Information Source Reliance and Charitable Giving Decisions

This study examines the relationship between donor reliance on information and donors’ subsequent charitable giving decisions of both time and money. To examine this relationship, we utilize data from an original survey of residents in San Diego County, California (n = 1,002), asking donors about their charitable activities and the information sources that they use to facilitate their charitable decisions. Our findings reveal that relying on information from both nonprofit accrediting agencies and personal experiences positively influences donors’ decision to give time to nonprofit organizations (that is, volunteer), but has no significant impact on decisions to give money. Implications of these findings are discussed.     

The Injurious Relationship Between Racial Microaggressions and Physical Health: Implications for Social Work

ABSTRACT

In recent years, the study of racial microaggressions (or subtle forms of racial discrimination) has increased significantly in the social sciences, particularly highlighting the negative impact of racial microaggressions on individuals’ mental health. Despite this, there is a dearth of literature that has examined the relationship between racial microaggressions and physical and psychological health. Using two self-reported measures—the Racial and Ethnic Microaggressions Scale (REMS) and the RAND 36-Item Short Form Health Survey—with a diverse group of participants (N = 277), results suggest that racial microaggressions are significantly correlated with poorer health conditions. Furthermore, racial microaggressions were found to predict various types of physical health conditions, such as general health problems, pain, lower energy levels, and fatigue. Finally, different types of microaggressions (e.g., microaggressions in school or the workplace, environmental microaggressions) were found to be predictors of specific health issues. Implications for social work are discussed.     

The measurement of structural ageing – an axiomatic approach

Contraceptive access is influenced by policy decisions, which can expand and constrict the contraceptive options available. This study explored the impact of recent US federal policies on contraceptive access by identifying and reviewing empirical literature, which is then presented and discussed using Levesque et al.’s (2013) healthcare access framework. A scoping review was conducted to identify empirical studies (N = 96) examining the impact of recent federal policy (passed from 2009 to 2019) on contraceptive access. Most identified studies examined the role of the Affordable Care Act (n = 53) and Title X of the Public Health Service Act (n = 25), showing many benefits of both policies for contraceptive access, particularly through improved affordability, availability, and appropriateness of contraceptive care. Other identified studies examined the impact of policies funding abstinence-only sex education (n = 2) and the Teen Pregnancy Prevention Program (n = 3), military policies related to the availability of contraception (n = 1), guidelines for quality contraceptive care (n = 3), Title IX of the Education Amendments (n = 4), the Violence Against Women Act (n = 1), and the Veterans Access, Choice, and Accountability Act (n = 4). Through increased outreach efforts, normalising of care, availability of services, cost subsidies, and provider competencies, recent federal policy has, overall, enhanced contraceptive access across the dimensions of healthcare access. Numerous policy and practice gaps and needs are identified, and future directions for research, policy, and practice are suggested.

     

Conditionality in the context of housing-led homelessness policy: Comparing Australia’s Housing First agenda to Scotland’s “rights-based” approach

Homelessness services and policy have historically tended to be organised by an explicitly conditional logic, wherein people experiencing homelessness must prove their “housing readiness” before accessing settled housing. This model has been robustly challenged in recent decades by “housing-led” approaches that ostensibly eschew conditionality and prioritise the rapid rehousing of people experiencing homelessness. Various countries now include housing-led approaches in the national policy frameworks, including Australia, which overhauled its approach to homelessness in 2008, and Scotland, where a housing-led approach is supported by a legal right to housing for homeless households. Notwithstanding this policy shift, conditionality remains an enduring feature of responses to homelessness in both jurisdictions. This paper sheds light on this phenomenon by comparing the Australian experience with that of Scotland. We demonstrate how conditionality remains a feature of both jurisdictions; however, there is greater effort in Scotland to identify and minimise conditionality, whereas in Australia it is able to persist relatively unchallenged. We conclude with some reflections on what Australia can learn from Scotland’s relative success, highlighting the importance of a national-level policy framework and an adequate affordable housing supply.     

Voices of youths on engagement in community life: a theoretical framework of belonging

Little is known from the perspectives of youths with intellectual and developmental disabilities themselves about their experiences related to inclusion, engagement in community life and friendship, and their quality of life. The Voices of Youths research project used an inclusive approach to learn from youths about these experiences. Twenty-four youths (age 13–24 years) with a range of intellectual and developmental disabilities diagnostic ‘labels’ participated in three video-recorded, community-based interviews. Constructivist grounded theory data analysis revealed a theoretical framework comprising the core concept of belonging and four associated concepts: engaging with similar people, having social relationships, negotiating meaningful roles, and navigating norms and expectations – finding a good fit. The findings contribute new knowledge about the ways in which these youths experience a sense of belonging from their own perspectives and can inform development/enrichment of policies, programmes, and services for these youths.     

Males’ Later-Life Mortality Consequences of Coresidence With Paternal Grandparents: Evidence From Northeast China, 1789–1909

In this study, we investigate the effect of early-life coresidence with paternal grandparents on male mortality risks in adulthood and older age in northeast China from 1789 to 1909. Despite growing interest in the influence of grandparents on child outcomes, few studies have examined the effect of coresidence with grandparents in early life on mortality in later life. We find that coresidence with paternal grandmothers in childhood is associated with higher mortality risks for males in adulthood. This may reflect the long-term effects of conflicts between mothers and their mothers-in-law. These results suggest that in extended families, patterns of coresidence in childhood may have long-term consequences for mortality, above and beyond the effects of common environmental and genetic factors, even when effects on childhood mortality are not readily apparent.     

Beyond cognitive deficit: the everyday lived experience of dyslexic students at university

This study explores the lived experiences of three dyslexic university students as they negotiate a number of different learning spaces within their higher education institution. The students completed reflective diaries for a period of three weeks and were subsequently interviewed about the experiences they recorded. The transcribed data from the diaries and interviews were analysed using interpretative phenomenological analysis. The following four themes were constructed following analysis: getting things out of my head; holding back – performance as risk; ever-present inner voices – effort of constant self-monitoring; and not belonging in academic spaces – metaphors of misfit. This study argues that attention to the everyday experiences of students with the dyslexia label is as important as knowledge of cognitive differences in the drive to create a more equitable learning environment in higher education.     

Using the wellness inventory to assess health and well-being in college students at the end of the semester

Abstract

Objective: The authors examined the end of semester outcomes (December, 2017) on the Wellness Inventory and demographics among college students taking a Physical Education (PED 101) course at a university in the southeast United States. Participants: College students were assessed at the end of the semester for health and well-being outcomes according to the Wellness Inventory. Results: Results showed that there were few gender or age differences for the dimensions of well-being. However, there were significant differences for most of the dimensions of health and well-being between frequent exercisers and infrequent exercisers. There were also significant differences between students who reported being in excellent health versus students who reported being in fair or poor health. Conclusions: Consistent exercise throughout the week may play a role in overall health and well-being. The results from this study warrant further investigation into the relationship between the exercise frequency and the dimensions of health and well-being.     

Mutual Positive Emotion with Peers,Emotion Knowledge,and Preschoolers' Peer Acceptance

Preschool children's emotion knowledge was examined as a possible mediator of the link between their mutual positive emotional expressiveness with peers and peer acceptance. Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity; M age = 57.61 months) over a period of 2 years. In year 1 observations were made of children's emotional expressiveness with peers, and children completed sociometric interviews. In year 2, children completed emotion knowledge interviews and sociometric interviews. Analyses revealed that children who expressed more mutual positive emotion with peers in year 1 were better liked by peers in year 2, after controlling for year 1 peer acceptance. Mutual positive emotion in year 1 was associated with children's emotion knowledge in year 2. Both year 1 mutual positive emotion and year 2 emotion knowledge made independent contributions to peer acceptance in year 2.