Examining Where We Were and Where We Are: Clinical Issues in Adoption 1985–1995

This article examines the changes in adoption practices over the past decade by referencing a series of 1985 articles published by Child and Adolescent Social Work Journal that presented theoretical considerations for maintaining closed adoptions. The author uses her own experience as an adoption professional, those articles currently published in the field of adoption and the experience of those most impacted by adoption, birthparents, adoptive parents and adoptees, in examining and presenting the benefits and value of open adoption.     

Feasibility study for collecting alcohol and other drug use data among secondary school students: a web-based survey approach

This study examined the feasibility of using a Web-based survey to collect alcohol and other drug use data from secondary school students in an urban school district in the Midwest. A Web-based survey was self-administered by a random sample of 6th through 11th grade students in the spring of 2002. The final sample consisted of 1,536 secondary school students (781 women and 755 men). The sample was 57% White, 40% African American, and 3% from other racial and ethnic groups. Several indicators of data quality were examined including response rate, absenteeism, refusals, substantive data, and data processing time. The study achieved a response rate of 89.1%. The results of the present study provide evidence that a Web-based survey can be successfully implemented in an economically and racially diverse urban sample of secondary students. While researchers conducting survey research within secondary schools should consider using Web-based survey approaches, additional research is needed to compare Web-based surveys to more traditional approaches to collecting data.     

Identifying the Extent of Challenging Behaviour in Adult Learning Disability Services

Correspondence to Carol Hayden, ICJS, St. George’s Building, 141 High Street, Portsmouth PO1 2HY, UK. E-mail: carol.hayden{at}port.ac.uk Summary This article presents one part of the findings of an ongoingstudy that set out to investigate and explain the extent ofchallenging behaviour in twenty-one social service run day andresidential services in one large county authority in England.This part of the study reports on staff perceptions of problematicbehaviour from service users. It uses staff reports of levelsof problematic behaviour as indicative of potentially challengingbehaviour. The study uses an adapted version of an establishedinstrument, the BPI (Behaviour Problems Inventory), as a surveytool completed by staff for all service users in a one-monthperiod (January 2000). The findings of this exercise are basedon 1,390 service users, near to a census at the time of thesurvey. The study shows ‘non-compliance’ to be themost problematic and prevalent behaviour from the point of viewof staff. Overall the research illustrates a split between themajority of service users who present staff with problematicbehaviour in a relatively minor to moderate way and a smallgroup of individuals (less than 2 per cent) who present muchmore extreme behaviour. Brief reference is made to other datacollected in the study when it helps in the interpretation ofthe behaviour patterns identified by the BPI.     

Vstreet.com: a web-based community for at-risk teens

Most teens leaving the care of an agency are woefully unprepared and unsupported. Current approaches to aftercare are expensive and difficult to implement. This study evaluated a prototype version of Vstreet.com, an innovative website for at-risk youth designed to teach lifeskills and build community. Findings from a sample of youth in the Job Corps showed that the website was highly effective in increasing their knowledge of apartment hunting skills, feelings of peer social support, and intentions of staying in touch with their agency.     

Research in mental health: social etiology versus social consequences

This article differentiates a social etiology model focused on identifying the social antecedents of one particular mental disorder from a social consequences model concerned with the overall mental health consequences of various social arrangements. In the social etiology model, people with disorders other than the one particular disorder singled out for investigation are implicitly classified as "well." This disorder-specific model is inappropriate for the more general sociological task of identifying the consequences of various social arrangements, such as concentrated poverty, racial segregation, and gender stratification. It is problematic because these consequences are typically nonspecific, not limited to one particular disorder. From this perspective, persons classified as "well" in the disorder-specific model who have a different disorder are misclassified. Consequently, the impact of social arrangements is underestimated, and estimates of causal effects are biased. To address these problems, the full range of theoretically derived mental health outcomes needs to be simultaneously analyzed.     

Does funding for HIV and sexually transmitted disease prevention matter? Evidence from panel data

Since the onset of the AIDS epidemic, the Centers for Disease Control and Prevention (CDC) has allocated several billion dollars for the prevention of HIV and other sexually transmitted diseases (STDs) in the United States. Using state-level data from 1981 to 1998, the authors found that greater amounts of prevention funding in a given year are associated with reductions in reported gonorrhea incidence rates in subsequent years. The authors conclude that funding for STD and HIV prevention, on the whole, appears to have a discernable impact on the incidence of STDs.     

Narratives of identity: Denying empathy in conservative discourses on race,class, and sexuality

Issues of identity are crucial in current political debate. This article analyses narratives of identity using three very different examples, namely colonial-settler Australia, lesbian romance genres, and the role of class in contemporary American and British politics. It explores both privileged and marginalized identity narratives and the tensions between them. For example, lesbian romance narratives are contrasted with religious right arguments against same-sex marriage. Some argue that the complex intersections, compatibilities, and differences between conflicting narratives of identity reveal a great deal about how specific concepts of identity are formed. The narratives examined do not produce explicit binary constructions of dominant and subordinate identity categories. Rather, being able to imagine (or not imagine) other narratives plays an important part in the process of constructing identities within these discourses. Narratives that foreclose empathy facilitate the denial that discrimination or subordination is taking place. Similarly, privileged narratives of identity facilitate subjects ability to think well of themselves and their treatment of others.     

Fertility and education premiums

This study examines households fertility variations in response to expected permanent shifts in the return to education. Wage premiums measurethe return to education because their long-run movements are driven by factors exogenous to the fertility process. The results indicate that high education parents fertility responds negatively to changes in the expected return to college and negatively to changes in the expected return to high school. On the other hand, the fertility of low education parents does not vary with changes to expected returns to education. These results can be consistently interpreted within a standard quality/quantity model of endogenous fertility.I am grateful to seminar participants at Penn State University, Virginia Tech. University, the Economic Demography Workshop at the annual meeting of the Population Association of America and the Mid-West Macroeconomics Conference and well as to a helpful referee. Responsible editor: Junsen Zhang.     

Designing Service–Learning to Empower Students and Community: Jackson Elementary Builds a Nature Study Center

We propose an approach to service–learning in which projects are designed so as to empower undergraduate students and community members. When student service scholars take away control from citizens, they can undermine citizens' perceptions of competency; when faculty reduce students' choice and responsibility, they can undermine students' efficacy and desire to learn. We propose four guidelines for optimizing student and citizen experiences: (1) service should serve both the community and the students; (2) service should empower; (3) service should be contextual; and (4) service projects should endure. We elaborate this philosophy and illustrate it with a project in which nine university students and 30 fifth–graders built a science and nature study center for a K–6 elementary school.