A Panel Based Analysis of the Effects of Race/Ethnicity and Other Individual Level Characteristics at Leaving on Returning

Individual level differentials between migrants and nonmigrants are examined to ascertain the likelihood of return migration to a prior residence based on characteristics at the time of departure from place of origin. Analysis focuses on comparisons of Hispanics, blacks and whites, examining the odds of return migration by education, employment status, marital status, home ownership, length of residence, gender, age, and migration interval. The 1979 National Longitudinal Survey of Youth (NLSY79) is utilized to identify 13,798 preliminary migrations that may be followed by at least one return migration. Findings indicate a sharp decline in propensity to return migrate as length of absence from origin increases. Regardless of length of time since the preliminary migration, both blacks and Hispanics are more likely to return migrate than are whites. Individuals who resided at place of origin for longer periods before leaving had strikingly higher odds for return migration.     

The multistate life table method: An application to contraceptive switching behavior

In many demographic behaviors (e.g., those relating to marriage, contraception, migration, and health), people change among multiple statuses through time, sometimes leaving and then returning to the same status. Data on such behaviors are often collected in surveys as censored event histories. The multistate life table (MSLT) can be used to properly describe, in a single analysis, these complex transitions among multiple states measured in such data, but MSLT is rarely applied in the demographic literature because practical guidance is lacking on how to compute MSLTs with such data. We provide methods for computing MSLT quantities using censored event-history data: namely, transition intensities and probabilities, "state occupancy" probabilities and standard errors, average time spent in specified states, and average number of visits to specified states. Applying these methods to contraceptive use, we find high levels of switching back and forth, particularly between barrier methods and non-use, resulting in high rates of unintended pregnancy.     

Infant Neurodevelopment is Affected by Prenatal Maternal Stress: The QF2011 Queensland Flood Study

Research shows that prenatal maternal stress (PNMS) negatively affects a range of infant outcomes; yet no single study has explored the effects of stress in pregnancy from a natural disaster on multiple aspects of infant neurodevelopment. This study examined the effects of flood‐related stress in pregnancy on 6‐month‐olds' neurodevelopment and examined the moderating effects of timing of the stressor in gestation and infant sex on these outcomes. Women exposed to the 2011 Queensland (Australia) floods in pregnancy completed surveys on their flood‐related objective and subjective experiences at recruitment and reported on their infants' neurodevelopment on the problem solving, communication, and personal–social scales of the Ages and Stages‐III at 6 months postpartum (N = 115). Interaction results showed that subjective flood stress in pregnancy had significantly different effects in boys and girls, and that at high levels of stress girls had significantly lower problem solving scores than boys. Timing of the flood later in pregnancy predicted lower personal–social scores in the sample, and there was a trend (p < .10) for greater objective flood exposure to predict lower scores. PNMS had no effect on infants' communication skills. In conclusion, differential aspects of maternal flood‐related stress in pregnancy influenced aspects of 6‐month‐olds' neurodevelopment.     

A Capability Approach to Unemployed Young People's Voice and Agency in the Development and Implementation of Employment Activation Policies

In the UK, current approaches to employment activation are primarily concerned with rapid labour market entry, with jobseekers compelled to engage in activities or be sanctioned. The Capability Approach (CA) has been proposed as an alternative framework to measure successful employment activation. It is concerned with what people can do rather than what they actually do, together with their substantive freedom of choice. In applying the CA, attention is drawn to the need for jobseekers to have a voice in the design and implementation of employment activation programmes. Drawing on in‐depth qualitative research, this article uses the CA to explore the voice and agency of unemployed young people (aged 16–24) in the development and implementation of employment activation policies. It analyses how far, and in what ways, young people's ideas, experiences and voices are included in policy development and implementation. Reflections and conclusions are made about how the policy discourse which has stressed the importance of centring services on the needs of users is reflected in employment activation policy.     

Exploring the Potential of a Collaborative Web-based E-portfolio in Social Work Field Education

ABSTRACT

In most Australian workplaces that provide placement opportunities, social workers are unlikely to receive reductions in their workload for supervising students and completing the administrative requirements of field education subjects. Associated time costs lead to reluctance to supervise social work students. This article investigates the potential for a web-based e-portfolio tool to support and streamline social work field education and assessment processes. Social work students, field educators, and university-appointed liaison staff (N = 110) from a large Australian university completed an online survey administered at the end of placement. The majority of participants reported that the e-portfolio provided a useful framework for recording evidence of student learning; was simple to use; saved time; and had the capacity to enhance the quality and immediacy of communication between parties. We argue that e-portfolios can efficiently capture evidence of student learning and provide a robust mode of supporting social work students on placement.     

Service Learning in Baccalaureate Social Work Education: Results of a National Survey of Accredited Programs

Service learning is neither field education nor volunteerism. Rather, it is a pedagogical approach designed to reinforce classroom instruction with concurrent service activities occurring in the local community. This service is driven by community-identified needs. Service learning supports social work values, yet the profession has been slow to embrace it in social work education. This article reports results of a national survey examining the use of service learning among baccalaureate programs accredited by the Council on Social Work Education. The majority of respondents report service learning is a required component of at least one course (generally an introductory or practice-based course) and has been incorporated into their programs for more than a decade. Results also suggest some programs may not implement service learning appropriately as it remains undifferentiated from volunteerism or field education.