This chapter provides a theory of the ethics of revolution and the ethics of interventions in revolutions. It sets the stage for the ethical discussion by using the descriptive-explanatory theory of revolution laid out in Chapter 3 to identify the special ethical problems revolutionaries face and the consequences for intervention of the ways in which revolutionaries will typically address those problems. The chapter states and criticizes two widely accepted principles that are supposed to provide guidance to potential interveners in revolutions. The first is the principle that no intervention should be undertaken without the consent of the people in the country that is the target of the intervention. The second is the principle, advocated by John Stuart Mill, that widespread participation in a movement to overthrow the existing regime, understood as an indication of a pervading commitment to revolution, is a necessary condition for justified intervention. This chapter argues that neither principle provides useful guidance as to intervention because both ignore certain features of real-world revolutions. This conclusion confirms an important thesis of the book, namely, that normative inquiries about social change, including investigations to articulate the ethics of revolution and intervention in revolution, must be grounded in an accurate understanding of the morally relevant facts about the phenomena in question. This chapter also extends and deepens the discussions of the explanatory power of the concept of ideology first developed in Chapters 2 and 3, arguing that ideologies can serve to rationalize the use of coercion and violence that otherwise would be regarded as morally prohibited. Finally, this chapter explains how the choice is not between morality and self-interest as drives of social change but is rather a matter of understanding how self-interest can be served by the strategic employment of moral concepts and principles.

Mental illness continues to be a leading cause of illness in Australia and Aotearoa New Zealand. The effects of reduced mental health have significant consequences for individuals, families and the community. Prevention and early intervention are crucial to improve health outcomes. Much of the support and care for individuals and families experiencing mental health illness occurs within the community, and nurses are major providers of that care. This chapter focuses on the role of community mental health nurses in providing recovery-orientated care for individuals living with mental illness and their families.

An introduction to attachment theory while completing an undergraduate degree in South Africa opened an opportunity to study at Johns Hopkins University with the recognized mother of attachment theory, Mary Ainsworth. My tenure with her was intensive but short, as she decided to leave Hopkins for Virginia, leading me to head further north to Yale, though not until Ainsworth had introduced me to both Melvin Konner (a distinguished anthropologist) and Urie Bronfenbrenner, a doyen of developmental psychology then determined to radically transform stuffy developmental psychology into a contextually sensitive sub-discipline. With Ainsworth and Bronfenbrenner as off-site mentors, William Kessen introduced sophisticated developmental theory while Edward Zigler expounded the importance of using research to inform social policy in pursuit of a better world for children.

Chapter 3 presents localized peace enforcement theory. It first discusses the challenges facing individuals involved in a communal dispute. Reflecting on these obstacles to peaceful dispute resolution, the chapter outlines a formal micro-level theory of dispute escalation between two individuals from different social groups who live in the same community. It explains how international intervention shapes escalation dynamics. The chapter then shifts the focus to local perceptions of intervener impartiality, which the theory posits are a key determinant of whether a UN intervention succeeds in preventing the onset of violence. The identifies the importance of multilateralism, diversity, and the nonuse of force as critical factors shaping local perceptions and, as a result, UN peacekeeping effectiveness. Critically, the theory does not suggest that UN peacekeepers will always succeed, or that all kinds of UN peacekeepers will succeed. Indeed, perceptions of UN peacekeepers vary depending on the troop-contributing country and the identity of the civilians involved in the dispute. The chapter closes with a discussion of the most important hypotheses derived from the theory.

A primary goal of prejudice and stereotyping research is to reduce intergroup disparities arising from various forms of bias. For the last thirty years, much, perhaps most, of this research has focused on implicit bias as the crucial construct of interest. There has been, however, considerable confusion and debate about what this construct is, how to measure it, whether it predicts behavior, how much it contributes to intergroup disparities, and what would signify successful intervention against it. We argue that this confusion arises in part because much work in this area has focused narrowly on the automatic processes of implicit bias without sufficient attention to other relevant psychological constructs and processes, such as people’s values, goals, knowledge, and self-regulation (Devine, 1989). We believe that basic research on implicit bias itself is important and can contribute to reducing intergroup disparities, but those potential contributions diminish if and when the research disregards controlled processes and the personal dilemma faced by sincerely nonprejudiced people who express bias unintentionally. We advocate a renewed focus on this personal dilemma as an important avenue for progress.

In this chapter, I reflect on how to go about applying Conversation Analysis (hereafter CA). When applying CA, we are concerned with the management of social institutions in interaction. However, the applied nature of our work means going beyond description, using the theories, principles, and methods of CA to address or ‘solve’ professional/practical ‘problems’ with roots or bases in interaction. For example, addressing public-health challenges, such as how physicians can resist ‘pressure’ for unwarranted antibiotic prescriptions during consultations for respiratory illnesses; or solving difficult or sensitive organizational tasks, such as how best to ask callers about their backgrounds in the service of ethnic monitoring on a telephone helpline. Here, the analyst is guided by professional/practical ‘problems’ or concerns. In the absence of existing guidance, I propose six key methodological steps for applying CA. These steps characterize the different kinds of ‘backstage’ and ‘frontstage’ work that support our attempts to address such ‘problems,’ and to identify and share ‘solutions.’ Along the way I provide illustrative examples, both historical and contemporary. Finally, I highlight some of the ethical and moral dilemmas we might need to navigate in the service of such work.

This chapter focuses on the Black Parenting Strengths and Strategies (BPSS), a parenting intervention developed to incorporate the most successful strategies used by parenting and child development specialists, while drawing on the strengths, unique parental strategies, and processes inherent in Black families (e.g., racial socialization). Interested in how BPSS fairs when implemented in less controlled settings (real-world contexts), BPSS was subsequently evaluated via an effectiveness study (Coard et al., ), which provided additional support for the feasibility and receptibility of the BPSS program and highlighted the potential effectiveness. We describe the process undertaken as part of the effectiveness study to evaluate BPSS and describe its “real-world” implementation across multiple community centers/settings servicing Black/African American families. Informed by a community-based participatory approach, we (a) provide the rationale for and an overview of the BPSS, (b) describe the translational process in implementing BPSS, (c) outline lessons learned, and (d) summarize the recommendations for practitioners’ use of BPSS.

Sociology is a science concerning itself with the interpretive understanding of social action and thereby with a causal explanation of its course and consequences. Empirically, a key goal is to find relations between variables. This is often done using naturally occurring data, survey data, or in-depth interviews. With such data, the challenge is to establish whether a relation between variables is causal or merely a correlation. One approach is to address the causality issue by applying proper statistical or econometric techniques, which is possible under certain conditions for some research questions. Alternatively, one can generate new data with experimental control in a laboratory or the field. It is precisely through this control via randomization and the manipulation of the causal factors of interest that the experimental method ensures – with a high degree of confidence – tests of causal explanations. In this chapter, the canonical approach to causality in randomized experiments (the Neyman–Rubin causal model) is first introduced. This model formalizes the idea of causality using the "potential outcomes" or "counterfactual" approach. The chapter then discusses the limits of the counterfactual approach and the key role of theory in establishing causal explanations in experimental sociology.