Negotiating accommodations so that work-based education facilitates career development for youth with disabilities

Workers with disabilities are entitled to have their individual needs accommodated in a way that allows them to perform the essential duties of their job. However, adults with disabilities are often lacking in career development and are ill-prepared to negotiate workplace accommodations. This has led educators to seek workplaces that can accommodate the needs of adolescents with disabilities, so these adolescents can learn to negotiate accommodations and enhance their career development through work-based education. This paper reports on two case studies in which employers had agreed to accommodate the needs of adolescents with disabilities participating in work-based education. Social Cognitive Career Theory (SCCT) framed the analyses of these two cases - a case of a student with physical disabilities and a case of a student with developmental disabilities. SCCT proves valuable in understanding the role of work-based education in the career development of disabled youth.     

The development of a CAHPS instrument for Nursing Home Residents (NHCAHPS)

We report on a federal initiative to develop a CAHPS (The Consumer Assessment of Healthcare Providers and Systems) survey to measure residents' experiences with quality-of-care and quality-of-life in nursing homes (known as NHCAHPS). We focus on how we created and tested questions for inclusion in the instrument and tested a possible cognitive screener to determine which residents could participate in a NHCAHPS interview. The major lessons learned were: (1) In contrast to other CAHPS surveys, ratings were more useful than reports because of the difficulty that residents had with summarizing over time and people; (2) consistent with other CAHPS surveys, the 0 to 10 response scale appeared to work well with nursing home residents for many of the quality-of-care questions; however, a different response scale was needed for many of the quality-of-life items; and (3) in contrast with typical survey methodology and other CAHPS surveys where explicit time reference periods are used, a non-specific present reference period in questions seemed to work best.     

Attributions of Responsibility in a Child Sexual Abuse (CSA) Vignette Among Respondents with CSA Histories: The Role of Abuse Similarity to a Hypothetical Victim

Previous research suggests that similarity to a victim may influence attributions of responsibility in hypothetical child sexual abuse scenarios. One aspect of similarity receiving mixed support in the literature is respondent child sexual abuse history. Using a sample of 1,345 college women, the present study examined child sexual abuse history, similarity to victim, and attributions of responsibility to a hypothetical victim, family member, and perpetrator in a child sexual abuse vignette. Results revealed no group differences in responsibility ratings among respondents with and without child sexual abuse histories. However, among the 133 respondents with child sexual abuse histories, results indicated that similarity to victim moderated the relationship between vignette characteristics, respondent history, and responsibility attributions. Results suggest that similarity to a victim may influence ratings in a self-preserving manner.     

Discussion of Margrit Shildrick's “Dangerous Discourses” as It Relates to Need for Attitudinal Change Amongst the Psychoanalytic Community

In this brief essay, I review Catherine Opie's midcareer retrospective at the Guggenheim focusing on 3 of her self-portraits that elaborate on her leatherdyke identity. Interpreting these works through the scholarship of Ann Cvetkovich and the literature of Dorothy Allison, I read the progression from Self-Portrait/Cutting to Self-Portrait/Pervert to Self-Portrait/Nursing as a photographic argument regarding how sexuality can be generatively constituted through traumatic experience.     

Bisexuality in the male

Research into factors pertinent to incest is hampered and confused as a result of lacking clear‐cut definitions. A distinction is made here between consanguine and affinal relationships, and it is suggested that biological consequences as well as psychological problems allegedly resulting from incest could be more clearly determined, and the effectiveness of the incest taboo, its origin and psychological internalization could be studied more effectively. Instances from literature are cited to exemplify these concepts.     

Family group decision making: Measuring fidelity to practice principles in public child welfare

This study describes the development and validation of a short, self-administered fidelity measure used to capture the perspectives of a range of individuals participating in a family group decision making conference. Exploratory factor analyses suggested either a two or a three factor solution. Findings from confirmatory factor analysis supported a three factor model that includes sets of practices yielding: (1) Productive Decision Making; (2) Family Group Inclusion; and (3) Professional Supportiveness. These results provide direction to public child welfare practitioners and policymakers about the importance and the feasibility of attending to multiple perspectives in assessing program delivery.     

An Interdisciplinary Ethics Module for MSW and Nursing Students

The teaching of ethics in social work can be incorporated in the curriculum in multiple ways. This article outlines an interdisciplinary module with nursing and social work students at a small United States Midwestern university as a means of developing awareness of multiple perspectives surrounding ethical dilemmas in healthcare. Background information related to teaching interdisciplinary ethics and use of case studies is presented. Discussion of the interdisciplinary ethics exercise includes a summary of observations relative to the exercise and challenges in its implementation are outlined.