Psychological Determinants of Willingness to Taste and Purchase Genetically Modified Food

Decreasing acceptance of biotechnologies over time has been reported in Europe. Studies claim that attitudes are negative, even hostile, and that people are very worried about genetic engineering in food and medicine. However, such studies are mostly based on surveys and these have significant methodological problems, such as low response rates, which may indicate that only those with strong views respond, thus biasing the sample. Here an alternative method, involving "topic-blind" recruitment of participants and a behavioral measure (food tasting), was used. We show that in a topic-blind sample of 100 individuals, 93% willingly tasted and ate what they believed to be genetically modified (GM) food in an experimental setting, and 48% said they would buy GM food in the future, results that are surprising in the context of other reports about attitudes and intentions toward GM food. Purchasers and nonpurchasers differed in their attitudes toward GM food on key risk-related scales (particularly on a dread-not dread scale--a measure of integral affect--and an ethical-unethical scale). Despite these differences, however, and despite their negative attitude, most nonpurchasers (85.7%) still tasted the GM apple. Incidental affect (state stress and trait worry) was not found to influence risk-related judgments about GM food. Integral affect (dread of GM plants and animals used for food) and concerns about the future risks of GM animals in food were found to be key predictors of willingness to purchase GM food.     

Using hybrid models to support the development of organizational evaluation capacity: a case narrative

The ongoing need for public sector organizations to enhance their internal evaluation capacity is increasingly resulting in the use of hybrid evaluation project models, where internal evaluators work with external contracted evaluators to complete evaluative work. This paper first seeks to identify what is currently known about internal evaluation through a synthesis of the literature in this area. It then presents a case narrative illustrating how internal and external evaluation approaches may be used together to strengthen an evaluation project and to develop the evaluation capacity of the organization. Lessons learned include the need to integrate internal and external resources throughout the evaluation and to clarify expectations at the outset of the project.     

The FACES Project: an academic-community partnership to improve end-of-life care for families

This article reports on a research partnership between a community-based hospice and a graduate school of social work. The purpose of the collaboration was to design and test a tool for assessing caregiver strain and resources in families caring for older adults receiving hospice home care services. Eighteen hospice home care social workers interviewed 162 caregivers for the study and provided their own assessment of the tool's clinical utility. Both strengths and challenges of the collaboration are evaluated and implications are discussed for social work practice and research, particularly academic-community research partnerships.     

Correlates of comorbid PTSD and polysubstance use in sexual assault victims

A diverse sample of community-residing women in a large metropolitan area who had experienced adult sexual assault was surveyed using standardized measures in an NIAAA-funded study (2003-2004). Four groups (N = 503) of victims: (1) post-traumatic stress disorder (PTSD)-only, (2) PTSD and illicit drug use, (3) PTSD and drinking problems, and (4) PTSD and polysubstance use were compared using bivariate analyses. Victims with PTSD/polysubstance use had lower socioeconomic status, more extensive trauma histories, worse current psychological functioning, more problematic post-assault psychosocial experiences, and more sexual revictimization at follow-up than those with PTSD only. Implications for future research are discussed.     

Students in out-of-home care: Their experiences of Transforming Educational Achievement for Children at Risk,an Australian education programme

Children living in out-of-home care are at greater risk of poor educational outcomes compared to other children. To address their educational needs, several programs have been developed. Within a qualitative paradigm, this study explored the experiences of students about their involvement in TEACHaR (Transforming Educational Achievement for Children at Risk), a specialized education programme. Eight students (aged 13 to 18 years) from the programme participated in individual, semi-structured interviews. Responses were analysed using Interpretive Phenomenological Analysis. Participants indicated that the programme provided individualized and flexible academic support, reduced their shame and embarrassment and provided them with more than academic support. They highlighted the importance of the student–educator relationship, and the need for encouragement and motivation to pursue their educational goals. Finally, findings report on how COVID-19 impacts on student experiences of the programme. Recommendations for the development and improvement of education programs for students in out-of-home care conclude this paper.     

COVID-19: Impact on children living in out-of-home care and their carers

Children enter out-of-home care (OOHC) having experienced significant childhood adversities and trauma. Little is known about the short-term impacts of the COVID-19 pandemic on this vulnerable group. To gain some insights, we analysed the early impacts on the well-being and experiences of children in OOHC and their carers using the Pathways of Care Longitudinal Study data prior to and post the first lockdown restrictions. A total of 862 children, young people and their carers were interviewed either pre-COVID-19 restrictions (n = 567) (April 2019–March 2020) or post-COVID-19 restrictions (n = 295) (June–December 2020). While the two groups showed no significant differences in socio-emotional well-being, both the pre- and the post-COVID-19 restriction groups of children in OOHC had slight reductions in socio-emotional well-being. The interviews with the post-COVID-19 group showed that the pandemic restrictions affected children's well-being and behaviour, education, social and physical activities, as well as time spent with their birth family. Likewise, interviews with carers post-COVID-19 found a negative effect on carers' well-being, their ability to manage financially and their capacity to care and access services and support. The article contributes new evidence to inform OOHC policy and practice to support service systems facing unique challenges arising from a pandemic.