Towards a better understanding of police experience: An assessment of the unique shifts, crime areas, and duty assignments that officers have worked

Using the survey data from 791 officers in a large western police department in the United States, the current study assesses how officers’ unique work experiences (i.e., shifts, crime areas, and duty assignments) vary and culminate throughout a career in policing. Findings provide a glimpse into the early socialization and work experiences of novice officers and how experiences manifest across officers as they gain years on the job. The results also show that there is particularly high variation in the career work experiences amongst the most tenured officers, which calls into question the validity of using only length of service to measure officer experience. This study closes by discussing the implications that these findings have for future research and practice.

Habitus Adaptation and First-Generation University Students’ Adjustment to Higher Education: A Life Course Perspective

In recent years, research has brought attention to the heterogeneity of resources that first-generation students bring with them to higher education and the factors that assist in these students’ social and academic adjustment to university life. However, few studies have focused on how these students’ early socialization and experiences over the life course influence their adjustment experiences to university. Drawing on Bourdieu’s habitus concept to explore the life histories of first-generation students at a midranked Swedish university, we identify three types of adjustment profiles—Adjusters, Strangers, and Outsiders—and highlight five key factors over the life course that explain why they differ: family resources, early social environment, educational experiences and opportunities, peers, and partners. Our findings suggest that class-related adjustment challenges in college can be traced to different levels of cultural capital acquired during first-generation students’ early socialization but also to capital acquired through sustained contact with cultural capital–abundant social environments throughout their life course, resulting in subtle but consequential habitus adaptations. This study extends previous research in the field by exploring a broader set of social contexts that can spur first-generation students’ cultural capital acquisition before college and facilitate their adjustment to higher education.

Early socialization and environmental enrichment of lactating piglets affects the caecal microbiota and metabolomic response after weaning

The aim of this study was to determine the possible impact of early socialization and an enriched neonatal environment to improve adaptation of piglets to weaning. We hypothesized that changes in the microbiota colonization process and in their metabolic response and intestinal functionality could help the animals face weaning stress. A total of 48 sows and their litters were allotted into a control (CTR) or an enriched treatment (ENR), in which piglets from two adjacent pens were combined and enriched with toys. The pattern of caecal microbial colonization, the jejunal gene expression, the serum metabolome and the intestinal physiology of the piglets were assessed before (-2 d) and after weaning (+ 3d). A differential ordination of caecal microbiota was observed after weaning. Serum metabolome suggested a reduced energetic metabolism in ENR animals, as evidenced by shifts in triglycerides and fatty acids, VLDL/LDL and creatine regions. The TLR2 gene showed to be downregulated in the jejunum of ENR pigs after weaning. The integration of gene expression, metabolome and microbiota datasets confirmed that differences between barren and enriched neonatal environments were evident only after weaning. Our results suggest that improvements in adaptation to weaning could be mediated by a better response to the post-weaning stress.

Guidance for puppy owners.

This chapter describes the role of the veterinary practice in helping potential new owners to choose a puppy for adoption and offer guidance on early socialization and behavioural management throughout its life.

Perceptions of and Exposure to Games of Chance, Gambling, and Video Gaming: Self-Reports of Preadolescents and Parents

Although gambling-related behavior develops in preadolescence, there is a scarcity of research into the early socialization processes in this specific age cohort. For this study, preadolescents’ early perceptions of and practices relating to games of chance, gambling, and video gaming were explored. To account for the perspectives of preadolescents and their parents, we administered semi-structured in-depth interviews with elicitation prompts to 10 Flemish (i.e., Belgian) families with 11- to 12-year-olds. The findings show that different socialization dynamics are at play for the examined media genres. Families were relaxed about young people’s involvement in traditional games of chance activities in a familiar context, pointing to early socialization and cultural normalization dynamics in preadolescents who have not yet reached the legal minimum age. Moreover, the parents were not fully aware of the first gambling and games of chance activities of the preadolescents or of some of their in-game micropayments. They did not yet consider active mediation on these matters to be relevant. Because of this, preventive parental mediation efforts cannot reach their full potential; we call upon future researchers to explore ludoliteracy programs that can increase the resilience of young players in a world of increasingly converged media entertainment.Résumé Malgré le fait que les comportements de jeu se développent durant la préadolescence, il existe peu de recherches sur les processus de socialisation précoce au sein de cette cohorte particulière. Cette étude explore et contextualise les perceptions et les pratiques de jeunes préadolescents en matière de jeux de hasard, de jeux d’argent et de jeux vidéo. Dans le but de sonder le point de vue à la fois des jeunes et de leurs parents, nous avons mené des entrevues semi-dirigées approfondies, comportant des questions incitatives, auprès de 10 familles flamandes (c’est-à-dire belges) comptant des jeunes de 11 à 12 ans. Selon nos résultats, différentes dynamiques de socialisation opèrent selon le genre de média. Les parents voient d’un bon œil la pratique des jeux de hasard classiques au sein du cercle familial, ce qui indique une dynamique de socialisation précoce et de normalisation culturelle chez les préadolescents qui n’ont pas encore atteint l’âge minimum légal. Par ailleurs, les parents sondés n’étaient pas pleinement conscients des premiers jeux de hasard et d’argent pratiqués par leurs préadolescents ni de certains micropaiements qu’ils avaient effectués. Ils ne considéraient pas encore comme pertinente l’idée d’intervenir activement sur ces questions. Puisque les efforts des parents en matière de prévention n’atteignent pas pleinement leur but, les recherches futures devraient s’intéresser aux programmes de ludo-littératie destinés à améliorer la résilience des jeunes joueurs dans un monde de divertissement médiatique caractérisé par une convergence grandissante.

Age Invariance in Implicit Bias: Alternative Perspectives and Their Implications for the Development of Implicit Cognition

Current theories of social cognition assume that implicit bias is influenced by early socialization experiences. To the extent that implicit biases reflect traces of past experiences, they should form slowly over time and grow with repeated experience. However, most research examining implicit bias in children indicates that levels of bias do not vary across age groups (i.e., age invariance). This article reviews the dominant theoretical interpretation of age invariance in implicit bias and considers alternative interpretations for these findings in light of several methodological and theoretical limitations. Specifically, the available evidence cannot distinguish between the effects of cohort versus development, category versus exemplar, attitude activation versus application, ingroup versus outgroup evaluation, or attitude-versus control-oriented processes. When considered from a developmental perspective, these issues suggest plausible alternative interpretations of age invariance, with important implications for understanding the mechanisms underlying the formation of implicit cognition and theories of implicit cognition.

“The Green Sea Yard of Varna” – the innovative project in the focus of early child development

We present an innovative approach to early child development (ECD), designated as a priority for all societies. Traditional ECD services of the Bulgarian health system are predominantly medical or pedagogical provided by GPs and nurseries. This leaves space for interdisciplinary services based on the ideas of Françoise Dolto focused on child-parent relationships. The Green Sea Yard of Varna, Bulgaria, aims at providing accessible space for early socialization of children and preventive psychosocial services by experts in ECD. The process oriented work combines: psychosocial accompaniment, social group & community work, psychoanalytic consultation with medical expertise. Specialists use direct observation, interviews, analysis of available information, hypothesis development. Questions to be answered: is there a recognized need for a space enhancing and stimulating the interaction between the three main subject in ECD child-parents-specialists; is there a need for a transitional space between the home and kindergarten enabling early child socialization; which are the most prevalent mental and behavioral problems and their earliest symptoms. For 104 working days (December 2018-February 2020), 2 000 visits of 257 children have been performed, including 400 individual consultations of 51 children at risk. Smooth adaptation to nursery was experienced by 15,5% of children. The most prevalent problems are: insufficient to lacking parent-child verbal communication; delayed speech development; aggressive behavior towards peers. The main lessons are: (1) There is a recognized by specialists, families and the community need for transitional spaces enabling children to experience first social encounters and concepts of social rules and norms; (2) the space stimulates both formal and informal quality communication between specialist and parents and mutual informal support between parents; (3) leading to a new view for the child as an autonomous person. Key messages The Green Sea Yard of Varna is the first innovative space for interdisciplinary approach to ECD, early socialization, care & prevention in our community fully applicable to other places and cultures. The project is in line with SDGs, contemporary scientific visions for the first 1000 days of a child's life and the WHO strategy for the prevention of child’s health in the family and in society.

Early Socialization and Opinions of Musicianship Among Preservice Music Teachers

The development of musicianship is a fundamental learning outcome for music students. The purpose of this study was to examine the early socialization experiences of preservice music teachers, as well as their opinions about musicianship. A total of 138 undergraduate music education students completed a three-part online questionnaire. The large ensemble setting was the most common source of learning and participants believed this setting contributed to the development of overall musicianship more so than any other source of learning. “Learning songs from notation” and “Music analysis” were perceived as most valuable in developing musicianship. Kruskal–Wallis tests showed differences in conceptions of musicianship based on the instrument played, but not among other socialization variables. Based on the findings, I conclude that preservice music teachers are being socialized to conceive of musicianship in ways that suit an existing school model, rather than contemporary and evolving music cultures found outside of schools.