Money in remarriage: keeping things simple – and separate

This paper investigates money matters in remarried couples. The number of such couples is on the increase, and their financial affairs are likely to be more complex and conflictual than for first-married couples, but there has been little research attention paid to this group in Britain. The present study explores patterns of control and management of money by means of data from semi-structured interviews with 20 couples in which one partner or both had been married before. The men and women were interviewed separately, but in the majority of cases, simultaneously, in separate rooms. This yielded data from 38 interviews since two men declined to take part in the study. Ages of respondents ranged from 28 to 83, with the majority in the 30–55 range. At the time of the study, only half still had dependent children, and not all of the latter were co-resident. A key finding of the study is a degree of separateness in financial arrangements that is in sharp contrast to earlier findings. As many as half of the couples were using an Independent Management system, compared with less than 2 per cent of couples in general. For those with children from previous relationships, this separateness was especially marked in the way they wished their assets to be treated after their death. However, in line with earlier studies, the balance of economic power in second and subsequent marriages still appeared to favour the men, who generally had larger incomes and owned more assets in their own names.     

Voices From the Field: Social Workers Define and Apply Social Justice

Social justice is embraced as a central mission of social work, yet how the profession defines it lacks clear and common understanding. This qualitative study explored the concept of social justice as perceived and applied by social workers in diverse practice settings. Focus-group participants were asked five primary open-ended questions. Key phrases and terms were identified and grouped into four themes: variation in meaning of social justice, confronting injustices, practice reality, and professional responsibility. The findings suggest that social justice as understood and practiced in the field is compatible with theoretical conceptions in the literature, but a predominant understanding remains lacking.     

Specialisation and post-qualifying training in social work

This article is primarily about the issue of specialisation in social work, and especially the training needs which are associated with it. It argues in favour of the strengthening of specialist roles and skills in social work, and holds that social work will not be able to develop a distinctive body of ‘intellectual capital’ (or professional confidence and respect) without the greater encouragement of its specialisms. Its main concerns are, however, with training, and the article recommends that priority be given to establishing two-year part-time programmes of post-qualifying social work education. The need for these follows from the unavoidable limitations of two-year basic social work courses, but their object would also be to further the development of specialist expertise and practice in the field.     

‘I Don't Just Want to Do It for Myself’: Diverse Pespectives on Being Successful at University by Social Work Students Who Speak English as an Additional Language

This article gives attention to furthering understandings about what being successful at university means to social work students, focusing on the perspectives of students who speak English as an additional language (EAL). It departs from approaches in the literature that focus on problematic aspects of teaching and learning. The article is informed by data from a small-scale focus group study of nine students from an undergraduate and a postgraduate social work programme in a South Australian university. Drawing on a methodological approach known as ‘Appreciative Inquiry’, students were asked how they conceptualise, experience and imagine success at university. The study found that students’ understandings of success are inextricably intertwined with their individual, family and community aspirations. These findings are discussed in the light of current dominant assumptions about the notion of success and possible directions for future research and implications for social work education.     

Prediction in linear mixed models

Following estimation of effects from a linear mixed model, it is often useful to form predicted values for certain factor/variate combinations. The process has been well defined for linear models, but the introduction of random effects into the model means that a decision has to be made about the inclusion or exclusion of random model terms from the predictions. This paper discusses the interpretation of predictions formed including or excluding random terms. Four datasets are used to illustrate circumstances where different prediction strategies may be appropriate: in an orthogonal design, an unbalanced nested structure, a model with cubic smoothing spline terms and for kriging after spatial analysis. The examples also show the need for different weighting schemes that recognize nesting and aliasing during prediction, and the necessity of being able to detect inestimable predictions.