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There are many contradictions in previous studies of the status of depressive symptoms among Chinese migrant children, the number of which in the compulsory education stage is about 13.9 million. This systematic review and meta-analysis were designed to compare depressive symptoms among migrant children and their urban children. Around 2,710 papers were retrieved from PubMed, OVID, the Web of Knowledge, CNKI, Wan Fang, Chongqing VIP, and Chinese Social Sciences Citation Index on January 27, 2020. Thirty-Two studies met study criteria with 14,906 migrant children and 10,792 urban children. Migrant children scored significantly higher for depressive symptoms score (SMD = 0.307, 95% CI [0.222, 0.393]). Region significantly influenced the difference of depressive symptoms between migrant children and urban children. Large effect sizes came from studies using scales that focus on depressive mood while studies using scales that focus on depressive behavioural symptoms had small effect sizes. Future research should focus on treatments to decrease depressive mood of migrant children. Future studies can add information about the length of their current stay in the urban location to improve the quality of study. PROSPERO registry: Systematic review registration no. CRD42018090676. [ABSTRACT FROM AUTHOR]

Objective: How do learning communities influence academic performance in Introductory Psychology? Method: The present research examines the relationship between participation in first-year students learning communities and academic performance across a variety of course requirements (midterms, finals, papers, and class participation) in introductory psychology and, for comparison, sociology courses. Results: Students who took Introductory Psychology as part of a first-year-student learning community outperformed their peers (who took the same course without a learning community) on the first exam of the semester and were less likely to miss assignments but otherwise showed no significant differences on the other course assignments; introductory sociology students part of these communities showed even greater differences in performance that lasted through the end of the semester. Conclusion: First-year students learning communities offers significant albeit limited benefits for student performance in introductory courses in the social sciences. Teaching Implications: Short of institutional efforts to enact programming for first-year learning communities, introductory psychology instructors can attempt to simulate the experience of such communities by promoting a sense of belonging via extra-curricular service or discipline-related activities. [ABSTRACT FROM AUTHOR]

As a further tribute to feminist scholar Jessie Bernard, in this paper, we review the entire collection of the National Council on Family Relations' Jessie Bernard Outstanding papers awarded to feminist junior scholars spanning from 1990 to 2018. In so doing, we showcase Jessie Bernard's devotion to mentoring young scholars as we highlight evolving feminist family scholarship of student/new professionals. In this paper, we sought to:(a) honor Jessie Bernard's intellectual legacy, (b) celebrate contributions of young feminist family scholar's work, and (c) explore how the award collection maps on to wider feminist theoretical debates and empirical shifts within feminist family science over the past three decades. [ABSTRACT FROM AUTHOR]

This paper critically discusses the limitations of theorising social work from psychological and sociological perspectives and argues that phenomenology offers more opportunity to understand the embodied experiences of service users and social workers themselves. The paper argues that psychology and sociology have a limited analysis of being-in-the-world, which ought to be social work's primary consideration. The paper offers an overview of the sociology of risk before embarking on an extensive description and discussion of Heidegger's and Merleau-Ponty's phenomenology applied to the lived experience of child protection social workers working within risk society. The argument is put that phenomenology is a useful tool for understanding the lived experience of social work practitioners. Findings: The authors conclude that embodied social work practice containing fear and anxiety can be thought of as akin to taking part in extreme risk sports and that this is an unhealthy experience that is likely to skew decision-making and adversely affect the lives of social workers and service users. Applications: The authors argue that phenomenology can enhance understanding of practice and decision-making and offers insights into the lived experience of social workers. Phenomenology is useful for helping social workers negotiate risk-saturated environments, through a focus on meaning. [ABSTRACT FROM AUTHOR]

This paper brings reflexivity into conversation with debates about positionality and live sociology to argue for reflexivity to be reimagined as an enduring practice that is collaborative, responsible, iterative, engaged, agile and creative. We elaborate our argument with reference to examples and contemplations drawn from our experiences researching what Brexit means for Britons living in the EU-27 for the BrExpats research project, which was informed from the outset by reflexive practice. We outline three (of a number of) potential strategies for engaging in reflexive practice: reflexive positioning, reflexive navigating and reflexive interpreting or sense-making. We acknowledge that these are not separate actions in practice but are conceptually distinguishable aspects of an ongoing reflexive practice, informed by our understanding of the cognitive relationship between reflexivity and practice theory. [ABSTRACT FROM AUTHOR]

Due to an increasingly complex mixture of different types of public spaces and their functions in cities, the role of public spaces can be enhanced to serve users under certain circumstances. This paper examines Carmona's classification of urban spaces in Al-Baha, Saudi Arabia. Carmona introduces a classification that uses aspects of function, perception, and ownership to distinguish between space types. Twenty urban space types are recognized in four groups, representing a variety from clearly public to private space. The classifications of public spaces will be discussed to arrive at classifications for public spaces based on how public spaces are managed. The article builds an understanding of how such classifications relate to how real public spaces are provided today. In this case study, a Geographic Information System (GIS) map is created for Al-Baha Central District and includes the resulting classifications. From the 119 urban spaces selected to represent this study equally distributed across the study area, there are 12 types that public spaces match Carmona's classification. The classification of urban spaces for this case study revealed the complexity of public spaces' nature and the difficulty of distinguishing what is public. Public spaces tend to change and develop over time through other uses and activities. However, the classification of public spaces is a valuable tool that policymakers and planners can use to set comprehensive development plan programs and plan open space strategies. [ABSTRACT FROM AUTHOR]

Theories play an important role in guiding intimate partner homicide (IPH) prevention research and practice. This study is the first systematic review of theories employed to explain why someone might kill their intimate partner. This review used rigorous methods to locate and synthesize literature that described explanatory theories of IPH perpetration. Using set search terms, we systematically searched 15 databases and repositories for theory-focused documents (i.e., theory papers or analyses) published in English from 2003 to 2018. Eighteen documents met these inclusion criteria and identified 22 individual theories that seek to explain why people might kill their intimate partners. These theories fell within four broader theoretical perspectives: feminist, evolutionary, sociological/criminological, and combined. Key tenets and focal populations of these 22 theories were identified and organized into a compendium of explanatory theories of IPH perpetration. Potential strengths and limitations of each of the four perspectives were described. Review findings underscored the likely importance of addressing gender as well as risk and protective factors at all levels of the social ecological model in efforts to understand IPH perpetration. The review findings highlighted the need for both integrated theories and a broader conceptual organizing framework to guide work aimed at IPH perpetration prevention to leverage the strengths of disparate theoretical perspectives. With the goal of informing future research, a preliminary iteration of such a framework is presented. [ABSTRACT FROM AUTHOR]