U.S. immigration policy: the guestworker option revisited

In guestworker programs foreign nationals are admitted into another country on a nonmigrant status with severely curtailed social and limited labor market rights. The duration of stay is always finite and compliance with the terms of the contract are entered through a network of legal arrangements which allow officials in the receiving country a substantial amount of administrative discretion. Pro-guestworker arguments say that the borders cannot be closed, that guestworkers can be substituted for illegal aliens, that guestworkers are better than illegal aliens, and that additional labor benefits the US economy. Those against guestworker programs stress longterm socioeconomic issues rather than short-term economic advantages, saying that guestworker programs are no quick answer for illegal immigration, for domestic labor shortages, or for the US poor population. Guestworker programs, its opponents say, provide short-run economic benefits to a few employers and individuals at the expense of more widespread and longterm socioeconomic costs. They oppose: 1) the concept of admitting foreign workers with restricted rights, 2) the concentration of any negative labor market impacts on already disadvantaged domestic groups, 3) the proliferation of "jobs which Americans won't take," 4) many temporary guests ending up permanent residents, and 5) that exporting workers is as likely to impede as accelerate job-creating economic development in immigration countries. Most economists believe that diminishing marginal productivity produces downward-sloping short-run demand for labor schedules. The European experience with these programs has been different than those in the US since foreign workers in Europe were initially recruited in response to actual labor shortages and have always had legal status, but both Europe and the US have experienced large contingents of workers who remain in the countries and are at a pronounced power disadvantage regarding the society's institutions. Studies of guestworker programs have shown that worker flows eventually become impervious to the receiver's actual labor needs as employers disaggregate jobs into components which match the low skills of migrants and create additional foreign worker jobs which are then shunned by native labor, thus perpetuating a need for such labor. If the US opts for a large-scale guestworker program this will only replace 1 set of problems with another and it is not at all certain that large-scale guestworker admissions will proportionately reduce illegal migration inflows.     

Impact evaluation of Drug Abuse Resistance Education (DARE).

The purpose of this study was to assess the impact of Drug Abuse Resistance Education (DARE) on fifth-grade students in the Long Beach Unified School District in Long Beach, California. The research suggests that DARE does not significantly change the amount of drug use, which is minimal at the fifth grade level. In general, children receiving DARE during the study period maintained existing levels of drug abuse. Approximately 3,000 students participated in the study. A pretest and posttest self-report survey was utilized during the Fall 1989 semester for experimental and control groups. As DARE programs gain popularity in other school districts, school administrators need more information on the program to decide if DARE should be presented in their schools. Administrative decision-making must consider program effectiveness and curriculum time constraints.     

Effectiveness of refusal skills software

This research explores the potential of making social skills training more accessible to schools by the use of computer-aided instruction. An easy-to-use software program called Refusal Challenges, which targets important social skills with effective training methods, was tested. The dependent measure was demonstration of refusal skills strategies. One-hundred-eighty-eight male and female eighth-grade students were stratified according to pre-treatment refusal skill level, gender, and teacher. They were then randomly assigned from the stratified blocks to either the computer-based refusal skills training group or a control group. Repeated measures analyses of variance indicated a significant and meaningful time by treatment interaction for refusal skills scores. The difference between treatment and control groups remained significant and meaningful at both the post-test and follow-up testing.     

Preventing Child Sexual Abuse: Body Safety Training for Young Children in Turkey

The “Body Safety Training Program” is an education program aimed at ensuring children are informed about their body and acquire self-protection skills. In this study, a total of 83 preschoolers were divided into experimental and control groups; based on a power analysis, 40 children comprised the experimental group, while 43 children comprised the control group. The “Body Safety Training Programme” was translated into Turkish and content validity was determined regarding the language and cultural appropriateness. The “What If Situations Test” (WIST) was administered to both groups before and after the training. Mann–Whitney U Test, Kruskal–Wallis Variance Analysis, and the Wilcoxon Signed Ranks Test were used to compare between the groups and the Spearman correlation analysis was used to determine the strength of the relationship between the dependent and independent variable. The differences between the pretest and posttest scores for the subscales (appropriate recognition, inappropriate recognition, say, do, tell, and reporting skills), and the personal safety questionnaire (PSQ) score means for the children in the experimental group were found to be statistically significant (p < .001). The posttest–pretest difference score means of the experimental group children for WIST saying, doing, telling and reporting, total skills, and PSQ were found to be statistically significant as compared to that of the control group (p < .05). The “Body Safety Training programme” is effective in increasing the child sexual abuse prevention and self-protection skills in Turkish young children.     

Social skills, competence, and drug refusal efficacy as predictors of adolescent alcohol use

Numerous alcohol and drug abuse prevention trials have included social resistance training as a strategy for reducing early-stage adolescent alcohol use. Evaluations of these trials has shown them to be moderately effective, although the precise impact of the resistance training in comparison to other programmatic features has not been clearly identified. The current study examined the extent to which assertiveness and related social skills, personal competence (perceived cognitive mastery), and refusal efficacy predict alcohol involvement. Males were at greater risk for poor refusal skills and reported higher alcohol involvement. Cross-sectionally, youth characterized by poor social skill development reported lower refusal efficacy, lower grades, poor competence, and more alcohol use. Poor refusal efficacy was associated with more risk-taking, lower grades, less competence, and more alcohol use. Longitudinally, both poor refusal skills and risk-taking were associated with higher alcohol use. High personal competence was associated with lower alcohol use in both the eighth and tenth grades, but had no long-term effects on alcohol use. Findings highlight the close interplay between perceived competence and refusal skill efficacy, both of which should be included as essential components of school-based prevention strategies.     

Capitalizing on the human-animal bond to teach ethics to youth

The purpose of this study was to evaluate the effectiveness of a livestock ethics curriculum developed for high school students in agricultural education classes. The curriculum was developed in response to numerous unethical occurrences at major livestock shows in recent years. These have included drug violations, physical alteration of animals, and excessive involvement of professional livestock handlers. The curriculum was taught to 305 students enrolled in eight Indiana high school agriculture programs. Data were collected using a pretest and posttest. Eighty-six percent of participants improved their score from the pretest to the posttest. Participants increased their awareness and knowledge of the overall principles involved in making ethical choices when faced with decisions in youth livestock programs. Students improved their understanding of the consequences associated with making unethical choices when faced with decisions in the youth livestock program. Participants were more likely to make an ethical choice when faced with a scenario featuring an ethical dilemma. Participants who had previously been enrolled in 4-H, Future Farmers of America, or an animal project had higher scores than those who had not been previously enrolled, but the amount of change from pre- to posttest was similar for those with and without such prior exposure. Future research should examine whether mastery of this kind of ethics curriculum will lead to better ethical choices in real-life situations.     

Ethnic identity, neighborhood risk, and adolescent drug and sex attitudes and refusal efficacy: the urban African American girls' experience

This study examined the impact of ethnic identity and neighborhood risk on drug and sex attitudes and refusal efficacy among early adolescent urban African American females (n = 175). The model also predicted a moderating relationship of ethnic identity on neighborhood risk for drug and sex attitudes and refusal efficacy. Data were collected as part of a larger drug education program and analyzed via hierarchical multiple regression. The analyses controlled for household structure and menarche. Results indicated a direct relationship of higher ethnic identity and higher sexual refusal efficacy, higher disapproval of drug use, and lowered intentions to use drugs. Neighborhood risk was directly related to lower disapproval of drug use. There was a small moderating effect of ethnic identity on neighborhood risk for intention to use drugs. Findings provide support for prevention programs for African American youth that seek to reduce risk behaviors by increasing ethnic identity, particularly in low resource communities.     

Cultivating Compassion for Self and Others: A School-Based Pilot Study for Peer-Nominated Caring Adolescents

Many have called for school-based student programs that teach skills related to self-care and caring for others. Here, such a program for peer-nominated adolescents was developed and piloted virtually at one high school during the COVID-19 pandemic. Results of a longitudinal, quasi-experimental evaluation of the program showed high-quality program implementation and promising program impacts. Effect sizes indicated moderate to large program impacts on improvements in adolescents' self-compassion, sense of interdependence, and perspective-taking, and female adolescents' interoceptive awareness, compared to controls. No group differences in compassion for others were found. The need for more research on programs that help adolescents balance compassion for the self and for others is discussed.     

Exploratory Evaluation of a School-Based Child Sexual Abuse Prevention Program

Internationally, efficacy studies of school-based child sexual abuse prevention programs display a series of methodological shortcomings. Few studies include adolescent participants, recording of disclosures has been inconsistent, and no studies to date have assessed presenter adherence to program protocols or summated the costs of program implementation. A pretest–posttest waitlist control design was used to evaluate the Tweenees program delivered to grade 6 (n?=?88) and grade 7/8 students (n?=?117) compared to a control (n?=?185). Outcome measures included a knowledge/skills questionnaire, systematic coding of disclosures, and video interaction analysis of lessons. Costs were calculated per student, class, and school. Adolescents made small knowledge and skills gains indicating a program ceiling effect. Implementation analysis suggests low levels of adult control facilitated disclosures. Program costs were relatively inexpensive. Recommendations are made for future research.     

Twenty-first century learning after school: the case of 4-H

Founded in the early 1900s, the 4-H Youth Development program can serve as a model for out-of-school programs of the twenty-first century. The 4-H pledge, repeated by its members--over 7 million, ranging in age from five to twenty--articulates its core values: "I pledge: My head to clearer thinking, My heart to greater loyalty, My hands to larger service, and My health to better living for my club, my community, my country, and my world." The 4-H Development movement was created to provide opportunities for rural children, to help them become constructive adults. Through an emphasis on "learning by doing," 4-H teaches children the habits of lifelong learning. Historically, 4-H has tapped into university-level advancements, extending such knowledge to youth and thereby giving them early access to scientific discoveries and technological progress. Members apply this learning in their communities through hands-on projects crossing a wide-range of pertinent topics. Research shows that 4-H members are more successful in school than other children and develop a wide range of skills essential in the twenty-first century. Thus, the author makes the case that the foundation of 4-H is exceptionally relevant in today's complex world, perhaps even more so than a century ago. 4-H is a leader in youth development, making it a natural model for twenty-first century after-school programs. Expanding on the 4-H pledge, the author outlines the principles a successful youth development program would have: an emphasis on leadership skills, a feeling of connection and belonging, a forum for exploring career opportunities, and a component of meaningful community service.     

Age Variation in Performance Among Preschool Children in a Sexual Abuse Prevention Program

The purpose of this study was (a) to determine whether preschool age children could be taught sexual abuse prevention skills and concepts, and (b) to determine if any variation in performance exists as a function of the age of the child. Over 1300 preschool children ages 3-to-6-years were pretested and either participated in the prevention program or a control program. Children were posttested on knowledge and skill gains. Children who participated in the prevention program demonstrated greater knowledge of prevention skills and concepts compared to age matched controls. The benefits of participation in prevention program varied across age groups. Multiple comparison of posttest means indicated that trained 4-, 5-, and 6-year-olds demonstrated significantly greater knowledge of prevention skills and concepts than 3-year-olds. Trained 6-year-olds demonstrated significantly greater knowledge than trained 4-year-olds. The results indicate that preschool age children can be taught prevention skills and concepts. However, benefit from participation in prevention programs varies with age.     

THE LONG-TERM EFFECTS OF THE COUPLE COMMUNICATION PROGRAM

The immediate and long-term impact of the Couple Communication Program was assessed. Seventeen married couples were assigned to training groups. Change was assessed using self-report measures of marital adjustment and communication quality along with behavioral ratings of couple verbal interaction. Couples increased significantly on all measures at immediate posttest. Marital adjustment returned to pretest levels by five month follow-up. Couple perceived communication quality and rater judged communication quality maintained posttest levels. The findings suggest a need for more skills training in the program, an increase in length of the program, and consideration of program improvements designed to enhance generalization.     

100 years of "just say no" versus "just say know". Reevaluating drug education goals for the coming century

Through comparative socio-historical analysis of American school-based drug education, this review critically examines past perspectives and practices and how they shaped current programs. Among the key findings emerging from this analysis: Contrary to the popular belief that drug education began in the 1960s, its roots actually go back at least 115 years to the advent of compulsory temperance instruction. Although the particular substances targeted by such approaches have changed, the underlying approaches and dominant "no-substance-use" injunction has not. Despite the existence of "informed choice" approaches, throughout much of this period, evaluation efforts continue to be constrained by the limited dictates of "no-use" perspectives. A pragmatic alternative to contemporary "Just Say No" education is offered that strives to minimize potential harm resulting from the uninformed misuse of licit and illicit substances. A unique evaluative strategy designed to assess the effectiveness of this form of "informed choice" or "harm reduction" drug education is discussed.     

Parent training to reduce problem behaviors over the transition to high school: Tests of indirect effects through improved emotion regulation skills

Adolescent problem behaviors are costly for individuals and society. Promoting the self-regulatory functioning of youth may help prevent the development of such behaviors. Parent-training and family intervention programs have been shown to improve child and adolescent self-regulation. This study helps fill gaps in knowledge by testing for indirect effects of the Common Sense Parenting® (CSP) program on reduced substance use, conduct problems, and school suspensions through previously identified short-term improvements in parents' reports of their children's emotion regulation skills. Over two cohorts, 321 low income families of 8th graders were enrolled and randomly assigned to either the standard CSP program, an adapted CSP Plus program, or a minimal-contact control condition. Pretest, posttest, 1-year follow-up, and 2-year follow-up survey assessments were completed by parents and students with 94% retention. Intent-to-treat multivariate path analyses were conducted. Neither intervention had statistically significant total effects on the three targeted adolescent outcomes. CSP, but not CSP Plus, had statistically significant indirect effects on reduced substance use and school suspensions at the 1-year follow-up as well as conduct problems and school suspensions at the 2-year follow-up through increased child emotion regulation skills at posttest. Findings provide some support for emotion regulation as one pathway through which the intervention was associated, indirectly, with reduced substance use, conduct problems, and school suspensions among at-risk students over the high school transition.     

Evaluation of a cross-cultural training program for Pakistani educators: Lessons learned and implications for program planning

In this paper, we share the results of a summative evaluation of PEILI, a US-based adult professional development/training program for secondary school Pakistani teachers. The evaluation was guided by the theories of cultural competence (American Psychological Association, 2003, Bamberger, 1999, Wadsworth, 2001) and established frameworks for the evaluation of professional development/training and instructional design (Bennett, 1975, Guskey, 2002, King, 2014, Kirkpatrick, 1967). The explicit and implicit stakeholder assumptions about the connections between program resources, activities, outputs, and outcomes are described. Participant knowledge and skills were measured via scores on a pre/posttest of professional knowledge, and a standards-based performance assessment rubric. In addition to measuring short-term program outcomes, we also sought to incorporate theory-driven thinking into the evaluation design. Hence, we examined participant self-efficacy and access to social capital, two evidenced-based determinants or “levers” that theoretically explain the transformative space between an intervention and its outcomes (Chen, 2012). Data about program determinants were collected and analyzed through a pre/posttest of self-efficacy and social network analysis. Key evaluation findings include participant acquisition of new instructional skills, increased self-efficacy, and the formation of a nascent professional support network. Lessons learned and implications for the design and evaluation of cross-cultural teacher professional development programs are discussed.     

The Bernese Program against Victimization in Kindergarten and Elementary School

The Bernese Program against Victimization in Kindergarten and Elementary School was designed to be adaptable to the very different situations and needs encountered by teachers in kindergarten and elementary school. The basic principle of the program is to enhance teachers' ability to address bullying. The program consists of six modules, each corresponding to a specific topic. Teachers are urged to implement the tasks discussed during the meetings in their own classes during the time between the meetings. The program has been evaluated using a prevention-control pre- and posttest design. The informants were teachers as well as children. There was a significant interaction between time (pre- and posttest) and group (prevention and control) as to victimization. Changes in teachers' attitudes toward bullying and their ability to cope with such problems were also significant and in the expected direction.     

The impact of a culturally enhanced drug prevention program on drug and alcohol refusal efficacy among urban African American girls

This study examined the utility of the Specific Event Drug and Alcohol Refusal Efficacy scale (SEDARE) as an outcome of a culturally enhanced drug abuse prevention program for urban African-American girls in early adolescence. The SEDARE captures the perceived likelihood that youth will use drugs and alcohol in specific situations. Ninety-two girls participated in the program. Girls in the intervention group had higher drug refusal efficacy as measured by the SEDARE than girls in the comparison group. Girls varied in situations they perceived they could refuse drugs and alcohol. Findings are discussed with implications for drug abuse prevention programs for urban African-American girls.     

The devil is in the details: examining the evidence for "proven" school-based drug abuse prevention programs

In an effort to promote evidence-based practice, government officials, researchers, and program developers have developed lists of model programs in the prevention field. This article reviews the evidence used by seven best-practice lists to select five model prevention programs. The authors' examination of this research raises questions about the process used to identify and publicize programs as successful. They found limited evidence showing substantial impact on drug use behavior at posttest, with very few studies showing substantial impact at longer follow-ups. The authors advocate additional long-term follow-up studies and conclude by suggesting changes in the procedures for developing best-practice lists.     

China's experience in population control: the elusive model

A critique of a report prepared for the Committee on Foreign Affairs of the U.S. House of Representatives titled "China's experience in population control: the elusive model is presented. The title is criticized, pointing out that the Chinese have done nothing "elusive," but, instead, have used methods familiar to family planning experts the world over. They have brought services close to home, used a variety of paramedical and lay people drawn from the community, have made services free, have offered a choice of services, and have used people from within the community for family planning education. Neither have the Chinese been secretive about it, as the report implies. It is the American refusal to admit that the People's Republic of China was the accepted government of the region which made Americans ignorant of developments. The report's author also seems unwilling to admit that the reason for the success of the program is that it has been integrated into a total plan for the improvement of socioeconomic conditions for the average person. Since 1949 some 200 million people have been added to the population of China, nearly the population of the U.S. Despite this large population growth, conditions have improved and the starvation which used to be common has been eliminated. Population growth has not been a bar to development. Any country which tries to reduce family size without putting it in a total context of development will find it difficult to succeed. Other developing nations cannot borr ow China's experience in toto as circumstances vary from country to country, but the essence is that no viable solution to population problems can be brought be fertility reduction invest as such. Meaningful socioeconomic change is also essential.     

The Effectiveness of Faith-Based Welfare-to-Work Programs

Abstract

This essay first highlights three major challenges of measuring program effectiveness. It concludes effectiveness can best be conceptualized in terms of program outcomes and that such outcomes-while difficult to measure-can be measured with sufficient accuracy to justify the effort. These considerations are then illustrated by data gathered from 17 Los Angeles welfare-to-work programs and their clients in order to assess the comparative effectiveness of faith-based and secular programs. The essay concludes that no one type of welfare-to-work program was more effective across the board than any other type of program. Instead, the different types of programs seemed to be especially effective in certain specialized areas. The faith-based programs were especially effective in providing welfare recipients with emotional support and a sense of having a sympathetic, understanding base of support. The for-profit providers were especially effective in providing needed training in marketable job skills and help in finding employment. The essay concludes by discussing two public policy implications that flow from this type of program specialization.