Family Structure States and Transitions: Associations With Children's Well‐Being During Middle Childhood

Using longitudinal data from the Maternal and Child Supplement of the National Longitudinal Survey of Youth (N = 3,862) and Hierarchical Linear Models, we estimated associations of family structure states and transitions with children's achievement and behavior trajectories during middle childhood. Results suggest that residing in a single‐mother family was associated with small increases in behavior problems and decreases in achievement and that residing in a social‐father family was associated with small increases in behavior problems. Family structure transitions, in general, were associated with increases in behavior problems and marginally associated with decreases in achievement. Transitioning to a single‐mother family was associated with increases in behavior problems, whereas transitioning to a social‐father family was associated with decreases in reading achievement.     

Emergency departments and street-involved youth: factors influencing utilization

Homeless youth often have untreated health problems and experience barriers to care. Existing evidence suggests that homeless youth use emergency departments (EDs) more frequently than other youth. We hypothesized that street youth with access to primary care services would be less likely to utilize EDs for health care. Data were drawn from a study of housing security and changes to it over time among 150 youth (16–20 years) recruited from service agencies for street-involved youth. Our findings show that those with access to primary care were actually more likely to use the ED, suggesting that access may encourage further engagement with the health care system. Findings support the need to better understand why access to primary care increases ED use and what could be done to change this pattern.     

The Role of Learning Context in High School Students’ Financial Knowledge and Behavior Acquisition

Using social construction theory, associations between student and classroom characteristics and high school students’ financial knowledge and behavior acquisition after studying a financial planning curriculum were examined. Prior to curriculum study, Whites, those growing up in a farm family business, and those who were working had higher financial knowledge; male and female knowledge differed by content. After curriculum study, females, those not growing up in a farm family business, and those who were not working gained most from curriculum study. While Whites, those who were working, and males exhibited more positive behaviors prior to curriculum study, after curriculum study, students living in states having financial mandates and those who did not grow up in a farm family business increased their positive behaviors most.     

It's All About Power: Integrating Feminist Family Studies and Family Communication

Feminist family studies bring a framework of power and intersectional analysis to unpack the issue of gender in families. Moving beyond the concept of gender as either benign or simply one of difference between men and women, a feminist perspective offers a way of conceptualizing the multiple contexts in which families are situated and where conflict and care inevitably comingle. A feminist lens has challenged family scholars to investigate and understand individuals, relationships, family structures, communities, and society in more complex and contested ways. We argue that feminist family studies offers insights for the discipline of family communication in order to contextualize the ways in which family dynamics are theorized and studied.     

Walking the talk in multiparty bargaining: An experimental investigation

We study the framing effects of communication on payoffs in multiparty bargaining. Communication has been shown to be more truthful and revealing than predicted in equilibrium. Because talk is preference-revealing, it may effectively frame bargaining around a logic of fairness or competition, moving parties on a path toward or away from equal-division agreements. These endogenous framing effects may outweigh any overall social utility effects due to the mere presence of communication. In two studies, we find that non-binding talk about fairness within a three-party, complete-information game leads toward off-equilibrium, equal division payoffs, while non-binding talk focusing on Competitive Reasoning moves parties away from equal divisions. Our two studies allow us to demonstrate that manipulated pre-game talk and spontaneous within-game dialogue lead to the same results.     

LABOR SUPPLY ESTIMATION BIASES FROM DISREGARDING NONWAGE BENEFITS

Labor supply models and research underpinned by labor supply decisions often assume that workers' choices are functions of wage and wage offers. However, the literature shows evidence that such decisions at least partly depend on nonwage benefits encompassed in jobs and occupations. In this paper, I develop and estimate a stochastic dynamic model of occupation and job choice, where nonwage benefits are directly incorporated into the decision alongside wages (a full model). Nested within the full model is a wage model, which represents the common practice in the literature of basing selection solely on wages and disregarding nonwage benefits. I separately estimate the full model and the nested wage model to compare the implications (biases) of omitting nonwage benefits. I compare the two models' estimates of elasticities and an inequality reduction intervention policy. I find that disregarding nonwage benefits generally causes biases. There are cases when the two models predict very similar outcomes and have close estimates, such as in occupation‐specific elasticities and job transition elasticities. But these special cases are products of canceling biases. In most cases, ignoring nonwage benefits will bias estimates by overestimating the importance of wage in the selection process and by disregarding changes in relative prices between wage and nonwage benefits. (JEL J20, J32, D91)     

“Family Matters”: A Systematic Review of the Evidence For Family Psychoeducation For Major Depressive Disorder

The first aim of this systematic review was to evaluate the evidence for family psychoeducation (FPE) interventions for major depressive disorder (MDD). A second aim was to compare the efficacy of different modes of delivering face‐to‐face FPE interventions. Ten studies (based on nine distinct samples) were identified comprising four single‐family studies, four multifamily studies, one single versus multifamily comparative study, and one peer‐led, mixed‐diagnosis study. Seven studies measured patient functioning and six reported positive outcomes. Six studies measured carer's well‐being and four reported positive outcomes. Results provide preliminary evidence that FPE leads to improved outcomes for patient functioning and family–carer's well‐being for persons with depression. The implications for future development and delivery of FPE interventions for MDD are discussed.     

Media Diet Homogeneity in a Fragmented Media Landscape

This study assesses the nature of selective exposure and avoidance behaviors among political liberals and conservatives using a survey of 351 American citizens obtained through Amazon’s Mechanical Turk. Analyses of a new “homogeneity of media diet” measure suggest that although liberals and conservatives consume a comparable total number of media sources, the homogeneity of those media sources is higher among liberals than it is among conservatives. In the sample examined here, liberals were significantly more likely than conservatives to selectively attend to ideologically onsonant media sources and were significantly more likely than conservatives to selectively avoid ideologically discrepant media sources. Analyses include a validity test of the self-reported selective exposure used by Pew and others, as well as an examination of partisan perceptions of the ideological leanings of various media sources. Results indicate that conservatives are more likely than liberals to rate neutral media sources (e.g., CNN, USA Today, and network news broadcasts) as ideologically biased. Meanwhile, liberals are more likely than conservatives to perceive the bias in their ideologically consonant media sources. Implications for future studies of selective exposure and avoidance—and democratic theory in general—are discussed.     

Attending to Social Justice in Clinical Social Work: Supervision as a Pedagogical Space

Although social justice is a central professional value of social work articulated in ethics codes, clinical social workers have been long criticized for not clearly incorporating this professed commitment into practice. Supervision is an optimal space within which clinicians can develop knowledge and skills to attend to the issues related to social justice in their practice. A growing body of literature emphasizes social justice in the delivery of clinical services, yet there is a death of literature on how clinical supervision can promote social justice seeking clinical work. In this paper, we draw from existing literature to identify key elements involved in social justice seeking clinical supervision. Using Goodyear’s (Clin Superv 33:82–99, 2014) learning mechanisms of clinical supervision, which consists of modeling, feedback, direct instruction, and self-directed learning, we discuss a case composite to illustrate ways in which clinical supervision can serve as a pedagogical space to advance clinical social workers’ commitment to social justice.     

A Preliminary Report on the Relationship Between Microaggressions Against Black People and Racism Among White College Students

Previous efforts to understand microaggressions have surveyed stigmatized group members’ experiences of receiving microaggressions. This report presents the first attempt to measure self-reported likelihood of delivering microaggressions rather than receiving microaggressions and to explore the association between the likelihood of delivering microaggressions and racial prejudice. We conducted a cross-sectional survey of 33 black and 118 non-Hispanic white undergraduate students at a large public Southern/Midwest university. Black students reported the degree to which a series of statements would be experienced as microaggressive. White students reported their likelihood of delivering those statements and completed measures of racial prejudice. White students’ self-reported likelihood of engaging in microaggressive acts was significantly related to all measures of racial prejudice. The single item “A lot of minorities are too sensitive” was the strongest predictor of negative feelings toward black people. Results offer preliminary support that the delivery of microaggressions by white students is not simply innocuous behavior and may be indicative of broad, complex, and negative racial attitudes and explicit underlying hostility and negative feelings toward black students.