Action!: Student-Generated Videos in Social Work Education

Experiential learning is a vital aspect of social work education, particularly for teaching community practice. The literature, however, provides few examples of technology-based experiential assignments that educators can implement in their classrooms. This exploratory study examined an innovative student-generated video assignment developed for a social work community practice course. Thirty-seven former students spanning three distinct semesters completed an online survey of closed- and open-ended questions. Findings indicate the video assignment enhanced understanding of community practice and provided a unique diffusion factor. Participants appreciated how the video assignment differed from traditional assignments by offering opportunity for praxis, creativity, and acquisition of technological skills. Educators should note the challenges of student-generated videos to maximize their educational benefit and sustain student receptivity to such assignments. Teaching video-making skills has implications for post-graduation employment in the human service sector.     

The Progression of Sexual Relationships

The authors examine factors associated with the advancement or dissolution of newly formed sexual relationships. Data from the 2006–2010 National Survey of Family Growth (NSFG) was used to examine women and men aged 18–39 (n = 2,774) whose most recent sexual relationship began within the 12 months before their interview. Results indicate that newly formed sexual relationships are often transitory. By 12 months, only 23% of respondents remained in nonresidential sexual relationships, another 27% were cohabiting with that partner, and half had ended their relationships. Sexual relationships formed before age 25 are significantly more likely to break up than to transition into cohabitation. Indicators of social class disadvantage, such as living with a stepparent, expedited cohabitation, whereas measures of advantage, such as having a college‐educated mother, deterred transitions into shared living. Racial differences also emerge: Blacks were less likely than Whites to transition rapidly into shared living.     

“Here One Moment… and Gone the Next?” Remittance as a Social Visibility Tool

Human labor is as much an export as any good. Remittances are a critical source of income for left‐behind families and communities. Transnational labor migrants often describe themselves as ‘invisible’: neither present in the lives of left‐behind families nor members of the receiving community. Building on social remittances literature, we argue that remittances serve as a remedy for this ‘invisibility.’ Through analysis of interviews with 26 temporary labor migrants from 11 countries resident in Israel, we find remittances can render migrants visible to transnational families and provide identity benefits to labor migrants. If visibility benefits decline because of familial role changes, reduced value as a remitter, cost exceeding benefits or because contracting partners change, remittance practices will change. Contrary to previous literature, our findings show that remittances decisions are dynamic, revealing why remittances practices change and even cease. Findings have implications for understanding the multibillion‐dollar remittances industry and immigrant incorporation.     

Examining the Psychometric Properties of the Sexual Excitation/Sexual Inhibition Inventory for Women (SESII-W) in a Sample of Lesbian and Bisexual Women

The Sexual Excitation/Sexual Inhibition Inventory for Women (SESII-W) assesses propensities for sexual excitation (SE) and inhibition (SI). Previous research utilizing the SESII-W included samples comprised exclusively or almost entirely of heterosexual women. The purpose of this study was to examine the psychometric properties of the SESII-W and assess its relation to aspects of sexual function within a sample of lesbian and bisexual women. The sample included 974 self-identified bisexual (n = 733) or lesbian/homosexual (n = 241) women who completed an online survey including items assessing women’s sexual behaviors, feelings, and functioning, sociodemographics, and the SESII-W. The sample was split; exploratory factor analyses were conducted on the first half, yielding eight lower-order factors with two higher-order factors. Confirmatory factor analysis was conducted on the second half and suggested reasonable model fit. SI was positively correlated with sexual problems and negatively correlated with sexual pleasure; the correlations were significant but small. Hierarchical regression analyses were conducted to examine the relationships between SESII-W scores and sexual problems/sexual pleasure, controlling for age, relationship duration, and relationship status. Four lower-order factors predicted reports of sexual problems. Findings indicated the SESII-W has similar psychometric properties among sexual minority women as it does among heterosexual women.     

Inferences About Sexual Orientation: The Roles of Stereotypes,Faces, and The Gaydar Myth

In the present work, we investigated the pop cultural idea that people have a sixth sense, called “gaydar,” to detect who is gay. We propose that “gaydar” is an alternate label for using stereotypes to infer orientation (e.g., inferring that fashionable men are gay). Another account, however, argues that people possess a facial perception process that enables them to identify sexual orientation from facial structure. We report five experiments testing these accounts. Participants made gay-or-straight judgments about fictional targets that were constructed using experimentally manipulated stereotypic cues and real gay/straight people's face cues. These studies revealed that orientation is not visible from the face—purportedly “face-based” gaydar arises from a third-variable confound. People do, however, readily infer orientation from stereotypic attributes (e.g., fashion, career). Furthermore, the folk concept of gaydar serves as a legitimizing myth: Compared to a control group, people stereotyped more often when led to believe in gaydar, whereas people stereotyped less when told gaydar is an alternate label for stereotyping. Discussion focuses on the implications of the gaydar myth and why, contrary to some prior claims, stereotyping is highly unlikely to result in accurate judgments about orientation.     

Patterns of Intimate Partner Violence and Sexual Risk Behavior among Young Heterosexually Active Men

Intimate partner violence (IPV) victimization is linked to sexual risk exposure among women. However, less is known about the intersection of IPV perpetration and sexual risk behavior among men. This study used data from a diverse, community sample of 334 heterosexually active young men, aged 18 to 25, across the United States to examine whether and how men with distinct IPV-related behavior patterns differed in sexual risk–related behavior and attitudes. Participants were recruited and surveyed online, and grouped conceptually based on the types of IPV perpetration behavior(s) used in a current or recent romantic relationship. Groups were then compared on relevant sexual risk variables. Men reporting both physical abuse and sexual coercion against intimate partners reported significantly higher numbers of lifetime partners, higher rates of nonmonogamy, greater endorsement of nonmonogamy, and less frequent condom use relative to nonabusive men or those reporting controlling behavior only. This group also had higher sexually transmitted infection (STI) exposure compared to men who used controlling behavior only and men who used sexual coercion only. Findings suggest that interventions with men who use physical and sexual violence need to account for not only the physical and psychological harm of this behavior but also the sexual risk to which men may expose their partners.     

The sustainability of Egan’s Skilled Helper Model in students’ social work practice

This paper investigates the nature of students’ learning of the Egan Skilled Helper model in enabling them to develop collaborative communication skills which place service-users at the centre of decision making. The paper is a follow-up to an earlier paper which found that the Egan model was helpful to students as a communication and problem management tool and that they had transferred their learning into practice. The current study involves seven students from the first study and examines whether their knowledge and skills from learning the model in year one have been sustained two years later during their third year practice placement. A key finding is that participants were continuing to use most stages of the model (with the exception of challenging skills) with service-users in a variety of settings. Further findings are that the model is still useful in situations where goals are set by social workers rather than by service-users; and that it is the utilisation of role-play when learning the model which most embeds skills. The implications of these findings for skills training are discussed together with suggestions for further focus.