Race, place and self

This thesis examines, interrelates and contextualizes concepts of race, place and self by employing an amalgam of autobiography, interviews, literature, political analysis, infant research and psychoanalytic theory. Although the examples and narratives are South African based, principles that emerge have universal implications. Scars of apartheid mark oppressed, bystanders and beneficiaries.

Gastrointestinal diseases: psycho-social aspects

An interconnection between psychological and gastrointestinal (GI) functioning has long been recognized, incorporating multiple mechanisms and considering bidirectional processes. However, exciting discoveries regarding the role of stress and depression in etiology and disease course have shed new light on the understanding of biopsychosocial processes in chronic GI conditions. This article provides an introduction to GI tract functioning, GI disorders, and stress mechanisms in the gut, followed by an overview and discussion of the psychosocial impact of these disorders, the role of stress and mental comorbidity in GI disorders, and the current knowledge regarding psychological interventions for GI disorders.

Making modern lives: subjectivity, schooling and social change

Making Modern Lives looks at how young people shape their lives as they move through their secondary school years and into the world beyond. It explores how they develop dispositions, attitudes, identities, and orientations in modern society. Based on an eight-year study consisting of more the 350 in-depth interviews with young Australians from diverse backgrounds, the book reveals the effects of schooling and of local school cultures on young people's choices, future plans, political values, friendships, and attitudes toward school, work, and sense of self. Making Modern Lives uncovers who young people are today, what type of identities and inequalities are being formed and reformed, and what processes and politics are at work in relation to gender, class, race, and the framing of vocational futures.

Relationship between men's and women's body image and their psychological, social, and sexual functioning

This study was designed to examine the relationships between different aspects of body image and psychological, social, and sexual functioning throughout adulthood. The respondents were 211 men and 226 women (age range 18–86 years; mean = 42.26). Respondents completed measures of self-rated attractiveness, body satisfaction, body image importance, body image behaviors, appearance comparison, social physique anxiety, self-esteem, depression, anxiety, and social and sexual functioning. Body image was associated with self-esteem for all groups, but was unrelated to other aspects of psychological, social, and sexual functioning. There were some exceptions; a disturbance in body image was related to problematic social and sexual functioning among middle-aged men and to depression and anxiety symptoms in late adulthood among men and women. Middle-aged men who presented with the type of body image disturbance typical of women were more likely to have impaired interpersonal functioning. These results demonstrate that social aspects of body image appear to be important in understanding psychological functioning in later life.

Computing in a social context : gender difference in participation

The thesis reviews the literature relating to girls and computing within a framework which is structured around three specific questions. First, are there differences between girls and boys in their participation in class computing activities and/or in non-class computing activities? Second, do these differences in participation in computing activities have broader implications which justify the growing concern about the under-representation of girls? Third, wahy are girls under-represented in these activities? Although the available literature is predominantly descriptive, the underlying implicit theoretical model is essentially a social learning model. Girl's differential participation is attributed to learned attitudes towards computing rathan to differences between girls and boys in general ability. These attitudes, which stress the masculine, mathematical, technological aspects of computing are developed through modelling, direct experience, intrinsic and extrinsic reinforcement and generalisation from pre-existing, attitudes to related curriculum areas. In the literature it is implicitly assumed that these attitudes underlie girl's decisions to self-select out of computing activities. In this thesis predictions from a social learning model are complemented by predictions derived from expectancy-value, cognitive dissonance and self-perception theories. These are tested in three separate studies. Study one provides data from a pretest-posttest study of 24 children in a year four class learning BASIC. It examines pre- and posttest differences between girls and boys in computing experience, knowledge and achievement as well as the factors relating to computing achievement. Study two uses a pretest-posttest control group design to study the gender differences in the impact of the introduction of Logo into years 1, 3, 5 and 7 in both a coeducational and single-sex setting using a sample of 222 children from three schools. Study three utilises a larger sample of 1176 students, drawn from three secondary schools and five primary schools, enabling an evaluation of gender differences in relation to a wide range of class computing experiences and in a broader range of school contexts. The overall results are consistent across the three studies, supporting the contention that social factors, rather than ability differences influence girls' participation and achievement in computing. The more global theoretical framework, drawing on social learning, expectancy-value, cognitive dissonance and self-perception theories, provides a more adequate explanation of gender differences in participation than does any one of these models.

Sociocultural influences on body image and physical self-concepts among children

Children's body image was examined in relation to both sociocultural influences and physical self-concepts, which included sporting ability. Findings showed that physical self-concepts more stongly predicted boys' body image, while girls' body image was more strongly predicted by media pressures. Femininity predicted physical self-concepts among both boys and girls.

Diabetes MILES - Australia (Management and Impact for Long-Term Empowerment and Success) : methods and sample characteristics of a national survey of the psychological aspects of living with type 1 or type 2 diabetes in Australian adults

Background Successful management of diabetes requires attention to the behavioural, psychological and social aspects of this progressive condition. The Diabetes MILES (Management and Impact for Long-term Empowerment and Success) Study is an international collaborative. Diabetes MILES-Australia, the first Diabetes MILES initiative to be undertaken, was a national survey of adults living with type 1 or type 2 diabetes in Australia. The aim of this study was to gather data that will provide insights into how Australians manage their diabetes, the support they receive and the impact of diabetes on their lives, as well as to use the data to validate new diabetes outcome measures.

Methods The survey was designed to include a core set of self-report measures, as well as modules specific to diabetes type or management regimens. Other measures or items were included in only half of the surveys. Cognitive debriefing interviews with 20 participants ensured the survey content was relevant and easily understood. In July 2011, the survey was posted to 15,000 adults (aged 18-70 years) with type 1 or type 2 diabetes selected randomly from the National Diabetes Services Scheme (NDSS) database. An online version of the survey was advertised nationally. A total of 3,338 eligible Australians took part; most (70.4%) completed the postal survey. Respondents of both diabetes types and genders, and of all ages, were adequately represented in both the postal and online survey sub-samples. More people with type 2 diabetes than type 1 diabetes took part in Diabetes MILES-Australia (58.8% versus 41.2%). Most respondents spoke English as their main language, were married/in a de facto relationship, had at least a high school education, were occupied in paid work, had an annual household income > $AUS40,000, and lived in metropolitan areas.

Discussion A potential limitation of the study is the under-representation of respondents from culturally and linguistically diverse backgrounds (including Aboriginal and Torres Strait Islander origin). Diabetes MILES-Australia represents a major achievement in the study of diabetes in Australia, where for the first time, the focus is on psychosocial and behavioural aspects of this condition at a national level.

The social side of social media : technology or collaboration?

This paper discusses how course design may draw upon social media in order to teach students appropriate skills for a network society in the context of team-work based learning. The emphasis is not upon web 2.0 and social media as inherently suited to providing educational solutions, but upon the ways in which they can be adapted by course designers within the framework of explicit learning objectives. More specifically, we provide a case study of how the use of social media in a blended or wholly-online learning environment provides affordances for team-based collaborative learning, especially when incorporated within a course design that encourages independent, self-directed and authentic learning. This paper argues we need to assess the social aspects of social media, rather than upon the technological, that is, avoid the fetishisation of 'apps,' through the creation of assessment that alternately foregrounds a critical appraisal of web 2.0 technologies and places onus upon the students to develop, with guidance, teamwork skills and processes. We provide an example of how it is possible to integrate web 2.0 technologies into their learning processes and assessment, in order to teach about the realities of collaborating with others in small teams in a work environment increasingly mediated by the Internet. In order to achieve these learning outcomes, course design needs to balance scaffolding with the need to place the imperative for learning specific content and skills upon the students, the latter through the provision of assessment outcomes and resources that the students need to work towards together.

Social movement unionism and networked technology

From a European perspective, the wide-ranging social, economic, and political effects of networked computers have generated tensions between 'new' social movements and the 'old' labour movement. From an American perspective on social movements, there is no such tension between old and new social movements. A study of social-movement unionism in Sweden offers a interesting means of testing this emerging American perspective against the European perspective because the labour movement has long been particularly effective and networked technology has been embraced whole-heartedly throughout all aspects of the society, the economy, and the polity. The paper introduces the contrasting European and American perspectives on social movements and presents examples of the practice of social-movement unionism among Swedish social democrats, unionists, and diverse local activists. These examples support conclusions that eschew utopian theories of 'cyberunionism' in favour of developing a theory of articulated unionism in which local unions branches articulate vertically with national and global union bodies, and articulate horizontally with social movements in other arenas of conflict.

Dance classes, youth cultures and public health

This article explores the social aspects of young people's participation in dance classes and its potential to lead to new directions in public health initiatives in Australia. The health benefits of dancing are promoted significantly less than other sports in spite of its popularity among young people. Dance classes, unlike the apparent abandonment of raving, present a specific, structured and codified dance style. Thus, it entail both self- and other-oriented subjectivity.