The life-course of methamphetamine users in Aotearoa/New Zealand: School, friendship and work

As part of the first qualitative-based research on the life-course of methamphetamine users in Aotearoa/New Zealand, this paper analyses the life domains of school, friendship and work. Through application of interactional theory, this paper increases understanding of the situational contexts and interpersonal factors that influence drug use trajectories and the transition from one life domain to another by identifying the patterns within each domain and the influence school, friendship and work exerts on drug use and, conversely, how drug use impacts on school, friendship and work. The analysis discovered 20 commonly shared adverse experiences that hindered educational and employment success and contributed to drug use, including: negative school transitions, significant turning point events, weak commitment to school, poor school attitude and performance, low academic achievement, low school and work ambition, low parental expectations, and high levels of mental health issues, delinquency, delinquent peer involvement, bullying victimisation, work victimisation, unstable careers and illegal economic activities. Specifically, it was common for interviewees to ‘track backwards’ in high school. This study highlights the importance of the educational domain for altering drug use trajectories, especially high school.

DIALOGICAL LINGUISTICS IN RUSSIA: THE HISTORY OF FORMATION AND THE CURRENT STATUS

The article is an outline of the development of Dialogical Linguistics in Russia. It represents its milestones of formation and the current state. Dialogical Linguistics is considered to be an integral linguistic branch, claiming the status of a distinct «research program» and comprises such sections as follows: Linguistics of Dialogical Text, Linguistic Theory of Replication, Interactional Theory of Dialogue, General Theory of Dialogue. In the final part of the article, the principles of dialogical modeling of linguistic objects are being formulated.

Modeling the Reciprocal Relationships Between Group-Based Developmental Trajectories of Peer Delinquency and Self-Reported Delinquency During Adolescence: An Application of Interactional Theory

This study examines whether one’s own delinquency and peer delinquency are reciprocally related and how prior delinquency and bonding variables influence peer delinquency trajectories. Using data from a 6-year follow-up study of 2,351 Korean adolescents, the study incorporates a group-based model to identify subgroups, each having a unique pattern of peer delinquency trajectories. The models yielded three subgroups: the early-onset and declining, the late-onset, and the nonoffending groups. The results reveal that compared with the nonoffending group, prior delinquency was significant for both the early-onset and decreasing and late-onset groups. Membership in the early-onset and decreasing group was associated with a greater likelihood of prior delinquency compared with the late-onset group. Commitment to school rule differentiated the early-onset and decreasing group from the nonoffending group, and partially mediated the effect of prior delinquency. The late-onset group members reported the highest probability of later delinquent behavior among the three groups.

Teoria Sociointeracionista e a Aquisição da Linguagem: Contribuições para o Desenvolvimento Humano / Socio-Interactional Theory and Language Acquisition: Contributions to Human Development

Dentre as milhares de espécies de seres vivos existentes em nosso planeta Terra a humana é, sem dúvidas, considerada cientificamente e cognitivamente como a mais desenvolvida. Embora não tenhamos sido os primeiros a habitar o planeta, fomos, devido às modificações genéticas, ambientais e culturais, os que mais se adaptaram aos diferentes contextos ao longo da história do planeta. Ao partirmos dessa assertiva, o presente artigo propõe-se a discutir sobre as principais contribuições das teorias sociointeracionistas para o processo de aquisição da linguagem em uma perspectiva sociocultural. Acredita-se que o desenvolvimento humano se dá justamente por meio dessa capacidade de representação simbólica da linguagem para as interações cotidianas. Nosso enfoque foi de base sociointeracionista e elencou o processo de desenvolvimento humano com base na história da evolução de nossas capacidades interacionais, considerando a interface entre aspectos biológicos e sociointeracionais fundamentados em (de) Tomasello (1999, 2000, 2003, 2004), Kendon (1985, 2000) Vygotsky (1978) e Cavalcante (1994, 1999, 2011).