Teaching Clinical Sociology: The Introductory Course

This paper discusses the aims and format of an introductory course in clinical sociology. It reviews the process of teaching clinical sociology as a profession and teaching the theoretical basis that distinguishes the field. Case studies, guest practitioners, and practical exercises are used to prompt an application and integration of the acquired knowledge. Ideally, the course reviewed here can serve as a model for others devising courses in this emerging field or for those attempting to bring some uniformity to the clinical sociology curriculum

Identification of Violence in Psychiatric Case Presentations

Previous research on medical discourse suggests that physicians minimize patients\u27 social problems through conversational and linguistic interactions. There has been little assessment, however, of the neglect of violence by psychiatric staff. In an attempt to address this important area, the case presentations of 77 recently violent psychiatric patients were examined. A contextual analysis of the violence mentioned during the case presentations revealed four categories of identification violence as part of the primary problem, as a psychiatric disorder, as an unrelated incident, or not mentioned at all In nearly two-thirds of the case presentations, the violence was not identified as part of the primary problem The findings and case examples substantiate the assertion that social problems are neglected, minimized, or medicalized in medical discourse They also suggest that clinical protocol should be established to ensure more extensive consideration of the dangerousness implied by reported violenc

Gluten intake in 6- to 36-month-old Danish infants and children

Coeliac disease (CD) affects about 1 % of the general population. Information concerning gluten intake in the general population is scarce. In particular, variation in gluten intake during the complementary feeding period may be an independent risk factor in CD pathogenesis. We determined the intake of gluten from wheat, barley, rye and oats in a cross-sectional National Danish Survey of Dietary Habits among Infants and Young Children (2006–2007). The study population comprised a random sample of 1743 children aged 6–36 months, recruited from the National Danish Civil Registry. The protein contents from wheat, rye, barley and oats were found in the National Danish Food Composition Table, and multiplied with the amounts in the recipes. The amounts of gluten were calculated as the amount of cereal protein × 0·80 for wheat and oats, ×0·65 for rye and ×0·50 for barley. Dietary intake was recorded daily for seven consecutive days in pre-coded food records supplemented with open-answer possibilities. Gluten intake increased with age (P < 0·0001). Oats were introduced first, rapidly outpaced by wheat, the intake of which continued to increase with age, whereas oats started to decrease at 12 months. Boys had a higher intake of energy (P ≤ 0·0001) and all types of gluten, except for barley (P ≤ 0·87). In 8–10-month-old (P < 0·0001) and 10–12-month-old (P = 0·007), but not in 6–8-month-old infants (P = 0·331), non-breast-fed infants had higher total gluten intake than partially breast-fed infants. In conclusion, this study presents representative population-based data on gluten intake in Danish infants and young children

Addressing Multiple Responsibilities in the Early Stages of R&amp;D with Provenance Assessment

A wealth of literature and best practices on Responsible Research and Innovation (RRI) document how it can be implemented in projects. However, each project is too specific to simply replicate existing patterns. Especially in early projects with a high degree of uncertainty, where indicators and measures cannot be applied, the so-called provenance assessment as a methodological change of perspective makes it possible to assess the procedural quality of research by means of narratives. A clear picture of the challenges for European bio-economy projects is sought by mapping the broader debate on "RRI in practice" in the context of biotechnology. The SUSPHIRE project is used as a case study to show how project-specific narratives integrate and signify RRI. By unpacking various concepts of "responsibility" that are already present in the project narrative at an early stage, I will show how this assessment differs significantly from other attempts to "do RRI". It is precisely in the absence of other criteria that the assessment of provenance can bring to the fore the specific form(s) of responsibility inherent in the development of projects