The prospects for higher domestic savings rates in Latin America

This paper analyzes the prospects for raising domestic saving rates to permit increased investment and/or reduced dependence on foreign-capital inflow in Latin America. We analyze the question of rising saving rates by applying a random-coefficients approach: treating the parameters estimated in time-series analysis for individual countries as observations drawn from an international cross-section of savings behavior. Correlation analysis is then applied to clarify the conditions associated with international differences in savings parameters across a sample of 21 Latin American countries.     

The Cost-Effectiveness of Alternative Advance Mailings in a Telephone Survey

Advance letters are being used increasingly to combat the declinein response rates, but their effectiveness depends partly ontheir being read. In the face of the post-9/11 anthrax mailingscare, the Office for Survey Research (OSR) converted to usingadvance postcards rather than advance letters. Subsequently,the OSR conducted an experiment to test the effectiveness ofsending letters, postcards, or nothing to directory-listed numbersselected in a large random digit dial (RDD) telephone survey.In terms of response rates, the results clearly indicate thatsending advance letters is more effective than sending postcards,which, in turn, is more effective than sending nothing. A detailedcost-effectiveness evaluation indicates that sending lettersactually saves money, despite the increased costs associatedwith the mailings, compared to sending postcards; sending postcardsis also more cost-effective than not sending anything.     

Unequally Adrift: How Social Class and College Context Shape Students’ Mentorship Experiences

Faculty mentorship is a highly advantageous yet under-explored form of social capital which can grant access to co-curriculars (e.g., research assistantships), ensure strong letters of recommendation, and more. It is also typically informal and dependent on student initiative, requiring that students be skilled at engaging educational authority figures. Privileged students are most likely to have such skills as part of their dominant cultural capital, making faculty mentorship a site of social reproduction. To explore variations in this process, I compare two institution types: a small, teaching/undergraduate-focused regional university and a large, research-intensive flagship. In interviews with 68 working- and upper-middle-class students, I find that college context mediates the relationship of class background and faculty mentorship. Upper-middle-class students fostered advantageous faculty relationships at both universities, but working-class students diverged: at the flagship, they rarely approached professors in search of mentorship, while those at the regional university described close, beneficial connections with professors. I discuss working-class students’ dissimilar experiences in terms of each university’s structural and cultural characteristics (organizational habitus), particularly their institutional focus and size. I argue that through their particular organizational features, colleges can both reproduce and reduce inequalities, challenging the determinacy of precollege socialization in education.     

Reducing turnover is not enough: The need for proficient organizational cultures to support positive youth outcomes in child welfare

Objective

High caseworker turnover has been identified as a factor in the poor outcomes of child welfare services. However, almost no empirical research has examined the relationship between caseworker turnover and youth outcomes in child welfare systems and there is an important knowledge gap regarding whether, and how, caseworker turnover relates to outcomes for youth. We hypothesized that the effects of caseworker turnover are moderated by organizational culture such that reduced caseworker turnover is only associated with improved youth outcomes in organizations with proficient cultures.

Methods

The study applied hierarchical linear models (HLM) analysis to the second National Survey of Child and Adolescent Well-being (NSCAW II) with a U.S. nationwide sample of 2346 youth aged 1.5- to 18-years-old and 1544 caseworkers in 73 child welfare agencies. Proficient organizational culture was measured by caseworkers' responses to the Organizational Social Context (OSC) measure; staff turnover was reported by the agencies' directors; and youth outcomes were measured as total problems in psychosocial functioning with the Child Behavior Checklist (CBCL) completed by the youths' caregivers at intake and at 18-month follow-up.

Results

The association between caseworker turnover and youth outcomes was moderated by organizational culture. Youth outcomes were improved with lower staff turnover in proficient organizational cultures and the best outcomes occurred in organizations with low turnover and high proficiency.

Conclusions

To be successful, efforts to improve child welfare services by lowering staff turnover must also create proficient cultures that expect caseworkers to be competent and responsive to the needs of the youth and families they serve.     

A preliminary evaluation: Demographic and clinical profiles and changes in functioning in children receiving psychosocial rehabilitation

The present study is the first to examine the demographic and clinical profiles at intake of children, ages 4 to 18 years, who received Child Psychosocial Rehabilitation (CSPR), a relatively new community-based treatment model for children with emotional disturbance. In addition, the relationship between the relative change in psychosocial, emotional, and behavioral functioning as measured by CAFAS (Hodges, 1989, 1994, 2000) and PECFAS (1994, 2000) scores and the children's age, gender, ethnicity, current living arrangement, internalizing and externalizing behaviors, and severity of impairment at intake were evaluated. Fifty-three children received CPSR for a minimum of six months from a for-profit outpatient child and adolescent mental health clinic located in southwestern Idaho. Significant improvement in the children's overall functioning was found after six months of treatment. Middle or high school age children demonstrated significantly more impairment at intake compared with their younger counterparts. No significant differences in overall functioning were revealed considering the characteristic of gender, living arrangement and clinical profiles at intake.     

School anxiety and depression among immigrant youth in America: Differences by region of birth and language proficiency

This study sought to examine school anxiety and depression by parents’ immigrant status and identify differences by region of birth and language proficiency. Data were used from the Early Childhood Longitudinal Study‐Kindergarten Cohort, a nationally representative and longitudinal study of students in the United States. The analytic sample included 6,156 youth. Linear regression models predicted school anxiety and depression of American eighth grade students from English proficiency and parents’ region of birth. Controlling for demographic covariates, there was no significant difference in school anxiety or depression between youth with American‐born parents and those with parents born in any major world region. With the inclusion of an interaction between language proficiency and region of birth, children with limited English proficiency from Europe (B = 2.86, 95% CI = 2.16, 3.55), Central America (B = 1.52, 95% CI = 0.73, 2.31), Asia (B = 1.48, 95% CI = 0.55, 2.40), and South America (B = 0.85, 95% CI = 0.08, 1.61) had significantly heightened school anxiety compared to native‐English speakers with native‐born parents. When considering sources of school anxiety, it was revealed that over 60% of these youth worried about doing well in school. Future research should explore interventions to increase English proficiency and ease school‐related stress among children of immigrants.     

Sizing Up a Superstorm: Exploring the Role of Recalled Experience and Attribution of Responsibility in Judgments of Future Hurricane Risk

Research suggests that hurricane‐related risk perception is a critical predictor of behavioral response, such as evacuation. Less is known, however, about the precursors of these subjective risk judgments, especially when time has elapsed from a focal event. Drawing broadly from the risk communication, social psychology, and natural hazards literature, and specifically from concepts adapted from the risk information seeking and processing model and the protective action decision model, we examine how individuals’ distant recollections, including attribution of responsibility for the effects of a storm, attitude toward relevant information, and past hurricane experience, relate to risk judgment for a future, similar event. The present study reports on a survey involving U.S. residents in Connecticut, New Jersey, and New York (n = 619) impacted by Hurricane Sandy. While some results confirm past findings, such as that hurricane experience increases risk judgment, others suggest additional complexity, such as how various types of experience (e.g., having evacuated vs. having experienced losses) may heighten or attenuate individual‐level judgments of responsibility. We suggest avenues for future research, as well as implications for federal agencies involved in severe weather/natural hazard forecasting and communication with public audiences.