The functional patterns of adolescent mothers leaving foster care: Results from a cluster analysis

Few studies have explored the outcomes of adolescent mothers leaving foster care, especially using person‐oriented methods. The current study employed a cluster analysis to identify unique patterns of functioning among adolescent mothers aged 19 (n = 777). Data from the National Youth in Transition Database and the Adoption and Foster Care Analysis and Reporting System were utilized. Findings revealed five subpopulations characterized by distinct constellations of outcomes at age 19. The largest group (43%) exhibited competent functioning across all the domains studied—its members were connected to school and/or employment and did not experience homelessness, substance abuse referrals, or incarceration during the past 2 years (i.e., “resilient”). A relatively small group (12%) exhibited challenges across all the above‐referenced domains, whereas the remaining groups presented challenges in some domains, but not in others. Follow‐up analyses revealed that adolescent mothers classified as resilient at age 19 had the lowest rates of congregate care placements and the highest rates of nonrelative foster care placements at age 17. Moreover, they had lower placement instability and higher rates of extended foster care as compared with members of the other clusters. Implications for practice, policy, and research are discussed.     

The Impact of a Structured-Argument Approach on Group Problem Formulation*

Despite advances in decision analysis and decision support systems, few formulaic procedures exist for undertaking problem formulation, particularly in group settings. This leaves managers with little procedural support for the important task of carefully structuring problems. In a laboratory experiment of 29 intact student teams, we contrasted two problem formulation methodologies: a structured argument approach (based on application of formal reasoning) and a group process approach (based on private idea generation prior to public sharing and evaluation of ideas). The structured argument approach took more time to use and failed to bring about more information search and equivocality reduction in group discussions. On the positive side, however, the structured argument approach led to a greater combination of both coverage of critical issues and consensus on those issues. Use of the structured argument approach also resulted in higher satisfaction with the problem definition and commitment to implementing results of the group meeting. Overall, the results reveal cost/benefit tradeoffs associated with developing argumentation-based procedures for problem formulation.     

Factors that influence elementary school teachers’ attitudes towards inclusion of visually impaired children in Turkey

There is a scarcity of research on inclusion of visually impaired children in Turkey. Specifically, a gap exists concerning the attitudes of elementary school teachers towards the inclusion of visually impaired children in mainstream schools. This article uses data from two questionnaires, leveraging the responses of 253 teachers from rural and urban areas. The results demonstrate that elementary school teachers commonly hold positive attitudes towards the inclusion of visually impaired children and that teachers’ initial and in-service training about inclusion positively influenced their attitudes. Our findings are in contrast with earlier research which argues that teachers do not hold positive attitudes to inclusion, and highlights that a key barrier to inclusion stems from elementary school teachers feeling unprepared to teach visually impaired children. We conclude that greater post-qualification training is required to enable teachers to operationalise different approaches that facilitate the inclusion of visually impaired children.     

Teaching International Social Work in a Global Classroom

Social work educators are challenged with preparing students for international social work and work with immigrant and refugee populations. This pilot project aimed to develop an online global classroom to teach an international social work course to social work students participating from five different locations: United States (N=25), South Africa (N=4), Mexico (N=11), Hong Kong (N=6), and Australia (N=2). Qualitative data were collected from students regarding their experiences in this global classroom. Thematic analysis revealed the development of rich authentic learning, where their interactions with international classmates led to a transformative learning experience and a beginning sense of social work in a global context. Implications for future leaning and teaching of social work content across global borders are discussed.     

Participatory shaping of community futures in e‐waste processing hubs: Complexity,conflict and stewarded convergence in a Palestinian context

This article describes an unconventional participatory development approach carried out in an informal e‐waste hub in South‐West Hebron, an area that has collected and processed the bulk of Israeli e‐waste for over a decade. Our approach contributes to the critique and recovery of community representation in participatory development and the search for ways to facilitate representative community engagement. Specifically, we describe our use of a novel Delphi‐like method that allowed us to facilitate a broadly endorsed development trajectory within a heterogeneous and conflicted community. We show how the results yielded by this approach diverged from those that were likely to emerge from more facile forms of participation in ways that are important for other similar e‐waste hubs internationally, which face a destructive status quo on the one hand, or the economically ruinous international policies that ban e‐waste trade from “developed” to “developing” countries on the other. Despite real tensions and cleavages within the affected communities, the process described facilitated a shift from deadlocked environmental versus livelihood positions towards building capacity and regulating existing informal e‐waste trades to preserve livelihoods dependent on these.     

How much is too much: Does the size of income support transfers affect labor supply?

Cash transfer programs pursue mainly protective objectives, but can also impact rural livelihoods by inducing investments in productive activities and changing household labor allocation. We adopt a continuous treatment approach to quantify how households’ labor supply responds to transfer size. We find a shift from paid labor to own farm labor and find that the transfer size is well within a level that would have disincentive effects on time spent on own farm activities. The switch from paid to own farm labor occurs at lower levels of transfers for labor-constrained households, and at higher levels for non-labor constrained households.     

A robust QTL mapping procedure

In quantitative trait linkage studies using experimental crosses, the conventional normal location-shift model or other parameterizations may be unnecessarily restrictive. We generalize the mapping problem to a genuine nonparametric setup and provide a robust estimation procedure for the situation where the underlying phenotype distributions are completely unspecified. Classical Wilcoxon–Mann–Whitney statistics are employed for point and interval estimation of QTL positions and effects.     

The effects of direct experience on consumer product evaluation

The effects of different sales strategies on consumer product evaluation were investigated. It was expected that direct product experience could decrease economic product valuation. Experiments 1 and 2 studied the effects of product trials and money-back guarantees on consumer willingness to pay (WTP). It appeared that WTP was significantly lower after a product trial than with a money-back guarantee or normal sale. In Experiment 3 a structural equation model showed that product trials had a positive effect on attitude toward the product. Also, a negative effect on WTP was found when the effect was measured directly, but a positive effect when the effect was measured indirectly (through attitude).