Monogamy,the Protective Fallacy: Sexual versus Emotional Exclusivity and the Implication for Sexual Health Risk

The authors examined the hypothesis that many individuals define monogamy based on emotional rather than sexual fidelity. Participants, 373 heterosexual college students and 282 gay men, read three vignettes of decreasing mitigation in which they imagined committing an act of infidelity against a hypothetical partner and where half the participants were cued to their emotional attachment toward the partner. Despite the infidelity, relationships in the emotional attachment–cued vignettes were rated as monogamous to a greater degree than relationships in the vignettes where emotional attachment was not cued. In addition, over one-third of the participants in our study reported infidelity in their current self-defined monogamous relationships yet also reported feeling more protected from sexual health risks and reported less condom use than individuals who defined their relationship as nonmonogamous. The implications for monogamy as a protective fallacy are discussed.     

An examination of student and provider perceptions of voluntary sector social work placements in Northern Ireland

Practice based learning in Northern Ireland is a core element of social work education and comprising 50% of the degree programme for undergraduate and postgraduate students. This article presents evidence about the perceptions of practice learning from voluntary sector/non-government organisation (NGO) placement providers and final year social work students on social work degree programmes in Northern Ireland in 2011. It draws on data from 121 respondents from189 final year students and focus group interviews with voluntary sector providers offering 16% (85) of the total placements available to students. The agencies who participated in the research study provide a total of 55 PLOs to social work students, and are therefore fairly representative in terms of voluntary sector (NGO) provision. The article locates these data in the context of practice learning pedagogy and the changes introduced by the Regional Strategy for Practice Learning Provision in Northern Ireland 2010–2015. Several themes emerged including; induction, support and guidance, practice educator/student relationship, professional identity and confidence in risk assessment and decision-making. Social work educators, placement providers and employers must be cognisant of newly qualified social workers’ needs in terms of consolidating knowledge within the formative stages of their professional development.     

Critical Reflection on the Ethics of Mindfulness

Mindfulness is a way to achieve mental wellbeing that has been widely adopted as part of counselling and mental health treatment. However, there is a distinct lack of critical reflection about the origins of this technique, how it is used, and the implications it has for the beliefs of clients. The purpose of this paper is to provide a carefully considered response to the use of humanistic mindfulness. Social workers need to explain why they recommend mindfulness, and explore culturally consistent and sensitive practice, so that they are abiding by the Australian Association of Social Workers Code of ethics.

IMPLICATIONS

• The use of mindfulness in social work practice requires careful consideration as to its impact and relevance to clients’ needs.

• Mindfulness originates in philosophical traditions distinct from mental health treatment.

• In choosing to use mindfulness social workers require consistent and sensitive understanding of clients’ needs, world views, and culture.

     

Relationship building and message planning: An exploration of media challenges and strategies used during school crises at the P-12 level

Schools at the P-12 level increasingly face crises related to school shootings, violence, and other tragedies. Understanding the communication challenges schools face is paramount to assisting schools with communication before, during, and after crisis events. The current study focuses on the challenges created by media interest in such crises and the strategies implemented to overcome these challenges and provide responsible information to stakeholders. Interviews conducted with 21 school crisis teams at the P-12 level revealed that sensationalism, seeking alternative routes to information, and framing were key challenges in working with the media. In light of these challenges, administrators focused on creating media plans, building relationships with the media, being accurate but guarded, and communicating reassurance and reunification. Implications are discussed for school districts nationally.     

Teachers’ Perceptions of Childcare and Preschool Expulsion

Previous research outlines the correlates of childcare expulsion in the USA, yet researchers know little about how these correlates produce expulsion. This in‐depth qualitative analysis of 30 childcare providers’ accounts of expulsion finds a patterned process to expulsion: Teachers search for causes and solutions to challenging behaviours. When interventions fail, overwhelmed teachers shift their focus from ‘struggling’ children to ‘bad families’. Once the explanation of behaviour changes from within to outside of the child, expulsion is imminent. Interventions in teachers’ understandings, not only in children's behaviours, are discussed as a possible way to reduce expulsion.     

Multi-method analysis of transparency in social media practices: Survey,interviews and content analysis

With the decline of public trust in corporate America, organizations must consider ways to improve their relationships with key publics. One of the best strategies to build trust is through engaging in transparent communication (Rawlins, 2009). The increase in the popularity of social media has brought both challenges and opportunities for organizational transparency. This study used multiple methods to explore whether public relations professionals believe they are using social media to communicate transparently, to investigate how social media can be used to improve transparency along with its benefits and challenges, and to identify how transparency is used in social media campaigns.     

Evaluation of a Training to Reduce Provider Bias Toward Pregnant Patients With Substance Abuse

The objective of this article is not to present a scientific or systematic study, but to provide an initial framework for designing a training workshop to enhance health practitioners’ (nurses, social workers, physicians, etc.) knowledge regarding substance abuse treatment and to decrease their bias toward substance-abusing women, particularly pregnant women in rural communities. We incorporated the 4 Transdisciplinary Foundations from the Substance Abuse and Mental Health Services Administration Competencies Model, with specific competencies targeted that related to provider bias. After the conference, 52 of the 70 participants completed a questionnaire to self-assess knowledge level and confidence in skill related to substance abuse management. Participant mean scores were statistically significantly higher following the conference than 1 week prior (p < .001) in the area of “gender difference with substance abuse,” moving from an average of 2.6 to 4.5 on a 5-point Likert scale. Our conference was successful in increasing attendees’ knowledge about gender difference and substance abuse among pregnant patients.     

From Affirmative Action to Diversity: Critical Reflections on Graduate Education in Sociology

This article explores the contradictory results of the shift from a race‐conscious affirmative action discourse to a broader “diversity embrace” that advocates tolerance, equality, and respect for cultural differences on university campuses. Drawing on critical race theory and research on the practice of affirmative action in organizations, we argue that the diversity embrace subsumes recognition of racialized histories, social relations, and practices in favor of a “color‐blind” rhetoric that reinforces negative assumptions about the academic merit and worthiness of underrepresented minority students (URM). Our review of the status and condition of URM graduate students in sociology departments reveals that minority inclusion is part of a larger strategy that emphasizes individual and group differences rather than corrective action for past discrimination. We find that access and inclusion in graduate programs in sociology have been uneven with relatively few departments producing a majority of URM sociology doctorates. The diversity embrace obscures their continual low representation in graduate programs, fosters professionalization practices detrimental to these students, and undermines efforts to create a “critical mass” of faculty of color. Such practices constitute a racial project that preserves White privilege at the individual and institutional levels.     

Empirical issues in lifetime poverty measurement

Recently there has been increased interest in developing methods for measuring poverty in a way that takes into account the lifetime experience of individuals. We analyze some specific proposals that take the so-called spells approach and consider how they differ in the manner in which they address issues of lifetime poverty, most notably the measurement of chronic poverty. Comparing these specific measures by applying them to a US panel data set, we provide important insights for further research in conceptualizing and measuring lifetime poverty.     

Statistical modeling for Bayesian extrapolation of adult clinical trial information in pediatric drug evaluation

Children represent a large underserved population of “therapeutic orphans,” as an estimated 80% of children are treated off‐label. However, pediatric drug development often faces substantial challenges, including economic, logistical, technical, and ethical barriers, among others. Among many efforts trying to remove these barriers, increased recent attention has been paid to extrapolation; that is, the leveraging of available data from adults or older age groups to draw conclusions for the pediatric population. The Bayesian statistical paradigm is natural in this setting, as it permits the combining (or “borrowing”) of information across disparate sources, such as the adult and pediatric data. In this paper, authored by the pediatric subteam of the Drug Information Association Bayesian Scientific Working Group and Adaptive Design Working Group, we develop, illustrate, and provide suggestions on Bayesian statistical methods that could be used to design improved pediatric development programs that use all available information in the most efficient manner. A variety of relevant Bayesian approaches are described, several of which are illustrated through 2 case studies: extrapolating adult efficacy data to expand the labeling for Remicade to include pediatric ulcerative colitis and extrapolating adult exposure‐response information for antiepileptic drugs to pediatrics.