The experience of gender dysphoria for pre‐pubescent children and their families: a review of the literature

In recent years, the experience of gender dysphoria has gained public prominence through an explosion of sensationalized interest in the popular media. However, childhood gender dysphoria remains poorly understood and both parents and children often find themselves having to educate professionals around them. This not only creates a sense of disconnect between family and professionals, but also means that social workers can often be unaware of the myriad of competing perspectives that seek to explain gender variance. This review of the literature seeks to provide interested social workers with an overview of gender dysphoria, current research in the field and theoretical paradigms, with a view to promoting understanding and better practice with families in this little understood field.     

Is there still such a thing as the ‘European social model'?

This article presents a definition and characterisation of the ‘European social model’ (ESM), admitting the existence of variants and increasing heterogeneity in institutional and social contexts within the EU in the wake of successive enlargements. The constituent parts of the ESM are compared with data observed in the different countries, in search of empirical evidence of the ESM‘s position as a distinctive model of development, characteristic of Western Europe as opposed to the paths taken by other non‐European developed OECD countries.     

Competency‐based Education: Evidence from Social Work Postgraduates from Five Universities in China

Social work education in China has undergone rapid development during last two decades. However, methods to define, measure, and evaluate social work students' competency remain largely unexplored. In this study, we evaluated competency in graduate social work students in China and examined factors that impacted competency, based on learning theory. Findings indicated that knowledge and skills learned in class, field placement, and social context all have effects on competency. How students think about individual development and the social work profession has the most significant effect. These findings carry implications for social work education in the Chinese context. The rapid development of social work education in China requires the effective measurement and evaluation of students' core competencies.     

Regularized Posteriors in Linear Ill‐Posed Inverse Problems

Abstract. We study the Bayesian solution of a linear inverse problem in a separable Hilbert space setting with Gaussian prior and noise distribution. Our contribution is to propose a new Bayes estimator which is a linear and continuous estimator on the whole space and is stronger than the mean of the exact Gaussian posterior distribution which is only defined as a measurable linear transformation. Our estimator is the mean of a slightly modified posterior distribution called regularized posterior distribution. Frequentist consistency of our estimator and of the regularized posterior distribution is proved. A Monte Carlo study and an application to real data confirm good small‐sample properties of our procedure.     

Proportional hazards model for competing risks data with missing cause of failure

We consider the semiparametric proportional hazards model for the cause-specific hazard function in analysis of competing risks data with missing cause of failure. The inverse probability weighted equation and augmented inverse probability weighted equation are proposed for estimating the regression parameters in the model, and their theoretical properties are established for inference. Simulation studies demonstrate that the augmented inverse probability weighted estimator is doubly robust and the proposed method is appropriate for practical use. The simulations also compare the proposed estimators with the multiple imputation estimator of Lu and Tsiatis (2001). The application of the proposed method is illustrated using data from a bone marrow transplant study.