Do terrorist attacks affect ethnic discrimination in the labour market? Evidence from two randomized field experiments

Terrorist attacks are known to influence public opinion. But do they also change behaviour? We address this question by comparing the results of two identical randomized field experiments on ethnic discrimination in hiring that we conducted in Oslo. The first experiment was conducted before the 2011 terrorist attacks in Norway; the second experiment was conducted after the attacks. In both experiments, applicants with a typical Pakistani name were significantly less likely to get a job interview compared to those with a typical Norwegian name. But the ethnic gap in call‐back rates were very similar in the two experiments. Thus, Pakistanis in Norway still experienced the same level of discrimination, despite claims that Norwegians have become more positive about migrants after the far‐right, anti‐migrant terrorist attacks of 2011.     

Examining Secondary School Choice Processes as a Predictor of Adjustment After the School Transition

The secondary school transition is an important moment in adolescents' lives. Taking a prospective approach, the present study examined whether educational identity regarding a secondary school choice and own and parental expectations during the last year of primary school predicted post-transition school and psychological adjustment in Dutch adolescents (N = 314, M_age = 11.58). Additionally, the study qualitatively examined the reasons adolescents gave for their school choice, and linked these reasons to exploration behavior and post-transition adjustment. Identity processes and expectations predicted adjustment. Adolescents mostly reported multiple reasons for their school choice, with educational, practical, and social aspects of secondary schools appearing most important. The number of reasons mentioned was associated with pre-transition exploration behavior.     

The use of multidisciplinary teams to support child welfare clients

Meeting the educational needs of young people in the child welfare system (CWS) requires effective collaboration between the CWS and the education system. In Norway and in other countries, there is an increased focus on interprofessional collaboration to support child welfare clients in and around schools. Multidisciplinary teams are employed to facilitate collaboration and coordinate supportive measures. The purpose of this article is to describe how teachers and social workers use such teams as part of a collaborative effort to support children living in difficult conditions. In an inductive thematic analysis of 13 interviews with 7 social workers and 6 teachers, the following five key themes were revealed: (i) solution-focused work; (ii) listening to the child; (iii) parental support; (iv) social/environmental opportunities for successful interactions and (v) ensuring school attendance through adapted education and support. In conclusion, we discuss the ways in which these themes reflect how teams support child welfare clients.     

Performance‐Based Aid: Why It Will Probably Not Meet Its Promises

Performance‐based aid (PBA) is increasingly advocated as a way to improve the effectiveness of development aid by resolving incentive issues inherent in aid relationships, and some donors use it together with performance‐based financing arrangements within partner countries. Expectations from PBA are high, but, while its rationale may look appealing, it is based on a restrictive model and is flawed when taking account of the real‐world context. A number of problems associated with PBA have already been observed, and its appropriateness to provide incentives all along the chain from recipient governments to those who are supposed to produce results is questionable. Thus believing that PBA can have a mechanistic trickle‐down incentive effect seems illusory.     

Contributions of tourism to social inclusion of persons with disability

Tourism, although a relevant part of the modern lifestyle in economically more developed countries, is even in these countries not accessible to all, with particular barriers existing for persons with disabilities. These barriers are not only physical, but also internal, cultural and social. Tourism and leisure have revealed many benefits for individuals with a disability, enhancing personal development, quality of life, recovery and contribution to social inclusion. This article discusses the potential of tourism for people with disability and presents the results of an exploratory study undertaken in Portugal aiming at a better understanding of this market and its profile, desires and constraints experienced when participating in holidays and leisure activities. This information should contribute to the debate on the potential contributions of tourism to improving social inclusion of persons with disability, while simultaneously permitting tourism providers to better integrate this group in their clientele.     

Strengthening Supervision in Systems of Care: Exemplary Practices in Empirically Supported Treatments

The last few decades have witnessed major growth in the evidence base on effective client interventions used by social workers and other health and social service professionals. As the pressure for service agencies to offer empirically supported treatments has been increasing, financial and time constraints have driven a decline in the frequency and amount of supervision provided within many of these organizations. While the reduction in staff supervision presents a challenge for effective implementation of all treatments, there are comprehensive empirically supported treatment models for clients that serve as exemplars of supervisory practice through their explicit requirements, processes and tools for supervision and supervisor development. After a review of the current status of supervision nationally, an implementation science-based approach is described, which builds organizational support for supervision and promotes optimal supervisory practice through training and consultation of supervisors and supervisees. The elements of this comprehensive approach, developed by the Yale Program on Supervision, are detailed. Supervisory policies, practices, and tools created by the developers of empirically supported treatments and similarly grounded in the principles of implementation science are offered as further examples of strategies for ensuring effective supervision.     

Parents' perceptions of contact with the Norwegian Child Welfare Services

Listening to the opinions of service users is important in research. This study explored how parents cognitively and emotionally perceive contact with the Norwegian Child Welfare Services (CWS). It also compared the reports of parents recently referred to the CWS with reports of more experienced users. A content analysis was conducted on open‐ended survey responses from parents (n = 697). This study fills a gap in the literature on how parents perceive contact with the CWS and what they see as important factors when judging this contact. The findings showed that 40.6% of the parents reported exclusively positive experiences, 30.7% of the parents reported solely negative experiences, while 24% of the parents described both positive and negative experiences. The content of the positive and negative experiences were related to characteristics of the child welfare workers, the quality of the relationship, the help offered and the parent's feelings of insecurity and fear. New CWS users tended to view the contact as more positive than the more experienced ones. Practical implications are presented.