Improving Field Instruction: An Evaluation of a Seminar for New Field Instructors

Abstract

The field work component of social work education plays an important role in fusing the knowledge, skills, and values of the profession. Moreover, field instructors must be competent to ensure the success of the educational process. Thus, the training of new field instructors is critical to this success. This article reports the findings of a study evaluating the impact of a training seminar for new field instructors on student perceptions of the field experience. A 10-session seminar in field instruction was offered to new direct practice field instructors as a requirement for continued supervision of students. Students' responses to a questionnaire about their field instruction indicated that seminar attendance was related to the degree of emphasis on teaching students from process recordings and also on discussion of student learning needs. Students with trained field instructors were more satisfied with the faculty field liaison. Overall, trained instructors demonstrated expected supervisory behavior more often than untrained instructors for 75% of the 83 supervisory activities studied, although only a limited number of comparisons reached statistical significance.     

Depressive Symptoms in Mothers of Recently Adopted Post-Institutionalized Children

To determine whether depressive symptoms are elevated within months of adoption, we compared women who had recently adopted a toddler from an overseas orphanage to women with children of the same age who adopted more than a year before or were raising a child they birthed. The groups did not differ significantly in means or in percentage with elevated symptoms (Session 1, χ²(2) = 2.5, ns; Session 2, χ²(2) = 1.38, ns). The results provided no evidence of elevated symptoms in the first months following adoption for women who adopted internationally relative to other women with toddler-aged children.     

Flash Flood Risks and Warning Decisions: A Mental Models Study of Forecasters,Public Officials,and Media Broadcasters in Boulder,Colorado

Timely warning communication and decision making are critical for reducing harm from flash flooding. To help understand and improve extreme weather risk communication and management, this study uses a mental models research approach to investigate the flash flood warning system and its risk decision context. Data were collected in the Boulder, Colorado area from mental models interviews with forecasters, public officials, and media broadcasters, who each make important interacting decisions in the warning system, and from a group modeling session with forecasters. Analysis of the data informed development of a decision‐focused model of the flash flood warning system that integrates the professionals’ perspectives. Comparative analysis of individual and group data with this model characterizes how these professionals conceptualize flash flood risks and associated uncertainty; create and disseminate flash flood warning information; and perceive how warning information is (and should be) used in their own and others’ decisions. The analysis indicates that warning system functioning would benefit from professionals developing a clearer, shared understanding of flash flood risks and the warning system, across their areas of expertise and job roles. Given the challenges in risk communication and decision making for complex, rapidly evolving hazards such as flash floods, another priority is development of improved warning content to help members of the public protect themselves when needed. Also important is professional communication with members of the public about allocation of responsibilities for managing flash flood risks, as well as improved system‐wide management of uncertainty in decisions.     

Direct and Indirect Effects of Maternal and Peer Influences on Sexual Intention among Urban African American and Hispanic Females

Peer and family influences are interconnected in complex ways. These influences shape adolescent decision-making regarding engagement in sexual behaviors. Evidence indicates the more proximal (and direct) a process is to an individual, the more likely it is to affect his/her development and behavior. Therefore, family factors (e.g., parenting practices) and peer influence (e.g., peer norms) tend to be more strongly associated with adolescent behavior than distal factors (e.g., media or the economy). Guided by an ecological framework, this study explored how maternal influence variables interact with perceptions of peer influence to affect daughters’ intentions to have sex. A nonprobability sample of 176 mother–daughter dyads was recruited in clinics and service organizations in the northeastern United States. Results from path analysis revealed that maternal influence variables had a significant indirect relationship with daughters’ intentions to have sex through daughters’ perceptions of peer influence. Maternal processes can act as protective factors for adolescent girls who perceive their peers are engaged in sexual behaviors. Therefore, risk reduction interventions with adolescents should include opportunities for parents to learn about sex-related issues and develop skills that will allow them to buffer negative peer influence.     

A review of international human resource management: Integration,interrogation, imitation

International human resource management (IHRM) represents an important dimension of international management. Over the past three decades, there has been considerable growth in research and practice in IHRM. While there have been extensive developments in this field, numerous scholars have identified aspects requiring review and revision. Hence, this paper reviews and interrogates the progress in IHRM's theoretical development. The review leads to the conclusion that research in IHRM has tended to emphasize integration over other forms of progress. In response, and in provocation, imitation rather than integration is suggested as an approach for the development of future theoretical and conceptual directions in IHRM.