A menu for learning: a World Café approach for user involvement and inter-professional learning on mental health

Inter-professional learning (IPL) initiatives and service user involvement are well established in professional education programmes, but are seldom incorporated in the same teaching and learning project. In order to accomplish a combination of these approaches, an interactive learning format, styled as a World Café on mental health, was chosen to bring social work and mental health nursing students together with service users and carers. The project aimed to be participatory and inclusive from the outset, establishing a steering group with staff, students and user/carer volunteers to plan the day-long event. The event enabled all participants to engage in round table conversations to learn from each other's outlooks and roles, and for students to reflect on their future inter-professional practice and engagement with service users. Findings from this project indicate that the World Café as a teaching and learning method may have much to offer students engaged in IPL activities. We believe that the findings from this project can contribute to the advancement of existing knowledge regarding IPL and user involvement, and that a World Café approach may serve as a template for replication for other education providers, as part of a wider repertoire of inter-professional and service user involvement initiatives.     

A test of concordance based on Gini’s mean difference

A new rank correlation index, which can be used to measure the extent of concordance or discordance between two rankings, is proposed. This index is based on Gini’s mean difference computed on the totals ranks corresponding to each unit and it turns out to be a special case of a more general measure of the agreement of m rankings. The proposed index can be used in a test for the independence of two criteria used to rank the units of a sample, against their concordance/discordance. It can then be regarded as a competitor of other classical methods, such as Kendall’s tau. The exact distribution of the proposed test-statistic under the null hypothesis of independence is studied and its expectation and variance are determined; moreover, the asymptotic distribution of the test-statistic is derived. Finally, the implementation of the proposed test and its performance are discussed. Both the authors contributed equally to this work; however, the actual writing of the paper was as follows: Sects. 2 and 3 are due to C. G. Borroni, Sects. 1 and 4 are due to M. Zenga.     

Relationship of perceived future opportunity to depressive symptomatology of inner-city African-American adolescents

This study investigated the relationship of perceived future opportunities to level of depressive symptomatology in a sample of 173 adolescents attending inner city non-public schools in a large city in the northeastern region of the United States. Standard multiple regression analysis revealed that lower perceived future opportunity for both females (MR = .37, R²= .13, Beta =−.29) and males (MR = .39, R² = .15, Beta = −.41) were significantly associated with higher levels of depressive symptomatology. Secondary findings showed 46% of African-American students were in the at-risk category for depression and almost a third of students (30%) reported lower levels of perceived future opportunities. Future longitudinal studies are suggested to examine the temporal and casual relationships of perceived future opportunities to depression. Implications for social work policy and practice to improve future opportunities for disadvantaged African-American youth are discussed.     

Different frames for the independence axiom: An experimental investigation in individual decision making under risk

This article classifies three classes of generalized expected utility preferences according to the justifications for the independence axiom and for the reduction principle that they subscribe to or reject. The results of an experiment designed to test the three classes show that some substantial proportions of responses are consistent with each class. In view of this finding, it is suggested that the different theories belonging to the three classes should be considered complementary, rather than alternative, in order to explain individual behavior under risk.     

VALUES IN CONFLICT: CHALLENGES TO FAMILY THERAPISTS' THINKING

Our familiar and comfortable family therapy theories were not designed to deal with violence and may help maintain our collective avoidance. Our formulations appear to make violence more manageable than it is and demonstrate our naivete. The limitations of therapeutic neutrality are explored as are the dangers inherent in some of our interventions. Effective amelioration of family violence requires linkages to larger systems.-Editor.     

Abusive supervisory reactions to coworker relationship conflict

This study extends research on abusive supervision by exploring how supervisor reports of conflict with their coworkers are related to abusive behaviors and resulting outcomes. We utilize research on displaced aggression, conflict, and leader–member exchange (LMX) theory to formulate our hypotheses. Results from two samples of 121 and 134 matched supervisor–subordinate dyads support the idea that supervisors experiencing coworker relationship conflict are likely to engage in abusive behaviors directed toward their subordinates and that LMX quality moderates this relationship. Additionally, abusive supervision was associated with decreased work effort and organizational citizenship behaviors (OCB). Results also indicate that in both samples abusive supervision mediates the relationships between supervisor reports of coworker relationship conflict and OCB, and in one sample mediates the association between supervisor-reported coworker relationship conflict and work effort.     

Sensitivities: emotion-work and resulting personal effects in researching Black lesbians

The issues of self-disclosure, empathy, sharing the lives of others, developing rapport, and emotional memories are presented in relationship to the conduct of qualitative research interviews with Black lesbian students attending a historically Black university within a southern U.S. regional context. The challenge of doing such sensitive research is discussed from my perspective of also being a Black lesbian researcher, and the questions that this raised for me. Specific examples from the interview experiences are provided of self-disclosure, empathy, and rapport with the student participants. Conclusions suggest the need for building a community of social support for female scholars of African descent who study and serve Black lesbian populations.