graduates. Altered social and fiscal constraints have implications for the health workforce and, as such, decisions about how best to prepare undergraduate students should be considered. The purpose of this (conceptual) paper is to present the undergraduate simulation framework that has been designed to promote a standardised delivery of simulation, enabling graduates to have a higher capacity to meet workforce needs.

Education and simulation literature were explored to inform the development of the undergraduate simulation framework. A working knowledge of accreditation standards of health professions was key in designing a framework that could be applied across disciplines.

The framework encompasses tenets of a learner-centred pedagogy as well as professional and simulation standards. Experiential learning, behaviourism and social constructivism are viewed as foundational pillars when developing and delivering a simulation and have been considered in developing the framework. Other constructs of the undergraduate simulation framework are prebriefing, debriefing, repetition in the form of simulation cycles and the roles of student and educator.

It is recommended that this framework be incorporated into undergraduate health programmes to enhance student learning and potentiate the transference of knowledge and skills to the clinical setting.

The undergraduate simulation framework was developed to contribute to education and simulation research literature specific to health programmes to enhance student learning in readiness for the clinical environment.

Certain elements of Hayek’s work are prominent precursors to the modern field of complex adaptive systems, including his ideas on spontaneous order, his focus on market processes, his contrast between designing and gardening, and his own framing of complex systems. Conceptually, he was well ahead of his time, prescient in his formulation of novel ways to think about economies and societies. Technically, the fact that he did not mathematically formalize most of the notions he developed makes his insights hard to incorporate unambiguously into models. However, because so much of his work is divorced from the simplistic models proffered by early mathematical economics, it stands as fertile ground for complex systems researchers today. I suggest that Austrian economists can create a progressive research program by building models of these Hayekian ideas, and thereby gain traction within the economics profession. Instead of mathematical models the suite of techniques and tools known as agent-based computing seems particularly well-suited to addressing traditional Austrian topics like money, business cycles, coordination, market processes, and so on, while staying faithful to the methodological individualism and bottom-up perspective that underpin the entire school of thought.