Understanding and Reducing Inconsistency in Seatbelt‐Use Decisions: Findings from a Cardinal Decision Issue Perspective

This article has two aims. The first is to present results that partly explain why some automobile drivers choose to use their seatbelts only part time, thereby exposing themselves to unnecessary risk. The second is to offer and illustrate the “cardinal decision issue perspective”⁽¹⁾ as a tool for guiding research and development efforts that focus on complex real‐life decision behaviors that can entail wide varieties of risk, including but not limited to inconsistent seatbelt use. Each of 24 young male participants drove an instrumented vehicle equipped to record continuously seatbelt use as well as other driving data. After all trips were finished, each participant completed an interview designed to reconstruct how he made randomly selected seatbelt‐use decisions under specified conditions. The interview also examined whether and how drivers established “decision policies” regarding seatbelt use. Such policies were good predictors of inconsistent seatbelt use. Drivers who had previously adopted policies calling for consistent seatbelt use were significantly more likely than others to actually drive belted. Meta‐decisions about seatbelt policy adoption appeared to rest on factors such as whether the driver had ever been asked to consider selecting a policy. Whether a driver made an ad hoc, on‐the‐spot seatbelt‐use decision was associated with a perceived need to make such a decision. Finally, participants with full‐time policies were especially likely to deploy their seatbelts by default, without recognizing the need to decide about belt use on a trip‐by‐trip basis. We end with recommendations for reducing inconsistencies in seatbelt use in actual practice.     

“They tippy toe around the race issue”: The impact of a Title IV‐E program on culturally informed practice for child welfare students

This study examines changes in MSW students' perceived cultural competence across 11 child welfare practice skills before and after participation in a University's Title IV‐E program and explores students' perceptions of cultural competency and cultural humility. The findings indicate modest gains across all 11 practice skills; however, focus group interviews revealed that students do not necessarily feel prepared to conduct culturally competent practice with children and families. A culturally informed practice in public child welfare is discussed and includes training implications for Title IV‐E programs.     

Advancement in social work education: fostering a supportive environment for students of non-dominant racial and ethnic backgrounds

Doctoral students from non-dominant racial and ethnic backgrounds continue to be underrepresented in programs of social work despite efforts to increase student diversity. This paper highlights the unique challenges experienced by non-dominant racial and ethnic students and offers suggestions for addressing retention and attrition concerns among these students across systems within doctoral social work programs. The authors identify structural inequalities, marginalization, discrimination, minority stress, and lack of support as potential barriers to student success. Suggestions for increasing diversity and retention are rooted in critical multiculturalism and involvement theory, emphasizing institutional change, socialization, recruitment, and social support.     

Using Online Reviews in Social Care

The emphasis placed on choice of social care provider means that there is an increasing need to furnish service users with reliable and up‐to‐date information on provider quality. In England, encouraging users to leave online feedback on providers is seen as one of the ways of improving the supply of information. However, using these channels for social care raises a number of issues, for example, the challenge of generating enough content to be of value, and the need to protect the anonymity of potentially vulnerable users. This article aims to summarize these issues, by drawing upon the experience of an established ratings site (TripAdvisor), and of heath service rating systems, as well as literature on decision‐making and behaviour across social care and related sectors. The article concludes that online ratings can assist users to choose providers, however, they will need to be supported by carefully designed processes to maximize their usefulness.     

The importance of end-of-life care in nursing home settings is not diminished by a disaster

The emphasis in disaster situations is on preserving life, and this goal is both appropriate and laudable. There is a risk, however, that the needs of people who are dying can become lost when there is a sudden surge of people needing acute intervention. There are significant ethical considerations inherent in society's prioritization of care needs across the acute, rehabilitative, and palliative spectrum in general, let alone in a disaster situation. These ethical conundrums are not the focus of this article. Rather, we anchor our discussion on the assumption that care needs are equally valid, and our purpose is to explore the issues that impact the provision of quality end-of-life care in nursing home settings for those who require this care when a disaster occurs. Nursing home residents, in particular, are at heightened risk for experiencing negative disaster-related outcomes due to compromised physical or mental health that requires skilled nursing care. Moreover, within the already vulnerable nursing home population are many people who are receiving palliative end-of-life services when a disaster strikes. Education and training in end-of-life services for nursing home staff, disaster emergency responders, and other lay people is vital to build capacity for adapting the delivery of these services in disaster situations in the interest of equity and human rights. Given the present lack of guidance in the literature as to what end-of-life care looks like when adapted to the context of disaster response, there is also a pressing need for research to inform this discussion. The purpose of this article is to draw attention to this topic and highlight some of the critical issues, gaps, and opportunities.     

Pathological Gambling and Posttraumatic Stress Disorder: A Study of the Co-Morbidity versus Each Alone

This report is the first empirical study to compare pathological gambling (PG), posttraumatic stress disorder (PTSD), and their co-occurrence. The sample was 106 adults recruited from the community (35 with current PG; 36 with current PTSD, and 35 with BOTH). Using a cross-sectional design, the three groups were rigorously diagnosed and compared on various measures including sociodemographics, psychopathology (e.g., dissociation, suicidality, comorbid Axis I and II disorders), functioning, cognition, life history, and severity of gambling and PTSD. Overall, the PG group reported better psychological health and higher functioning than PTSD or BOTH; and there were virtually no differences between PTSD and BOTH. This suggests that it is the impact of PTSD, rather than comorbidity per se, that appears to drive a substantial increase in symptoms. We also found high rates of additional co-occurring disorders and suicidality in PTSD and BOTH, which warrants further clinical attention. Across the total sample, many reported a family history of substance use disorder (59%) and gambling problems (34%), highlighting the intergenerational impact of these. We also found notable subthreshold PTSD and gambling symptoms even among those not diagnosed with the disorders, suggesting a need for preventive care. Dissociation measures had mixed results. Discussion includes methodology considerations and future research areas.     

The After-School Corporation's approach to expanded learning

The After-School Corporation developed the Expanded Learning Time (ELT/NYC) initiative out of the most effective elements of after-school programs, charter schools, and other expanded learning strategies.