We're All Number One: Academic Productivity among Schools of Social Work

Abstract

This paper updates, extends and refines a study published in this Journal a decade ago on the academic affiliation of social work authors. The study reported in this article looked at different types of journals and examined how a school's productivity rank varied by type of journal, faculty size and over time.     

Predictors of sexual risk‐taking among new drug users

We studied predictors of HIV‐related sexual risk‐taking among individuals who initiated the use of heroin or metham‐phetamine during the past 5 years. Many studies have linked drug use to HIV risk, but most research has been based on samples of users with long‐established drug careers. We conducted face‐to‐face interviews with 153 adult new drug users in Atlanta, GA. Drug use was not a statistically significant predictor of sexual risk, but gender, age, race, homelessness status, childhood neglect, level of paranoia, and level of (dys)functionality in handling disagreements were associated with frequency of sexual risk‐taking. We discuss the need to incorporate new drug users in HIV/AIDS and other health‐related prevention and intervention programs.     

Crisis communications preparedness among U.S. organizations: Activities and assessments by public relations practitioners

A survey of U.S. public relations practitioners (n = 126) found that three-quarters of their employer organizations had a written crisis communications plan and that organizations, as a whole, were reasonably prepared to engage in crisis communications. Preparedness was measured based on the presence of a crisis plan as well as indices related to tactics, training, the maintenance of contact lists, and media monitoring. Preparedness was found to be positively correlated to organization size, the level of autonomy, and delegation of authority within the organization, and the process orientation of the organization, but not organization type nor involvement in international versus domestic-only operations. Practitioners from organizations with plans had lower assessments of their relationships with publics, but greater confidence in their ability to respond.     

Are Students Failing School or Are Schools Failing Students? Class Cutting in High School

In many urban public high schools today, students navigate their day by selectively cutting class leading to course failure and dropping out. Collaborative, qualitative research conducted with urban high school students indicates that cutting results from disengagement and alienation that students label "boredom." Focus group data ( N = 160 in 8 groups) indicate that class cutting has not only an individual component that schools address, but also a systemic, conflictual component that schools do not address. These unaddressed, intransigent conflicts can foster moral exclusion and structural violence. These data suggest that rather than relying on standard punitive approaches, schools can respond to class cutting more effectively by taking students' concerns seriously, working collaboratively with students, and engaging in institutional self-scrutiny.     

‘I've come on this course to learn how to be politically minded’: political discourses among students entering a social work programme

Small-group self-administered interviews were conducted with 80 students entering a social work degree in the UK, asking about their motivations, political engagement and perspectives on equality. Especially as the interviews went on, many students were found to identify structural constraints on agency and express a desire to learn more about the political stakes of social work. However, it was concluded that speakers had to contend with, and by degrees operate upon, a neoliberal discursive terrain.     

An Introduction to Practical Sequential Inferences via Single-Arm Binary Response Studies Using the binseqtest R Package

We review sequential designs, including group sequential and two-stage designs, for testing or estimating a single binary parameter. We use this simple case to introduce ideas common to many sequential designs, which in this case can be explained without explicitly using stochastic processes. We focus on methods provided by our newly developed R package, binseqtest, which exactly bound the Type I error rate of tests and exactly maintain proper coverage of confidence intervals. Within this framework, we review some allowable practical adaptations of the sequential design. We explore issues such as the following: How should the design be modified if no assessment was made at one of the planned sequential stopping times? How should the parameter be estimated if the study needs to be stopped early? What reasons for stopping early are allowed? How should inferences be made when the study is stopped for crossing the boundary, but later information is collected about responses of subjects that had enrolled before the decision to stop but had not responded by that time? Answers to these questions are demonstrated using basic methods that are available in our binseqtest R package. Supplementary materials for this article are available online.     

Properties of two tests for outliers in multivariate data

Mardia's multivariate kurtosis and the generalized distance have desirable properties as multivariate outlier tests. However, extensive critical values have not been published heretofore. A published approximation formula for critical values of the kurtosis is shown to inadequately control the type I error rate, with observed error rates often differing from their intended values by a factor of two or more. Critical values derived from simulations for both tests for up to 25 dimensions and 500 observations are presented. The power curves of both tests are discussed. The generalized distance is the more powerful test when exactly one outlier is present and the contaminant is substantially mean-shifted. However, as the number of outliers increases, the kurtosis becomes the more powerful test. The two tests are compared with respect to power and vulnerability to masking. Recommendations for the use of these tests and interpretation of results are given.     

Development of Pre-Word-Learning Skills in Infants with Cochlear Implants

Families of infants who are congenitally deaf now have the option of cochlear implantation at a very young age. In order to assess the effectiveness of early cochlear implantation, however, new behavioral procedures are needed to measure speech perception and language skills during infancy. One important component of language development is word learning-a complex skill that involves learning arbitrary relations between words and their referents. A precursor to word learning is the ability to perceive and encode intersensory relations between co-occurring auditory and visual events. Recent studies in infants with normal hearing have shown that intersensory redundancies, such as temporal synchrony, can facilitate the ability to learn arbitrary pairings between speech sounds and objects (Gogate & Bahrick, 1998). To investigate the early stages of learning arbitrary pairings of sounds and objects after cochlear implantation, we used the Preferential Looking Paradigm (PLP) to assess infants' ability to associate speech sounds to objects that moved in temporal synchrony with the onset and offsets of the signals. Children with normal hearing ranging in age from 6, 9, 18, and 30 months served as controls and demonstrated the ability to learn arbitrary pairings between temporally synchronous speech sounds and dynamic visual events. Infants who received their cochlear implants (CIs) at earlier ages (7-15 months of age) performed similarly to the infants with normal hearing after about 2-6 months of CI experience. In contrast, infants who received their implants at later ages (16-25 months of age) did not demonstrate learning of the associations within the context of this experiment. Possible implications of these findings are discussed.