Prevention of methamphetamine abuse: can existing evidence inform community prevention?

Little research exists on effective strategies to prevent methamphetamine production, distribution, sales, use, and harm. As a result, prevention practitioners (especially at the local level) have little guidance in selecting potentially effective strategies. This article presents a general causal model of methamphetamine use and harms that reflects the available findings from either research specific to methamphetamine or from alcohol and other illegal drugs, and suggests prevention approaches and strategies that communities might use based upon research evidence and experience. Community methamphetamine prevention can use the public health and safety perspective applied to other substance abuse prevention. Analyses of the complex system of intermediate variables that interact to affect methamphetamine use and harms suggest that multiple reinforcing prevention interventions may have the greatest potential effectiveness.     

Transforming Psychology: Interpretive and Participatory Research Methods

Transforming psychology, the title of this volume, refers to the personal and social transformations that take place through the work we do, as well as to our goal of transforming the field of psychology itself through the inclusion of the interpretive and participatory methods described here. In this volume we examine how these methods have been and continue to be incorporated into the field of psychology and the challenges researchers have faced in doing so. We examine the epistemological foundations upon which these methods are based and provide a series of exemplars to illustrate the variety of ways in which interpretive and participatory methods are being applied. Finally, we discuss some of the barriers that remain to fulfilling this goal of transformation within our work and within our discipline.     

American Community Survey overview and the role of external evaluations

In 2010 the U.S. Census Bureau will achieve its goal of eliminating the long form sample from the decennial census and will produce its first set of five-year data products from the full sample American Community Survey (ACS). This paper provides an overview of the call for change that prompted the Census Bureau to pursue the development of a new approach to collecting socioeconomic and housing data. The paper details the evolution of the ACS from its earliest origins to its current design and describes that design in detail. The current design has benefited from external debate and consultation. Work such as that described later in this journal exemplifies the key role that external users and advisors have played, and will continue to play, in the evolution of the ACS. Over the past 10 years, the Census Bureau has undertaken research and testing to demonstrate operational feasibility and to assess survey quality. Research has also compared ACS and Census 2000 data. ACS staff are involved in survey improvement efforts and continue to confront survey challenges. In the next few years the ACS will give priority to developing user tools to aid all users in the correct interpretation of multi-year estimates. The ultimate validation of the ACS is, however, in the hands of users. Continued input from the people who are responsible for administering and evaluating programs, identifying local needs, and planning for the future will allow the ACS to grow in value and utility.     

Post-migration investments in education and job search: a family perspective

This paper examines post-migration investments in schooling and job search of immigrant families using new longitudinal data for Australia. Higher education levels at the time of arrival are associated with a greater probability of enrolling in school after migration. In households where the visa category would suggest that post-migration investments might be important, we find higher rates of school enrolment and job search. Traditional gender roles appear to dictate which partner makes the investments in formal schooling. However, labour market advantage, captured by principal applicant status, appears to dictate which partner makes greater investments in job search.

Connection,connectivity and choice: Learning during COVID-19 restrictions across mainstream schools and Flexible Learning Programmes in Australia

The COVID-19 pandemic and associated school closures may have constrained educational participation particularly for students in disadvantaged circumstances. We explore how 30 disadvantaged students in secondary school (14 mainstream/16 Flexible Learning Programme) from Queensland, New South Wales and Tasmania experienced home learning during the first wave of COVID-19, teasing out nuances across two educational models. Drawing on semi-structured interviews with these students, our analysis revealed three interconnected themes inflecting their learning: connection, connectivity and choice. Connection captures the desire for belonging and practices that facilitated meeting this desire during system-wide disruptions to school routines and face-to-face learning. Connectivity captures the impact of digitally facilitated learning at home on students' ability to engage with curriculum content and with their learning community. Choice captures the availability of viable options to overcome barriers students encountered in their learning and possibilities to flexibly accommodate student preferences and learning needs. Students from Flexible Learning Programmes appeared generally better supported to exercise agency within the scope of their lived experience of home-based learning. Findings indicate a need for strengthening student-centred policy and practices aimed at leveraging the affordances of information technology, balancing self-directed and structured learning and providing holistic support to enable meaningful student choice.     

Moving from ‘what we know works’ to ‘what we do in practice’: An evidence overview of implementation and diffusion of innovation in transition to adulthood for care experienced young people

Global research has shown that most young people who are care experienced are not prepared to transition to independent living at 18 years of age and require support into early adulthood. We used rigorous systematic methods to identify English-based peer reviewed and grey literature describing innovations relevant to care experienced young people as they transition into adulthood, with a focus upon lessons for their implementation and diffusion. We synthesised the evidence narratively and organise data linked to seven key areas important to the transition to adulthood: (1) Health and well-being; (2) relationships; (3) education and training; (4) employment; (5) participation in society; (6) accommodation; (7) other. Twenty-five papers met our inclusion criteria. This review has found that, whilst there are a broad spectrum of innovations taking place within the social care environment for care experienced young people to support their transition into adulthood, there exists limited insight into how best to support implementation and diffusion of evidence-based innovation. We drew upon the ‘Consolidated Framework for Implementation Research’, developed in the setting of clinical service delivery, to highlight challenges in implementing and diffusing evidence-based innovation for care experienced young people transitioning into adulthood.     

The Cgmanova Model

The Completely General MANOVA (CGMANOVA) model may be used to analyze many complex designs including the GMANOVA, EGMANOVA, MSUR models, the multivariate seemingly unrelated growth curve model, and numerous other designs that do not have closed form solutions using the likelihood ratio method. In this paper we review the theory of the CGMANOVA model and compare 11near model likelihood test results with the Wald statistic.     

Tackling the problem of teenage pregnancy in looked‐after children: a peer mentoring approach

Teenage pregnancy is associated with adverse health and social outcomes, even after adjusting for prior disadvantage, and is recognized as a major public health issue. Rates of teenage pregnancy in the UK are among the highest in Europe. Interventions introduced in the past decade to address the problem, such as improved sex and relationships education in schools, have been accompanied by a fall in teenage pregnancy rates in the UK. However, this decline has not been mirrored among looked‐after children. In this paper, we discuss why this may be the case. We suggest that a system of peer mentoring, involving a young person, whose experience of life post‐care has been positive, may be an effective approach to tackling the problem of pregnancy in this group. Peer mentoring has the potential to assist young people in developing self‐esteem, confidence and in making choices regarding their education, personal development and relationships.