This study explores the process of religious identity formation and examines the emergence of religion as the most salient source of personal and soc

An estimated 200 million children worldwide experience various forms of disability. This critical review extrapolates from existing literature in 2 distinct areas of scholarship: one on individuals with disabilities in disaster, and the other on children in disaster. The extant literature suggests that various factors may contribute to the physical, psychological, and educational vulnerability of children with disabilities in disaster, including higher poverty rates, elevated risk exposure, greater vulnerability to traumatic loss or separation from caregivers, more strain on parents, and poor postdisaster outcomes, unless medical, familial, social, and educational protections are in place and vital social networks are quickly reestablished. Future research needs are outlined in the conclusion.

The purpose of this article is to examine focus groups as a qualitative research method. We describe and evaluate the use of focus groups based on three separate research projects: a study of teachers, parents, and children at two urban daycare centers; a study of the responses of second-generation Muslim Americans to the events of September 11; and a collaborative project on the experiences of children and youth following Hurricane Katrina. By examining three different projects, we are able to assess some of the strengths and challenges of the focus group as a research method. In addition, we analyze the design and implementation of focus groups, including information on participant recruitment, the most effective group size, group composition and issues of segmentation, how to carry out focus groups, and the ideal number of groups to conduct. We pay particular attention to the ways in which focus groups may serve a social support or empowerment function, and our research points to the strength of using this method with marginalized, stigmatized, or vulnerable individuals.

The goal of this article is twofold: to clarify the tenets of convergence research and to motivate such research in the hazards and disaster field. Here, convergence research is defined as an approach to knowledge production and action that involves diverse teams working together in novel ways—transcending disciplinary and organizational boundaries—to address vexing social, economic, environmental, and technical challenges in an effort to reduce disaster losses and promote collective well-being. The increasing frequency and intensity of disasters coupled with the growth of the field suggests an urgent need for a more coherent approach to help guide what we study, who we study, how we conduct studies, and who is involved in the research process itself. This article is written through the lens of the activities of the National Science Foundation-supported CONVERGE facility, which was established in 2018 as the first social science-led component of the Natural Hazards Engineering Research Infrastructure (NHERI). Convergence principles and the Science of Team Science undergird the work of CONVERGE, which brings together networks of researchers from geotechnical engineering, the social sciences, structural engineering, nearshore systems, operations and systems engineering, sustainable material management, and interdisciplinary science and engineering. CONVERGE supports and advances research that is conceptually integrative, and this article describes a convergence framework that includes the following elements: (1) identifying researchers; (2) educating and training researchers; (3) setting a convergence research agenda that is problem-focused and solutions-based; (4) connecting researchers and coordinating functionally and demographically diverse research teams; and (5) supporting and funding convergence research, data collection, data sharing, and solutions implementation.