Examining the Psychometric Properties of the Sexual Excitation/Sexual Inhibition Inventory for Women (SESII-W) in a Sample of Lesbian and Bisexual Women

The Sexual Excitation/Sexual Inhibition Inventory for Women (SESII-W) assesses propensities for sexual excitation (SE) and inhibition (SI). Previous research utilizing the SESII-W included samples comprised exclusively or almost entirely of heterosexual women. The purpose of this study was to examine the psychometric properties of the SESII-W and assess its relation to aspects of sexual function within a sample of lesbian and bisexual women. The sample included 974 self-identified bisexual (n = 733) or lesbian/homosexual (n = 241) women who completed an online survey including items assessing women’s sexual behaviors, feelings, and functioning, sociodemographics, and the SESII-W. The sample was split; exploratory factor analyses were conducted on the first half, yielding eight lower-order factors with two higher-order factors. Confirmatory factor analysis was conducted on the second half and suggested reasonable model fit. SI was positively correlated with sexual problems and negatively correlated with sexual pleasure; the correlations were significant but small. Hierarchical regression analyses were conducted to examine the relationships between SESII-W scores and sexual problems/sexual pleasure, controlling for age, relationship duration, and relationship status. Four lower-order factors predicted reports of sexual problems. Findings indicated the SESII-W has similar psychometric properties among sexual minority women as it does among heterosexual women.     

Revisiting retesting in the estimation of proportions by group testing

In the estimation of a proportion p by group testing (pooled testing), retesting of units within positive groups has received little attention due to the minimal gain in precision compared to testing additional units. If acquisition of additional units is impractical or too expensive, and testing is not destructive, we show that retesting can be a useful option. We propose the retesting of a random grouping of units from positive groups, and compare it with nested halving procedures suggested by others. We develop an estimator of p for our proposed method, and examine its variance properties. Using simulation we compare retesting methods across a range of group testing situations, and show that for most realistic scenarios, our method is more efficient.     

Factors That Impact a Social Worker's Capacity to Supervise a Student

With sector constraints and higher education economic imperatives increasingly impacting the provision of social work field education, university programs lack an understanding of the factors that enable or prohibit field educators’ capacity to provide placements. Despite the significance of field education in the curriculum, it remains unclear what the experiences and motivations of field educators are to provide universities with student placements. This research addresses this gap through surveying 101 field educators that attended statewide Victorian field education training. Results indicated that although field educators recognised the benefits of supervising students, workload relief, additional training, and further student placement preparation by the university were emphasised as the primary factors that would enable them to respond positively to placement requests. Payments for placements did not necessarily ameliorate these issues nor guarantee the provision of more placements. The implications of these findings for universities and the field are discussed.     

Aerodynamic roughness variation with vegetation: analysis in a suburban neighbourhood and a city park

Urban Ecosystems - Local aerodynamic roughness parameters (zero-plane displacement, z d , and aerodynamic roughness length, z 0 ) are determined for an urban park and a suburban neighbourhood with...     

Self-Reported Personal Well-Being of Youth Accessing Intensive Mental Health Treatment

Normative samples have been shown to rate their personal wellbeing (PWB) as positively high and high PWB is associated with many enduring benefits. Cummins (J Happiness Stud 10(6):1–17, 2009) has suggested that PWB has an equilibrium that is set at a rather high positive state and maintained through psychological mechanisms he termed homeostatic protected mood (HPM). Investigators who have explored PWB and mental health disorders have often focused on schizophrenia in adult populations, with varied results, and scant attention has been paid to clinical samples of youth with emotional and/or behavioral disorders. The purpose for this report was to explore the level of PWB reported by a subsample of youth who accessed residential treatment (n = 30) and intensive home based treatment (n = 33) at 12–18 months post-discharge, and explore whether clinical variables could predict PWB. Many youth reported high PWB despite experiencing continued challenges in symptoms and psychosocial functioning. Demographic and clinical characteristics did not predict participants’ PWB scores, lending support for the HPM theory with this sample of youth with emotional and behavioral disorder.     

‘Back to our Roots?’ Re-visiting psychoanalytically-informed baby and young child observation in the education of student social workers

While there is a well-established literature on psychoanalytically-informed baby and young child observation in social work education, little has been published recently. This paper reviews the rationale for its use, evaluating its impact on students’ learning in the light of contemporary policy and practice contexts facing social work education. Analysis of feedback gained from a recent cohort, identifies three ways in which learning through baby and young child observation contributes: firstly, students encounter and learn about the complexity of child development from the direct experience of observing and secondly, observing facilitates the development of important skills for practice; students’ ‘use of self’. Thirdly, through observing, students describe how they develop the capacity to take-up and sustain a professional role. Well-structured teaching and learning through observation is therefore shown to provide a rigorous, theoretically-grounded contribution to the training of university-based social work students entering this complex and challenging professional field.