Personal, health, academic, and environmental predictors of stress for residence hall students

The authors studied contributors to stress among undergraduate residence hall students at a midwestern, land grant university using a 76-item survey consisting of personal, health, academic, and environmental questions and 1 qualitative question asking what thing stressed them the most. Of 964 students selected at random, 462 (48%) responded to the survey. The authors weighted data to reflect the overall university-wide undergraduate population (55% men, 12% minority or international, and 25% freshmen). Women and US citizens experienced greater stress than did men and non-US citizens, respectively. Frequency of experiencing chronic illness, depression, anxiety disorder, seasonal affective disorder, mononucleosis, and sleep difficulties were significant stress predictors. Although alcohol use was a positive predictor, drug use was a negative predictor of stress. Both a conflict and a satisfactory relationship with a roommate, as well as a conflict with a faculty or staff member, were also significant predictors of stress.     

Psychiatric Disorder Dramaturgically Considered*

This paper reports the results of an investigation into the empirical applicability of conceptualizing mental illness as dramaturgic incompetence and a corresponding attempt to operationalize dramaturgical thought. It was found that dramaturgic incompetence and subsidiary components were strongly associated with degree of psychiatric disturbance and general diagnosis as determined by psychiatric staff. It also was found that attainment of psychiatric identities proceeded through a series of stages consisting of performative incompetence, empathic incompetence, motive incompetence, meaning loss, and identity loss. This sequence was particularly evident in cases of psychosis.     

Essential components of curricula for preparing therapists to work effectively with lesbian, gay, and bisexual clients: a Delphi study

The purpose of this study was to determine the knowledge, experiences, and values that therapists should possess to provide quality therapy services to lesbian, gay, and bisexual (LGB) persons and their families. Using the Delphi method, consensus from a panel of experts on LGB topics was obtained on the components that training curricula should ideally include to prepare therapists adequately to work with this population. Panelists provide suggestions for important therapist values and qualities, key theoretical orientations, common issues of LGB clients and their support persons, key components of assessment and interventions, ethical and legal issues, and recommended materials. The panelists stress self-of-the-therapist work and development of a systemic perspective as critical aspects of training. The role of sexuality was deemphasized. Recommendations to training programs based on these findings are provided.     

Telephone survey respondents' reactions to questions regarding interpersonal violence

Concerns have been raised regarding the appropriateness of asking about violence victimization in telephone interviews and whether asking such questions increases respondents' distress or risk for harm. However, no large-scale studies have evaluated the impact of asking such questions during a telephone interview. This study explored respondents' reactions to questions regarding violence in two large recently completed telephone surveys. After respondents were asked about violence, they were asked if they thought surveys should ask such questions and whether they felt upset or afraid because of the questions. In both surveys, the majority of respondents (regardless of their victimization history) were willing to answer questions about violence and were not upset or afraid because of the questions. More than 92% of respondents thought such questions should be asked. These results challenge commonly held beliefs and assumptions and provide some assurance to those concerned with the ethical collection of data on violent victimization.     

Maxwell's Guide to Authority Work

Abstract

This article will discuss a joint effort to develop a single standard for the exchange of license information between publishers and libraries.     

Textbook Affordability in the Time of COVID-19

Abstract

This article provides a background of the textbook affordability problem affecting students attending United States higher education institutions, both prior to and during the 2019 novel coronavirus disease (COVID-19) pandemic, as well as potential solutions to the problem. Solutions discussed include the availability of open materials in online repositories, publisher responses like inclusive access, institutional incentive programs, and initiatives by library consortia or other statewide programs. The responses of various stakeholders to make textbooks accessible to students during the pandemic are also covered.     

Compulsory income management: Combatting or compounding the underlying causes of homelessness?

Compulsory Income Management (CIM) is a form of conditional welfare that involves the mandatory quarantining of a portion of welfare recipients’ social security payments. Quarantined funds are accessible via a government-issued debit card, with restrictions surrounding where and on what funds can be spent. Official justifications of CIM have framed these policies as attempts to combat substance abuse and gambling problems, and to thus secure better outcomes for welfare recipients and their families. Central to this narrative has been the argument that welfare quarantining will ensure more money is spent on ‘essentials’, including accommodation. No existing studies, however, have specifically interrogated the impacts of CIM on housing security. This article responds to this gap in the literature by reviewing existing research concerning CIM's impacts and locating this research within broader debates regarding the causes of homelessness and the efficacy of individualised policy interventions. In doing so, it highlights CIM's potential to exacerbate housing insecurity not only through technical issues such as rental transfer failures, but also by contributing to underlying stressors such as economic disadvantage; relationship difficulties, poor health and addiction; and social stigma. The article concludes that – far from addressing the structural causes of homelessness – CIM has enflamed them.     

Estimation of seroprevalence, rape, and homelessness in the United States using a social network approach

The authors have developed and tested scale-up methods, based on a simple social network theory, to estimate the size of hard-to-count subpopulations. The authors asked a nationally representative sample of respondents how many people they knew in a list of 32 subpopulations, including 29 subpopulations of known size and 3 of unknown size. Using these responses, the authors produced an effectively unbiased maximum likelihood estimate of the number of people each respondent knows. These estimates were then used to back-estimate the size of the three populations of unknown size. Maximum likelihood values and 95% confidence intervals are found for seroprevalence, 800,000 +/- 43,000; for homeless, 526,000 +/- 35,000; and for women raped in the last 12 months, 194,000 +/- 21,000. The estimate for seroprevalence agrees strikingly with medical estimates, the homeless estimate is well within the published estimates, and the authors' estimate lies in the middle of the published range for rape victims.     

“We're gonna get you through it”: The role of bonding social capital in the development of bridging social capital

Many programs that place low-income students of color in high-achieving college preparatory high schools seek to nurture bridging social capital, connections across class lines that provide leverage in the process of “getting ahead.” Bonding social capital, which focuses more on emotional support and “getting by,” is frequently characterized as less useful for social mobility. Drawing upon in-depth interviews with alumni from one such program, we challenge the notion of bridging and bonding social capital as discrete, countervailing forms of social capital, and demonstrate how the two may complement each other. Specifically, we find that bonding social capital served as a critical resource that students drew upon as they navigated their elite high schools in the face of racism and classism. In doing so, this bonding social capital ultimately facilitated the development of bridging social capital by encouraging student persistence at these institutions. Our findings support critiques of traditional accounts of social capital that devalue the capital possessed by marginalized communities and fuel deficit ideologies. Furthermore, they highlight the personal costs that youth may face in the pursuit of bridging capital, complicating the narrative of social mobility as an unmitigated good.