EXTENDED REVIEW

‘Ideological Variations of Realized Socialism: Scientific-Technological “Humanism”’ by Guido D. Neri. Aut Aut, Nos. 145–6, January-April 1975, n.p.     

On principles and arguments to likelihood

Birnbaum (1962a) argued that the conditionality principle (C) and the sufficiency principle (S) implied the likelihood principle (L); he then argued (Birnbaum 1972) that C and a mathematical equivalence principle M implied L. Evans, Fraser, and Monette (1985a) gave reference details, and this paper gives proof that C alone implies L. The level of support by the profession for L is sharply less than that for S or even for C; thus the paradoxical nature of these results. In this regard, we elaborate on the Monette example (Fraser, Monette, and Ng 1984), which provides a strong case against L. We also examine closely the various proofs linking the principles and find that S and C can each be used operationally to suppress information otherwise deemed relevant. From another viewpoint this says that S and C can each be used in contexts that directly conflict with the original examples and motivations supporting them; the principles can thus be viewed as inappropriately used, or more strongly, as invalid. In either case, the result that C and S imply L or that C implies L can be regarded as noneffective in the context of discriminating applications. A resolution of the apparent anomalies can be obtained by allowing the statistical model to include ingredients additional to those usually present (particularly for subsequent use with conditionality), or alternatively by restricting the application of the principles to contexts where the conflicts would seem not to arise.     

Genetic Contributions to Adolescents' Extrafamilial Social Interactions: Teachers, Best Friends, and Peers

The purpose of the present study was to investigate genetic and environmental contributions to individual differences in adolescents' social interactions outside the family. We investigated sibling resemblance for adolescents' reports of interactions with best friends and teachers, and parents' perceptions of adolescents' peer groups in 701 same-sex adolescent sibling pairs aged 10-18, using a twin, full sibling, and step sibling design. Our goals were to assess the magnitude of sibling resemblance, and to disentangle resemblance due to shared genetic heritage from that due to shared environmental experiences. Substantial genetic influence was found for parents' perceptions of adolescents' peer groups. Adolescents' reports of positive interactions with teachers and best friends also showed significant genetic influence. In contrast, individual differences in adolescents' reports of negative interactions with teachers and best friends showed no significant genetic influence. In addition, most environmental influences for social interactions with teachers, best friends, and peers were largely of the nonshared variety, suggesting that growing up in the same family does not make adolescents similar in their extrafamilial social interactions.     

Re-painting the golden gate bridge: Coordination of services for abducted children reunited with their families

This is a case study of a program implemented to serve abducted children who have been recovered and returned to their families. Development of working relationships between and coordination of mental health, law enforcement, child protective, judicial, mediation and victim assistance services is a process which produced effective readjustment services for children traumatized by abduction and has reduced systems trauma for the children and their families. Trials and triumphs of the continuing and tedious process of re-painting the bridge are reviewed as potential guidelines to be employed for other such coordinated efforts, a concept increasingly viewed as thesine qua non of service in complex and chronic problem situations.Credit for the application of the bridge painting metaphor to the Child Abduction Tast Force process goes to Michael Durfee, MD.The Reunification Project would not have been possible without the dedicated work of Rebecca Refuerzo, LCSW, in establishing the Center's Program, and the clinical expertise of Merilla McCurry-Scott, Ph.D., Jenenne Macklin, LCSW, Melissa Gleason, MSW, and Karina Walters, MSW.The Reunification Program is jointly funded by Find the Children and the U.S. Office of Juvenile Justice Programs.     

Toward an Understanding of the Influence of Cultural Background and Domain Experience on the Effects of Risk‐Pricing Formats on Risk Perception

Risk‐information framing can be a powerful tool for aiding the communication of risk and improving decision making. However, little work has investigated the extent that these framing effects depend on the characteristics of the perceiver. In our study, we examine whether the effects of different risk‐pricing formats on risky choices are the same for all individuals, no matter their domain experience or cultural background, or whether there are interactions between these factors. Survey 1 revealed that three risk‐pricing formats of the same choice problem resulted in the same individuals making different risky choices (preference reversal), suggesting that risk perception was distorted by the risk‐pricing format manipulation. In Survey 2, the effects of the risk‐pricing formats were shown to differ by the participants’ cultural background (Asian vs. European) and the extent of their domain experience. The fact that there were no differences between the cultural or domain experience groups in their overall tendency to select riskier (cf. safer) choices indicates that risk behavior differences between groups are often closely linked to perceptual, rather than simply attitudinal, cognitive processes. The results demonstrate the complex, interactive cognitive processes that are used to encode risk information, involving the framing of the information and the cultural background and previous experiences of the individual. We conclude that it is important to consider the characteristics of the individual (e.g., culture, domain experience, etc.) when manipulating risk‐information framing with the aim of improving risk communication.     

THE WORK OF (CREATING) ART

While engaging the process of artistic creation at the Creative Growth Art Center (CGAC) in San Francisco, California, Judith Scott produced numerous enigmatic three-dimensional fiber and mixed media sculpture pieces that subsequently received international attention. Approaching Scott's life and art from the perspective of Disability Studies – understood as an expressly political project – takes us beyond the limitations of the label of Art Brut/Outsider Art and of questions of artistic communication to properly situate her activities at the CGAC as work in both a social and economic sense. Judith's story – and her representation in a recent Spanish documentary film by directors Lola Barrera and Iñaki Peñafiel – suggests that in aspiring to achieve greater social and economic inclusion for such marginalized populations we must challenge the pervasive clinical paradigm that frames disability as lack and go further by cultivating sustainable, meaningful work experiences, such as that offered by the CGAC to people with developmental disabilities. Ultimately, creating art has the potential to be such a form of meaningful work.     

Doctoral Education in Social Work: The Decade Ahead

ABSTRACT

Scientific and professional developments in the coming decade will have profound implications for social work doctoral education and the research and academic careers doctoral students are preparing for. These developments include the knowledge explosion, corporatization of the university and related effects, and the emergence of the Grand Challenges for Social Work initiative delimiting key directions for social work research and practice. We consider potential effects of these developments on doctoral social work education and proffer curricular, pedagogic, and programmatic recommendations for improving doctoral education in the coming decade.