Rural Housing Adequacy and Civic Structure

One persistent problem that many small rural towns face is housing adequacy, which encompasses interior and exterior structural conditions; assessments of heating, cooling, and sanitation systems; and residence size relative to space needs. The creation and reproduction of vibrant rural communities is grounded in the capacity of citizens to solve local housing problems. We posit that towns with strong norms of mutuality, high information flows, and inclusive behaviors have a civic structure that produces the capacity to frame and resolve housing concerns. We find that perceptions of civic structure are a significant factor in explaining the variation in rural housing adequacy, net of income, age, and tenure. This implies that the social and political environment is an important influence on the quality of housing stock found in rural places.     

Optimal adaptive sequential designs for crossover bioequivalence studies

In prior works, this group demonstrated the feasibility of valid adaptive sequential designs for crossover bioequivalence studies. In this paper, we extend the prior work to optimize adaptive sequential designs over a range of geometric mean test/reference ratios (GMRs) of 70–143% within each of two ranges of intra‐subject coefficient of variation (10–30% and 30–55%). These designs also introduce a futility decision for stopping the study after the first stage if there is sufficiently low likelihood of meeting bioequivalence criteria if the second stage were completed, as well as an upper limit on total study size. The optimized designs exhibited substantially improved performance characteristics over our previous adaptive sequential designs. Even though the optimized designs avoided undue inflation of type I error and maintained power at 80%, their average sample sizes were similar to or less than those of conventional single stage designs. Copyright © 2015 John Wiley & Sons, Ltd.     

The Relationship Between Maternal Education and Children's Academic Outcomes: A Theoretical Framework

The importance of maternal education for children's academic outcomes is widely recognized, and yet the multiple potential mechanisms that explain this relationship are underexplored. The authors integrate theories of human, cultural, and social capital with 2 developmental psychology theories—bioecological theory and developmental niche theory—to draw attention to how maternal education may influence children's academic outcomes through a range of parenting mechanisms, some of which have been largely neglected in research. This framework provides a more complete picture of how maternal education shapes proximal and distal influences on children's academic outcomes and the ways in which these mechanisms interact and reinforce one another across time and context. The implications of this framework for future family research are then discussed.     

Using collaboration to maximize outcomes for a John A. Hartford Foundation geriatric enrichment project

Two institutions representing two BSW and one MSW program and a geriatric education center collaborated in a John A. Hartford geriatric enrichment project. Sharing the risks and benefits of a collaborative model, 75 percent of faculty participated in mini faculty fellowships, and bi-monthly dinner meetings with colleagues from each of the three programs, and actively engaged in the curricula revisions. Faculty report pervasive geriatric enrichment in each program's foundation content areas, and increases in students placed in geriatric enriched field practicum settings, from pre-project levels of 8.1 percent to a high of 24 percent. The features of the collaborative project include: respecting each program's autonomy while actively sharing ideas, resources and partnering with community's aging experts; and strengthening mutually reciprocal relationships among faculty and the gerontologic practice community. This model of shared risks and benefits also provides opportunities for innovation, diverse thinking, and shared decision making.     

Intervention with abused older males: conceptual and clinical perspectives

Men and women experience abuse in different ways and older men have particular treatment needs that must be addressed by clinicians. The current design and configuration of clinical services may create barriers to abused older men receiving treatment fully suited to their needs. In this article, the unique experiential dynamics and help seeking behaviors of older men who experience abuse are delineated and recommendations are given for structuring services to better meet their needs. Gender-sensitive clinical techniques and modalities are described and suggestions for interventions that could prove particularly efficacious in the treatment of older men are offered.     

Human Capital,Social Support,and Economic Well-being among Rural,Low-income Mothers: A Latent Growth Curve Analysis

The purpose of this study was to better understand human capital and social support in the long-term economic well-being of rural, low-income mothers in the US. Three waves of data from a multi-state, longitudinal investigation tracking the well-being of rural families, known as “Rural Families Speak,” were used to test two latent growth curve models of economic well-being. Results indicated that human capital alone is not a good predictor of economic well-being over time for this sample. A model of economic well-being that includes both social support and human capital provides a better fit for these data. Findings suggest that social support is a key contributor to long-term economic success for this sample. Implications for public policy are presented.

Cry Babies and Pollyannas: Infants Can Detect Unjustified Emotional Reactions

Infants are attuned to emotional facial and vocal expressions, reacting most prominently when they are exposed to negative expressions. However, it remains unknown if infants can detect whether a person's emotions are justifiable given a particular context. The focus of the current paper was to examine whether infants react the same way to unjustified (e.g., distress following a positive experience) and justified (e.g., distress following a negative experience) emotional reactions. Infants aged 15 and 18 months were shown an actor experiencing negative and positive experiences, with one group exposed to an actor whose emotional reactions were consistently unjustified (i.e., did not match the event), while the other saw an actor whose emotional reactions were justified (i.e., always matched the event). Infants' looking times and empathic reactions were examined. Only 18‐month‐olds detected the mismatching facial expressions: Those in the unjustified group showed more hypothesis testing (i.e., checking) across events than the justified group. Older infants in the justified group also showed more concerned reactions to negative expressions than those in the unjustified group. The present findings indicate that infants implicitly understand how the emotional valence of experiences is linked to subsequent emotional expressions.