The research aimed at identifying variation in how the unemployed spend their time. One hundred and twenty‐one unemployed men in the 25 to 45 age range completed time diaries, questionnaires and Goldberg's 12‐item GHQ. Cluster analysis carried out on the time diary data revealed four distinct life‐styles, namely Active, Social, Domestic and Passive, with ANOVAS indicating significant differences between time spent on behaviours typical of each cluster. A significant relationship between psychological well‐being (as measured by the GHQ) and life‐style was identified with a progressive decline in mental health being paralleled by decreasing activity and withdrawal into the home. Profiles of men typical of each cluster in terms of personal characteristics such as marital status, age, size and age of family, social support and employment history were outlined. Of such background characteristics only social support was significantly related to GHQ scores. The interrelationship between life‐style, psychological well‐being and background factors is discussed and the implications of the findings outlined.
Throughout the history of the Troubles in Northern Ireland, concern has been expressed for the generations that have grown up against a backdrop of political violence. Despite the interest of local and international researchers in the psychological effects of the conflict on children's and adolescents' development, a firm understanding as to the psychological cost of the Troubles has not been reached. This fact largely can be attributed to the complex nature of the issue and the resultant methodological problems that are encountered when attempting to explore the impact of the conflict on young people's psychological health. This article charts the progress and current state of knowledge and highlights the diverse social and psychological consequences of growing up in Northern Ireland.
This article describes a study which examined (a) the impact of the political conflict on teachers' and pupils' experiences of education in Northern Ireland and (b) the impact of curricular-based interventionsdesigned to support the pupils and reduce prejudice. The focus of the second part of the article is on the prejudice reduction initiatives identified. A total of 44 staff and 78 pupils spread across 8 schools participated and both teachers' and pupils' perspectives were identified, the latter being an extremely important dimension which has rarely been addressed in previous studies of this area. The findings, which highlight the complexity of the impact of the political conflict, are considered to have both practical and theoretical implications for prejudice reduction programs."Young people are asked to 'voice' their views not only because it is seen as beneficial to them personally, but because people believe they can learn from what they are saying." -Hadfield and Hawe, 2001, p. 94 The education system in Northern Ireland reflects the two distinct communities through the existence of two school sectors, namely that operated by the Catholic church (for Catholic pupils commonly known as the maintained sector) and that provided by the state (catering for mainly, but not exclusively, Protestant pupils and known as the controlled sector). This segregation has often been
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