Children's Friends and Behavioral Similarity in Two Social Contexts

The general purpose of this study was to examine similarity between friends with respect to behavior. The specific goals were to consider; 1) different sources of evaluation (peer ratings and direct observations); 2) different social contexts (classroom and play group); and 3) different subtypes of aggressive behavior (proactive and reactive aggression). In the first phase of the study, sociometric assessments and peer evaluations of behavior were conducted in the school setting with third-grade boys and girls (n - 268). In the second phase, a subsample of boys participated in a series of play group sessions (n = 66). Direct observations and peer ratings of children's behavior were conducted in those sessions. Results showed in both social contexts a tendency towards similarity among friends, especially with respect to aggressive behavior. Separate analyses for subtypes of aggressive behavior revealed that the similarity hypothesis applied for proactive aggression but not for reactive aggression.     

Explaining discrepant findings in cross-sectional and longitudinal analyses: An application to U.S. homicide rates

Cross-sectional studies often reach different conclusions regarding the association between key explanatory variables and outcomes than those of longitudinal approaches. This study considers possible explanations for discrepant findings using a decomposition approach with panel data on 404 U.S. counties for the period 1970–1999. The analysis establishes that there are important differences in the effects of independent variables on homicide rates across counties as opposed to within counties over time. Explanations offered for these discrepancies are that variables may have differing temporary (flow) and permanent (stock) influences on outcomes and possible omitted variable bias. The findings highlight the importance of distinguishing among possible stock and flow effects and are significant not only for the study of crime but also for other social phenomena.     

Who Takes Care of Education? Looked after children's perceptions of support for educational progress

This paper documents the views of a sample of 80 children and young people, aged 10–18 years, living in foster and residential care placements in England, regarding their educational experience whilst being looked after. The children were interviewed as part of an ongoing evaluation of the Taking Care of Education project, a development programme designed to facilitate improvements in the education of looked after children, co‐ordinated by the National Children's Bureau and funded by the Gatsby Charitable Foundation. Interviews with the sample asked children to assess their current educational progress and identify individuals who supported or hindered their education, as well as the availability of educational support in care placements. Teaching staff were frequently mentioned as providers of support, whilst social workers were often associated with hindering educational progress. Children and young people had access to a range of educational supports in care placements, and these were more widely available in residential settings than in foster care. Children offered a range of pertinent suggestions as to how the educational experience of those in the public care system might be improved.     

Contentious issues in research on trafficked women working in the sex industry: Study design,ethics, and methodology

The trafficking of women and children for work in the globalized sex industry is a global social problem. Quality data is needed to provide a basis for legislation, policy, and programs, but first, numerous research design, ethical, and methodological problems must be addressed. Research design issues in studying women trafficked for sex work (WTSW) include how to (a) develop coalitions to fund and support research, (b) maintain a critical stance on prostitution, and therefore WTSW, (c) use multiple paradigms and methods to accurately reflect WTSW's reality, (d) present the purpose of the study, and (e) protect respondents’ identities. Ethical issues include (a) complications with informed consent procedures, (b) problematic access to WTSW, (c) loss of WTSW to follow‐up, (d) inability to intervene in illegal acts or human rights violations, and (e) the need to maintain trustworthiness as researchers. Methodological issues include (a) constructing representative samples, (b) managing media interest, and (c) handling incriminating materials about law enforcement and immigration.     

The impact of foster care privatization on multiple placements

The purpose of this study was to assess the impact of foster care privatization policy on multiple placements in Florida's foster care system. A variant of the interrupted time series design allowed for an assessment of privatization policy within 282 data points (six years of data nested in 47 counties). Results from hierarchical linear analysis models identified a significant effect for privatization while controlling for a major alternative explanation. Specifically, the percent of children in fewer than three placements was significantly lower in the post-privatization years than in the pre-privatization years. This effect varied across counties. Line graphs revealed a variety of trends among providers, which may explain the variation of privatization's effect across counties. These results have implications for policymakers seeking to address the goal of permanence and for child welfare administrators involved in the implementation of privatization policy.     

Survival and Abuse: What We Can Learn From It

This article is about a journey involving survival, abuse and learning. It is written by two people who have considerable experience of being involved with mental health services; both are currently making an active contribution to social work education. It describes the way in which, in situations of survival and abuse, service users can use their experience and knowledge to learn how to support and advocate for each other. It suggests that the relationships that are built between service users as a result of these experiences can be used to address some of the gaps in service provision. At the same time these relationships can provide mutual learning which can be used to improve the education and training of social workers and other professionals.     

Changes in Self-Rated Health During the Transition to Retiring Living Among Medicare Managed-Care Recipients

ABSTRACT

Moving into a retirement community may be precipitated by or bring about changes in health status. We hypothesized that moving into a retirement community would be associated with a decline in self-rated health (SRH), but that health-related factors would mitigate this association. We analyzed data from 58,272 participants in Cohort 3 of the Medicare Health Outcome Survey. Individuals answered questions regarding living status in 2000 and 2002. Those who moved into a retirement community were compared with those who did not. The primary outcome was change in SRH. We created adjusted and unadjusted models. A total of 2,520 participants (4.4%) moved into retirement communities between 2000 and 2002. There were no substantial differences in the mean change in SRH between those who moved and those who did not. In adjusted and unadjusted models, moving was not significantly associated with changes in SRH. In an analysis stratified by SRH, only those with the best SRH had a significant decline in SRH during the move. SRH mainly remained stable for most people regardless of moving into a retirement community. These findings argue against environmental context being a main determinant of self-perceived health status among older adults.     

A Systematic Review of Strengths and Resilience Outcome Literature Relevant to Children and Adolescents

The concepts of strengths and resilience are essential for understanding and promoting positive development in children and adolescents. These concepts have been studied in the research literature for many years and more recently have been applied to child and adolescent assessment and intervention research. However, strength and resilience based intervention programs have not been evaluated rigorously for their use of empirical methodology. In this article, we systematically identified and reviewed all of the outcome studies over the last decade for strength and resilience based intervention programs to assess the extent to which these studies utilized controlled empirical methodology. The results of the review yielded 11 outcome studies that examined strength and resilience based practices. Using the Quality Assessment Tool for Quantitative Studies developed by the Effective Public Health Practice Project, we found three studies to be high quality, exhibiting high levels of experimentally controlled research. The remaining 8 studies we considered to be moderate to weak quality research. We concluded that these 11 studies provide preliminary support for the efficacy of strength and resilience based interventions. Our systematic review also highlights areas where methodology in future studies can be strengthened to provide more conclusive evidence of these approaches.     

Transition from Home Care to Nursing Home: Unmet Needs in a Home- and Community-Based Program for Older Adults

A major effort is under way nationally to shift long-term care services from institutional to home- and community-based settings. This article employs quantitative and qualitative methods to identify unmet needs of consumers who transition from a statewide home- and community-based service program for older adults to long-term nursing home residence. Administrative data, care manager notes, and focus group discussions identified program service gaps that inadequately accommodated acute health problems, mental health issues, and stressed family caregivers; additional unmet needs highlighted an inadequate workforce, transportation barriers, and limited supportive housing options. National and state-level policy implications are considered.     

A Note on Student Quality of Life

An aggregated sample of students (n = 3407) from the University of Northern British Columbia covering 7 of the 8 years from 1998 to 2005 is analyzed to show the relative and combined explanatory power of some life domain (e.g., satisfaction with family relations) and university-related variables (e.g., satisfaction with UNBC instructors) on some global quality-of-life variables (e.g., life satisfaction). It was found that, in combination with the life domain variables, the university-related variables added practically nothing to our explanatory power. The most powerful university-related variable was students’ satisfaction with their instructors.