Planting a seed: encouraging service users towards educational goals

Some interventions by social workers, teachers and parents take time to develop but can produce, in the longer term, powerful and unexpectedly positive results. We were reminded of this in 2013, when we undertook a small qualitative study where we used feminist memory work to explore the experiences of 11 women from low socio-economic backgrounds studying social sciences at an Australian university. Of the eleven participants, seven were from social work. When asked to remember their journey into tertiary education, the women revealed memorable encounters with social workers, teachers and parents, the impact of which had lasted well into the future. We use the gardening metaphor of ‘planting a seed’ to refer to interventions that may not blossom in the short term but can bear fruit months or years later. Yet, we also note that ‘seeds of doubt’ can be planted too. We conclude by suggesting that planting seeds of possibility is a worthy but potentially overlooked professional activity. Yet, since ours is a small study, further research is warranted to explore the influence of social workers who plant seeds of possibility and whose actions help to recruit and retain socially disadvantaged students in higher education.     

Verifying the Efficacy of Vocational Guidance Programs: Procedures,Problems, and Potential Directions

This article summarizes 12 presentations in Group 7 of the 2007 joint symposium of the International Association for Educational and Vocational Guidance, Society for Vocational Psychology, and National Career Development Association held in Padua, Italy, that focused on procedures for verifying the efficacy of vocational guidance programs. Three themes, or general tensions, emerged from the group's discussion of the presentations: (a) quantitative versus qualitative evidence, (b) public policy needs versus local needs, and (c) comprehensive versus cost‐effective programs. On the basis of these core themes, recommendations are made for 3 potential directions for research that address certain threats and opportunities for the field.     

Gaming Industry Employees’ Responses to Responsible Gambling Training: A Public Health Imperative

Gaming industry employees work in settings that create personal health risks. They also have direct contact with customers who might engage in multiple risky activities (e.g., drinking, smoking, and gambling) and might need to facilitate help-seeking by patrons or co-workers who experience problems. Consequently, the empirical examination of the processes and procedures designed to prepare employees for such complex situations is a public health imperative. In the current study we describe an evaluation of the Casino, Inc. Play Responsibly responsible gaming program. We surveyed 217 employees prior to and 1 month after (n = 116) they completed a multimedia driven responsible gambling training program. We observed that employees improved their knowledge of responsible gambling concepts from baseline to follow-up. The Play Responsibly program was more successful in providing new knowledge than it was in correcting mistaken beliefs that existed prior to training. We conclude, generally, that Play Responsibly is associated with increases in employees’ responsible gambling knowledge.     

Negative public attitudes towards gambling: findings from the 2007 British Gambling Prevalence Survey using a new attitude scale

A new 14-item scale of general attitudes towards gambling (the Attitudes Towards Gambling Scale: ATGS) was developed for use in the 2007 British Gambling Prevalence Survey. The development of the scale is described. Based on the responses of a representative sample of 8880 people of 16 years of age or more, evidence is presented of good internal reliability and statistically significant associations with a range of socio-demographic, own and family gambling and lifestyle variables. Overall, and in all sub-groups except the heaviest gamblers, attitudes were found to be negative: more people believed that gambling is foolish and dangerous, and of greater harm than benefit to families, communities and society as a whole, than the reverse. The majority, however, were against prohibition of gambling. Public opinion appears to be out of line with the view of gambling in Britain that lay behind the 2005 Gambling Act. It will be of interest to see whether attitudes change in the forthcoming years. The ATGS is a suitable measure for use in future surveys in the UK and in other English speaking countries.     

Assessing the Benefits and Costs of Homeland Security Research: A Risk-Informed Methodology with Applications for the U.S. Coast Guard

This article describes a methodology for risk-informed benefit–cost analyses of homeland security research products. The methodology is field-tested with 10 research products developed for the U.S. Coast Guard. Risk-informed benefit–cost analysis is a tool for risk management that integrates elements of risk analysis, decision analysis, and benefit–cost analysis. The cost analysis methodology includes a full-cost accounting of research projects, starting with initial fundamental research costs and extending to the costs of implementation of the research products and, where applicable, training, maintenance, and upgrade costs. The benefits analysis methodology is driven by changes in costs and risks leading to five alternative models: cost savings at the same level of security, increased security at the same cost, signal detection improvements, risk reduction by deterrence, and value of information. The U.S. Coast Guard staff selected 10 research projects to test and generalize the methodology. Examples include tools to improve the detection of explosives, reduce the costs of harbor patrols, and provide better predictions of hurricane wind speeds and floods. Benefits models and estimates varied by research project and many input parameters of the benefit estimates were highly uncertain, so risk analysis for sensitivity testing and simulation was important. Aggregating across the 10 research products, we found an overall median net present value of about $385 million, with a range from $54 million (5th percentile) to $877 million (95th percentile). Lessons learned are provided for future applications.     

中美老人对专业帮助服务的态度比较研究

文章本着探索中国老人和美国老人对使用以咨询为基础的服务的不同态度的目的,以150位中国老人和145位美国老人为样本,采用"害怕亲近量表"调查了中美老年人对专业帮助服务态度的现状,比较了中美老年人对专业帮助服务所持态度的不同特点。结果发现:相较美国老人,中国老人对专业帮助的态度更不积极;不同的因素影响着中国老人和美国老人对帮助服务的信心。     

Comparing the Childrearing Lifetimes of Britain's Divorce-Revolution Men and Women

British men and women who became parents in the 1960s and 1970s were about to experience a new regime of marital instability. The effect of this on the balance between men's and women's contributions to childrearing is potentially very large. This study estimates the co-residential foundations of the new gender balance, focusing on the measurement of lifetime number of years of living with dependent-aged children. A variant of the family-status life table is used to combine two data sources: census panel observations of family status across three points ten years apart, and survey data on the years between censuses. One-quarter of women who became parents in the 1960s, and one-third of women who became parents in the 1970s, have been or will be a lone mother at some point. Lone parenthood is the main way in which women's childrearing lifetimes differ from men's, with seven and eight years respectively of lone motherhood per ever-lone-mother of the 1960s and 1970s parenting cohorts. Men's lone-father years and greater numbers of years spent in second families together provide an average of two years offset against women's lone mother years.     

Opening our eyes,changing our practices: learning through the transnational lifeworlds of teachers

This article examines the inclusion of a culturally relevant curricular practice of social identity papers within teacher education in the USA that incorporates the transnational lifeworlds of teachers. Using tenets of feminist interdisciplinary frameworks, we highlight how this curricular practice allows teachers and teacher candidates in urban and rural contexts to examine transnational lifeworlds and their influence on culturally relevant practices in relation to notions of oppression and privilege. We focus on linguistic border crossings and both/and perspectives of teacher’s social identities. More research is needed to better understand the construction of teacher’s social identities within and across transnational lifeworlds and the ways it impacts their practices and student’s academic and social achievement.