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Researchers have identified challenges for sexual minority individuals in schools; however, attention to lesbian and gay parents' experiences with their children's schools has not been given. We used a qualitative case study involving one identified gay couple and one identified lesbian couple to document their experiences and relationships with/in their children's urban publicly funded schools. Individual interviews with these parents were the chief data source, which we augmented through reviewing school documents. Through the lens of critical queer theory, we interpreted three themes: (1) lesbian and gay parents are shaped by the teachers', administrators', and other parents' openness of attitudes and willingness to question assumptions about family; (2) lesbian and gay parents feel included, or excluded, depending on the policy and administrative processes that symbolically frame definitions of parenthood; and (3) lesbian and gay parents are sensitive to school climate as expressed through gesture, speech, and artefacts in the school. These four parents had the social capital to navigate barriers and opportunities. However, through the lens of critical queer theory, we conclude that there are real and symbolic markers and practices that normalize a heterosexual understanding of 'parent' in two-parent families that necessitates lesbian and gay parents to be intentional and vigilante about their positions in ways that heterosexual parents are not required to be to feel welcome in schools.

We present a detailed framework for understanding the numerous and complicated interactions among psychological and social determinants of pain through examination of the process of pain communication. The focus is on an improved understanding of immediate dyadic transactions during painful events in the context of broader social phenomena. Fine-grain consideration of social transactions during pain leads to an appreciation of sociobehavioral events affecting both suffering persons as well as caregivers. Our examination considers knowledge from a variety of perspectives, including clinical health psychology, social and developmental processes, evolutionary psychology, communication studies, and behavioral neuroscience. (Contains 2 figures.)

The biasing effect of pain sensitivity information and the impact of facial activity on observers' judgments of pain intensity of children with autism were examined. Observers received information that pain experience in children with autism is either the same as, more intense than, or less intense than children without autism. After viewing six video clips of children with autism undergoing venepuncture, observers estimated pain intensity using a visual analogue scale. Facial activity as coded by Chambers et al. (Child Facial Action Coding System Revised Manual, 1996) had a significant impact on observers' estimates of pain intensity; pain sensitivity information did not. These results have important implications for the assessment and management of pain in children with autism.

Divided 90 chronic low back pain patients into those who demonstrated signs that were congruent or incongruent with underlying anatomical and physiological principles. Low socioeconomic status, compensation claims, use of opiate analgesics, greater disability, catastrophizing cognitions, stronger emotionality, and passive coping were more characteristic of both acute and chronic incongruent patients than chronic congruent patients. (Author/NB)