Creating elder-friendly communities: preparations for an aging society

Because many communities where older people live were not designed for their needs, older residents may require support to remain in the least restrictive environment. "Age-prepared communities" utilize community planning and advocacy to foster aging in place. "Elder-friendly communities" are places that actively involve, value, and support older adults, both active and frail, with infrastructure and services that effectively accommodate their changing needs. This paper presents an analysis of the literature and results of a Delphi study identifying the most important characteristics of an elder-friendly community: accessible and affordable transportation, housing, health care, safety, and community involvement opportunities. We also highlight innovative programs and identify how social workers can be instrumental in developing elder-friendly communities.     

Delayed Hospital Discharge and Mental Health: The Policy Implications of Recent Research

In 2003, the Community Care (Delayed Discharges etc.) Act introduced charges for social services departments unable to discharge patients from hospital within agreed timescales. As details of this reimbursement policy have begun to emerge, it has become apparent that the new system may also be extended to mental health services. In response, this narrative review of the literature on delayed hospital discharges and mental health reports findings from 12 studies, which raise important and timely concerns about the feasibility of reimbursement. Although a significant number of people experience delayed discharges from acute psychiatric services, the task of defining delayed discharges is complex and subjective, dependent on the professional background and seniority of the person making the judgement. Reasons behind delayed discharges are also multi‐factorial in nature and cannot be attributed to social services departments alone.     

Founding the New‘Family Studies’

By developing the concept of Multidimensional Developmental Pathways, the potential social policy consequences of such theorising are explored. In moving towards conceptualising the actual needs of people and the unity of their lives we can consciously (rather than unconsciously) contribute proposals for rebuilding social policy. With a view to generating further interest in alternative theoretical approaches to the analysis of ‘family life’, three theorems are then proposed. These three theorems constitute the first step in founding the New‘Family Studies’.     

Voices in Transition: Lessons on Career Adaptability

Occupational problems have negative consequences across life domains, yet relatively little research addresses the psychological resources necessary for the adult career transition. Considering Super's concept of career adaptability (D. E. Super &: E. G. Knasel, 1981), the authors outline what they believe adults need to successfully manage the transition. Individuals in transition were interviewed and their responses were analyzed using qualitative methods. Participants who anticipated career change planfully and realistically, even when their jobs appeared to be secure, cited better experiences of the transition and perceived themselves to be coping better than did participants who ignored signs of change or reacted unrealistically soon after the job loss.     

Sponsored Social Change in a Public Housing Project

Federal and local pressures have given rise to a hybrid organization that brings together disparate groups from the public and non-profit sectors to address complex social problems. This article examines one such organizational emergence of state-affiliated sponsorship. Based on data from a multi-method case study, we find that not only do members of the sponsoring organization use legitimate authority structures, existing laws, and social norms to reproduce their power, they do so with a state mandate that privileges their expertise and processes.Parts of this paper were prepared while the third author, Beth A. Rubin, was on leave to serve as Director, Sociology Program, National Science Foundation. The views expressed in this paper do not necessarily reflect those of the National Science Foundation. P. Denise Cobb is an Assistant Professor in the Department of Sociology and Criminal Justice Studies at Southern Illinois University Edwardsville. This research reflects one part of Cobb's dissertation research that addresses how organizational actors from unequal social positions define a collective agenda and whose interests prevail when there is a lack of consensus. Her current research further examines the emergence of the university-community partnership form. She has published related work in Administration & Society and previously in Qualitative Sociology. Jon Shefner is Associate Professor of Sociology and Director of the Global Studies Interdisciplinary Program at the University of Tennessee-Knoxville. He is co-editor, with Patricia Fernandez-Kelly, of Out of the Shadows: Political Action and the Informal Economy in Latin America (2006: Pennsylvania State Press). He is currently working on a book examining the impact of globalization and democratization on the mobilization and well being of Mexico's urban poor. Beth A. Rubin is Professor of Management and Adjunct Professor of Sociology at University of North Carolina-Charlotte. Rubin publishes on economic and workplace transformation, labor unions, homelessness and social policy and social theory in leading academic journals. Her current research is on organizational commitment in the context of the new economy, inequality and industrial restructuring, organizational and workplace restructuring and time in organizations, the latter of which is represented in the forthcoming book, Research in the Sociology of Work: Workplace Temporalities, that Rubin is editing.     

A novel bootstrap procedure for assessing the relationship between class size and achievement

Summary. There is on-going concern about the relationship between class size and achievement for children in their first years of schooling. The Institute of Education's class size project was set up to address this issue and began recruiting in the autumn of 1996. However, because of the non-normality of achievement measures, especially in mathematics, the results have hitherto been presented by using transformed achievement measures. This makes the interpretation difficult for non-statisticians. Ideally, the data would be modelled on the original scale and a bootstrap procedure used to ensure that inferences are robust to non-normality. However, the data are multilevel. In the paper we therefore propose a nonparametric residual bootstrap procedure that is suitable for multilevel models, show that it is consistent and present a simulation study which demonstrates its potential to yield substantial reductions in the difference between nominal and actual confidence interval coverage, compared with a parametric bootstrap, when the underlying distribution of the data is non-normal. We then apply our approach to estimate the relationship between class size and achievement for children in their reception year, after adjusting for other possible determinants.