Cohort Differences in Parental Financial Help to Adult Children

In this article, we examine birth cohort differences in parents’ provision of monetary help to adult children with particular focus on the extent to which cohort differences in family structure and the transition to adulthood influence these changes. Using data from the Health and Retirement Study from 1994 to 2010, we compare financial help to children of three respondent cohorts as the parents in these birth cohorts from ages 53–58 to 57–62. We find that transfers to children have increased among more recent cohorts. Two trends—declining family size and children’s delay in marriage—account for part of the increase across cohorts. However, other trends, such as the increase in the number of stepchildren and increasing child’s income level, tend to decrease the observed cohort trend.     

An Empowerment Approach in Teaching a Class about Autism for Social Work Students

Social workers are being asked to respond to the rapidly increasing number of individuals and families affected by Autism Spectrum Disorders (ASD). However, the curricula in schools of social work have limited content on disabilities. This article describes a course which prepares social work students for work with individuals with ASD through an empowerment approach in an ever-changing socio-cultural and political environment. This approach changes the focus of disabilities from a narrow perspective on particular services and rehabilitation to a broader concern with human rights, social inclusion and quality of life. The article describes the development of the course in collaboration with a university disability program, the areas of emphasis for the course (family focused, interdisciplinary, lifespan) and the multiple modes of delivery. The implications of teaching the course as an elective or as integrating it further into the curriculum are discussed.     

Lessons learned about collaborative evaluation using the Capacity for Applying Project Evaluation (CAPE) framework with school and district leaders

Schools, districts, and state-level educational organizations are experiencing a great shift in the way they do the business of education. This shift focuses on accountability, specifically through the expectation of the effective utilization of evaluative-focused efforts to guide and support decisions about educational program implementation. In as much, education leaders need specific guidance and training on how to plan, implement, and use evaluation to critically examine district and school-level initiatives. One specific effort intended to address this need is through the Capacity for Applying Project Evaluation (CAPE) framework. The CAPE framework is composed of three crucial components: a collection of evaluation resources; a professional development model; and a conceptual framework that guides the work to support evaluation planning and implementation in schools and districts. School and district teams serve as active participants in the professional development and ultimately as formative evaluators of their own school or district-level programs by working collaboratively with evaluation experts. The CAPE framework involves the school and district staff in planning and implementing their evaluation. They are the ones deciding what evaluation questions to ask, which instruments to use, what data to collect, and how and to whom results should be reported. Initially this work is done through careful scaffolding by evaluation experts, where supports are slowly pulled away as the educators gain experience and confidence in their knowledge and skills as evaluators. Since CAPE engages all stakeholders in all stages of the evaluation, the philosophical intentions of these efforts to build capacity for formative evaluation strictly aligns with the collaborative evaluation approach.     

Approaches used by employee assistance programs to address perpetration of intimate partner violence

Employee Assistance Programs (EAPs) are workplace resources available to employees with problems impacting work performance. EAPs are well-positioned to address intimate partner violence (IPV), a major public health problem with workplace impacts. A purposeful sample of 28 EAPs across the United States was surveyed to identify policies and programs to address IPV, including perpetration. Most EAPs did not report having standardized approaches for addressing IPV perpetration. EAPs also described significant barriers to identifying IPV perpetrators, with the majority relying on self-disclosure on the part of the perpetrator when contacting the EAP. These results suggest that many EAPs--even when interacting with employees who present with issues known to correlate with IPV--are missing a potential opportunity to assess and intervene with IPV perpetrators.     

Patterns of Volunteer Activity in Professional Associations and Societies

Professional and occupational societies rely on volunteers for leadership, expertise, member recruitment, fundraising, legislative activity, and many other activities. Yet, volunteerism in the professions has received very little analytic attention. This study uses a large, international dataset produced by the American Society of Association Executives to examine patterns of volunteer activity in 23 professional associations and societies. A comparative analysis allows us to test widespread theories on the factors that predict volunteer activity in the particular context of professional life, where the motivations to volunteer may vary. Our findings suggest that some patterns of professional volunteer activity mirror what we can expect in a non-professional context (i.e., church or community volunteering), while other patterns are distinct. Our findings have particular relevance in understanding that a professional??s demographic characteristics and voluntary preferences are context-specific and must be accounted for in volunteer recruitment efforts.     

From Affirmative Action to Diversity: Critical Reflections on Graduate Education in Sociology

This article explores the contradictory results of the shift from a race‐conscious affirmative action discourse to a broader “diversity embrace” that advocates tolerance, equality, and respect for cultural differences on university campuses. Drawing on critical race theory and research on the practice of affirmative action in organizations, we argue that the diversity embrace subsumes recognition of racialized histories, social relations, and practices in favor of a “color‐blind” rhetoric that reinforces negative assumptions about the academic merit and worthiness of underrepresented minority students (URM). Our review of the status and condition of URM graduate students in sociology departments reveals that minority inclusion is part of a larger strategy that emphasizes individual and group differences rather than corrective action for past discrimination. We find that access and inclusion in graduate programs in sociology have been uneven with relatively few departments producing a majority of URM sociology doctorates. The diversity embrace obscures their continual low representation in graduate programs, fosters professionalization practices detrimental to these students, and undermines efforts to create a “critical mass” of faculty of color. Such practices constitute a racial project that preserves White privilege at the individual and institutional levels.     

Transparent space: Law,technology and deliberative democracy in the information society

Abstract

The resuscitation of deliberative democracy in the Information Age requires the construction of transparent public spaces ‐ public arenas where power relationships between speakers are discernible and debate ensues according to the rules of civility and reason (conversational transparency). The metaphor of transparency, in the sense of legal accountability, also connects the role of communications regulation to the development of democratic political culture (legal transparency). Finally, transparency suggests the power of technology to obscure and hinder as well as help the progress of deliberative democracy (technological transparency).     

Examination of the relationships between dietary restraint,alcohol, and adverse problems among women

Objective: Women who report greater chronic dieting consume more alcohol, drink more frequently, and experience greater problems than women who report less chronic dieting. Alcohol may also temporarily disrupt a woman's dietary rules, leading to increased caloric intake and subsequent restriction. This study examined whether alcohol use mediated the relationship between dietary restraint and alcohol problems in a woman's daily life. Participants: Women (N = 59) completed the study by the fall of 2013. Methods: Participants completed up to six assessments for 10 days, including intended dietary restraint, alcohol use, and problems. Results: Drinking quantity partially mediated the relationship between dietary restraint and alcohol problems. For each drink consumed, there was a 1.4 times greater likelihood of eating after drinking, which was associated with greater intention to subsequently restrict calories. Conclusions: The types of drinks consumed and reasons for restricting one's caloric intake may inform the relationship between these behaviors.     

Effectiveness of an educational intervention to increase knowledge and reduce use of risky behaviors associated with cumulative trauma in office workers

OBJECTIVE: This pilot project assessed the effectiveness of an intervention to increase knowledge and reduce risky behaviors related to cumulative trauma disorders (CTD) in office workers. STUDY DESIGN: All 124 employees from the administrative offices of a health maintenance organization were invited to participate. Subjects were followed across time using an identification number. Data were collected via questionnaire in June 1994 (pretest1) (N=84), August 1994 (pretest II) (N= 63) and September 1995 (posttest) (N=40). The yearlong intervention focused on functional activities to prevent CTD. RESULTS: of chi-square analyses for the 40 subjects who completed all surveys indicated this intervention significantly increased overall knowledge of CTD (p =.002). Significant changes in self-reported hand/wrist (p =.016) and neck/shoulder (p =.003) posture were also found. CONCLUSIONS: This study is a first step in identifying effective educational interventions to increase knowledge and reduce risk factors related to CTD in office workers.