Manpower Planning in Social Welfare

The discipline of history has been much neglected in curriculum planning in schools of social work at every level—undergraduate, MSW and Ph.D. The study of history may recover lost experiments in social service; it may provide the student with methods relevant to social analysis; it may provide models for apprentice social workers; and it may provide insights into social process.     

Facilitating the Transition from Student to Social Worker: Challenges of the Younger Student

Abstract

The transition from student to social worker is a process which social work educators cannot control but can facilitate. Through classroom and field instruction faculty assumer responsibility of preparing students' professional knowledge, skills, and values; however, our responsibilities should extend beyond curriculum delivery. Drawing on Schlossberg's (1984) model of transitions, this article discusses two primary factors which affect the younger student in transition—developmental needs and the external environment—and strategies for assisting in the transition through intervention in academic advising and teaching roles.     

Milford Redefined: A Model of Initial and Advanced Generalist Social Work

Abstract

Social work has long sought a conceptual framework to describe its most basic approach to service delivery: generalist social work practice. A milestone in that process was the series of Milford conferences in the 1920s during which the elements of “generic casework” were first identified. This article presents a model that advances and clarifies the concepts of generalist social work as viewed at the beginning of the 1990s. Generalist social work at both the initial and advanced levels involves a way of viewing practice. It is a perspective that focuses on the interface between systems, on a client-centered and problem-focused philosophy, and on an openness to multiple theories and approaches for improving people's well-being. Practice at the initial level requires a set of competencies necessary to provide services consistent with the understanding derived from the perspective. Advanced generalist social work represents increased complexity in the learning process and greater breadth and depth of exploration in a generalist perspective rather than a uniquely different perspective from the generalist approach.     

Social Distress Theory and Teaching About Homelessness: A Retrospective Analysis

This paper provides a retrospective analysis of our course:“Hamelessness in the United States: An Interdisciplinary Approach.” It analyzes how such a course reveals social distress on two distinct levels: course content and course process. We deploy the concepts, tenets and insights of social distress theory to provide a retrospective analytical framework for the course. In addition, we extend the theory by presenting two corollaries to it and show how the literature on homelessness provides alternative connections among the major elements ofsocial distress theory. Thus, we raise new questions for the theory to consider. We also make recommendations for potential teachers of courses on homelessness.     

The United States Economic Crisis: Young Adults’ Reports of Economic Pressures, Financial and Religious Coping and Psychological Well-Being

Using a sample of 222 young adults attending college, the present study examined the relative contribution of young adults’ perceived economic pressures, financial coping and religious meaning-making coping strategies in accounting for variation in their reports of psychological well-being within the context of the United States economic crisis. Results suggest a direct relationship between perceived economic pressure and psychological well-being such that young adults who reported having to make more economic adjustments as a result of economic crisis also reported higher levels of depressed mood and anxiety. Young men and women who reported having to make fewer economic adjustments and being able to meet their material needs reported higher levels of life satisfaction. Regardless of young adults’ self-reported level of economic pressures, the use of education and communication financial coping strategies was related to lower levels of self-reported anxiety and depressed mood and greater life satisfaction. Viewing the financial crisis as a punishment from God was generally associated with young adults’ reports of greater depressed mood and less life satisfaction. Implication of findings for research and practice are discussed.     

Essay: The Role of Participatory Listening in Collaborative Discourse: Insights from Studies of Engineering Design Teams

In this article, we summarize evidence from observations of engineering teams for the importance of active listening in collaborative design problem solving. We focus on the way speakers use freehand sketching to convey complex design ideas, and how listeners support them whilst they do this. We argue that listeners temporarily redistribute the shared cognitive load of discourse production and comprehension within design teams: whilst speakers are engaged in sketch construction they are unable to take account of listener understanding, and listeners respond intuitively by anticipating and avoiding difficulties in this process. We conclude that this cooperativeness emerges naturally from the operation of effort conserving principles underlying collaborative social interaction, and show that by focusing on the contribution of the listener to the production of creative engineering discourse, this principle can be thrown into sharp relief.     

THE HARDER THE TASK,THE HIGHER THE SCORE: FINDINGS OF A DIFFICULTY BIAS

Studies have found that going first or last in a sequential order contest leads to a biased outcome, commonly called order bias (or primacy and recency). Studies have also found that judges have a tendency to reward contestants they recognize with additional points, called reference bias. Controlling for known biases, we test for a new type of bias we refer to as “difficulty bias,” which reveals that athletes attempting more difficult routines receive higher execution scores, even when difficulty and execution are judged separately. Despite some identification challenges, we add to the literature by finding strong evidence of a difficulty bias in gymnastics. We also provide generalizations beyond athletics. (JEL L10, L83, D81, J70, Z1)     

DURABLE GOODS PRICE CYCLES: THEORY AND EVIDENCE FROM THE TEXTBOOK MARKET

We study the pricing policy of a monopolist selling a durable good with the features of a textbook. We assume buyers differ in their valuation of the good and propensity to resell, and identify the possibility of a positive relationship between the quantity of used goods and the price of a new good, and also a higher price for new goods in the last period before a new edition is introduced. Our empirical analysis supports this model: textbook prices increase as the share of used textbooks increases and the end of the current edition approaches. (JEL D420, L120)