Comparison of Daily and Retrospective Reports of Vaginal Sex in Heterosexual Men and Women

This study examined the agreement between daily and retrospective reports of vaginal sex over a two-month period in a sample of 376 heterosexually active men and women. We also examined whether gender, age, or method of daily data collection (self-administered vs. interviewer administered) were related to agreement between daily and retrospective reports. Both counts and categorical measures of frequency of the behaviors were examined. There were no gender, age, or data collection method effects. When measured as a count, participants reported more instances of vaginal intercourse in the retrospective reports than on the daily reports. In contrast, comparison of retrospective categorical measures of frequency to daily reports showed considerable variability. Possible reasons for the over-reporting of counts of vaginal sex in retrospective reports are explored.     

Gender and White College Students' Racial Attitudes

New forms of racial attitudes among whites, including racial resentment, help to uphold institutionalized inequalities in the United States. As a way to dismantle institutionalized forms of racial inequalities, colleges and universities have implemented various curricula and programs designed to expose students to diversity and reduce social inequalities. This study attempts to uncover the extent to which college experiences affect levels of racial resentment among white students, with emphasis on whether the effects differ for women and men. Findings from a representative sample of students at a large Midwestern university revealed that white men showed higher levels of racial resentment than white women and that their attitudes were significantly affected by many college experiences. By contrast, white women are less affected by aspects of their college experience.     

New Opportunities and Responsibilities in Our Changing Society

The Assessment of Social Research: Guidelines for the Use of Research in Social Work and Social Science, Tony Tripodi, Philip Fellin, and Henry J. Meyer. Itasca, Ill.; F. E. Peacock Publishers, Inc., 1969. 297 pages. $7.00, Hardbound. Reviewed by Samuel Finestone

Exemplars of Social Research, edited by PHILIP FELLIN, TONY TRIPODI, and HENRY J. MEYER. Itasca, Ill.; F. E. Peacock Publishers, Inc., 1969. 377 pages. $4.75, paperback. Reviewed by Samuel Finestone     

A Computer-Assisted Analysis of Input,Process, and Output of a Social Work Educational Program

This paper describes how a computer may be used to provide repetitive data on a year-by-year basis on three sets of variables. First is input into the educational process (student characteristics); second is the throughput or students’ reactions to the educational process (grades, motivation, class participation, quality and quantity of work, etc.); third is output (the reactions of graduates to content taught, the kinds of jobs they have and success at these). In addition the computer can indicate what relations exist between various pairs of variables with implications for student selection and curriculum development.     

Social Work Face to Face

Although financial knowledge, tools, and techniques are employed daily in social service agencies and organizations, financial development and management has been treated superficially in the social work education curriculum. This article explores the current state of development of the financial component of social work education, discusses reasons for strengthening the curriculum in this area, and offers suggestions to use in effecting change.     

Comment on Cross,Fine, Jones,and Walsh (2012): Good Therapeutic Services— Therapeutic Advocacy and Forensic Neutrality

Cross, Fine, Jones, and Walsh (2012 Cross, T. P., Fine, J. E., Jones, L. M. and Walsh, W. A. 2012. Mental health professionals in children's advocacy centers: Is there role conflict?. Journal of Child Sexual Abuse, 21(1): 91–108. [Taylor & Francis Online] , [Google Scholar]) provided a thoughtful review and critique of a book chapter describing the interview process at Child Advocacy Centers. They observed some of the ways that concerns raised in that chapter are being addressed and described revised guidelines that further clarify issues. Ongoing research and examination of the important processes carried on by child advocacy centers and the role fulfilled by mental health professionals in the investigation of child sexual abuse contributes positively to service delivery.     

Effect of Student Vulnerability on Perceptions of Teacher–Student Sexual Involvement

This study explored whether the vulnerability of an adolescent student affected perceptions of teacher sexual misconduct. Respondents (150 male and 150 female undergraduates) read scenarios depicting teacher sexual misconduct varied by respondent gender, gender dyad (male teacher–female student and female teacher–male student), and three levels of student vulnerability. The vulnerability of the student was found to have little impact on perceptions. On most variables, interactions emerged between respondent gender and gender dyad. Specifically, male respondents viewed the female teacher–male student dyad less negatively than the male teacher–female student dyad. Female respondents generally did not make distinctions based on gender dyad.     

Multiple Ways of Coordinating Volunteers With Differing Styles of Service

Volunteerism is changing, and traditional ways of coordinating volunteers need re-examination in order for human service programs to survive. Our practitioner/academician team has been using well-known frameworks to reveal deep-seated assumptions about how people volunteer at the dawn of the 21st century and how changes in volunteering influence the organization and coordination of those efforts. The different styles of volunteering demand that coordinators' engagement strategies vary when different worldviews are held. In this article, four types of volunteer programs are identified: traditional, social change, serendipity, and entrepreneurial. Examples of each program type are provided, along with guidelines for their oversight. We conclude with a call for research that examines the important differences in how to appropriately use the talents of increasingly diverse types of volunteers in community practice.