LAWSON K & TULLOCH M I (1995) Journal of Advanced Nursmg 22, 841-849Breastfeeding durabon. prenatal intentions and postnatal practices A study of 78 primiparas examined the role of prenatal intent and postnatal experiences in breastfeeding duration Those fully breastfeeding 3 months after the birth of the baby had a higher level of education, timed their decision to breastfeed earlier, intended to breastfeed longer and had a more negative attitude to formula feeding Commitment and confidence scores were not related to breastfeeding duration m first-tune mothers Breastfeeding duration was also related to the timing of the first breastfeed and extent of mother-infant contact m the 72 hours after birth but not to the number of feeding problems

No abstract

No abstract

This paper explores the implications for social psychology of an integration of classificatory and discursive methodologies through quantitative and qualitative analysis of responses to questions about the threat of violent crime. A total of 133 adults completed a set of standard questions followed by open-ended prompts enabling elaboration on their responses. Cluster analysis of a set of fear of crime measures distinguished four groups of respondents. Interview transcripts were analysed to identify discourses around crime deployed within each cluster in order to justify risk/anxiety judgments. Four participant positions emerge: the well-protected position, the vigilant position, the tactical risk manager and the besieged position. Further analysis of inconsistency and variability within interviews reveals the interactional discursive processes involved in the construction of criminal threat. Despite the diversity of participant positions available in constructing criminal threat and managing anxiety, discourses revolve centrally around issues of agency and uncontrollability.

The study examines gender differences in the self reports of students as bullies or victims and their attitudes to social relationships within the school. Students were drawn from Year 8 in seven New South Wales rural high schools. Differences were found in the overall level of bullying behaviour of males and females and in the type of bullying and in the gender of the victim targeted by boys and girls. Differences in the patterns of reports between bullies and victims were greater for cross-gender than same-gender bullying. Attitudes to bullying and social confidence varied between bullies, victims and other students. Female and male bullies differed from non-bullies in their attitudes to bullying whereas victims, especially males, were marked by a particularly strong rejection of bullying and a low level of social acceptance and confidence. The implications of these findings for classroom and whole school policy are examined.