Australian baby boomers retiring ‘early’: Understanding the benefits of retirement preparation for involuntary and voluntary retirees

The first of the baby boomers have reached retirement age, but some have retired ‘early’ with varying degrees of personal choice. Preparation for retirement can lead to well-being in later life, but few studies have considered the preparations of involuntary retirees or the pathways that link their preparations with retirement outcomes. This research draws on a sample of 304 retirees from the Ageing Baby Boomers in Australia Study (2009) to examine how preparedness for retirement relates to voluntary and involuntary retirees' life satisfaction and how this relationship is explained by psychological, activity-based, and economic theories. Preparedness predicted life satisfaction for voluntary and involuntary retirees and each of theoretical pathways was supported. Although those retiring involuntarily were less prepared than voluntary retirees, their preparatory behaviours were still associated with life satisfaction. These results suggest that retirement policy and planning initiatives should aim to facilitate a holistic approach to retirement planning for future retirees, particularly those facing an early and unexpected retirement.     

The Effects of Expectation Disconfirmation on Appraisal,Affect, and Behavioral Intentions

People's risk perceptions can have powerful effects on their outcomes, yet little is known about how people respond to risk information that disconfirms a prior expectation. We experimentally examined the affective, cognitive, and behavioral consequences of expectation disconfirmation in the context of risk perceptions. Participants were randomly assigned and then prompted toward either a high or low personal risk estimate regarding a fictitious health threat. All participants then received the same risk feedback, which presented either a negative disconfirmation experience (i.e., worse than expected) in the high‐risk estimate condition or a positive disconfirmation experience (i.e., better than expected) in the low‐risk estimate condition. Participants who experienced the negative disconfirmation reported stronger intentions to prevent the threat in the future compared to participants who experienced the positive disconfirmation. This effect was mediated by both disappointment about the risk feedback and perceptions of the severity of the threat. These findings have implications for risk communication, suggesting that the provision of objective risk information may improve or diminish the likelihood of behavior change depending on people's initial expectations and their emotional and cognitive reactions to the information.     

Moment Inequalities and Their Application

This paper provides conditions under which the inequality constraints generated by either single agent optimizing behavior or the best response condition of multiple agent problems can be used as a basis for estimation and inference. An application illustrates how the use of these inequality constraints can simplify the analysis of complex behavioral models.     

A Confirmatory Factor Analysis of Home Environment and Home Social Behavior Data from the Elementary School Success Profile for Families

The purpose of the current study was to test the factor structure and scale quality of data provided by caregivers about the home environment and child behavior at home using the Elementary School Success Profile (ESSP) for Families. The ESSP for Families is one component of the ESSP, an online social-environmental assessment that also collects information from students and teachers. Confirmatory factor analyses with Mplus and weighted least squares means and variances adjusted estimation took into account the hierarchical nature and ordinal level of the data. The sample comprised caregivers of 692 third- through fifth-grade students from 13 elementary schools in four districts. A primary model and an alternative model were tested. Models were tested on a random calibration sample and validated with another sample. A nine-factor first-order solution demonstrated superior fit to the data. Scores from the nine scales also demonstrated acceptable internal consistency reliability. Implications for practice and further research are presented.     

Quality of abstracts in the context of a systematic review on parenting of children with chronic health conditions and disabilities

In this study the authors address the quality of abstracts reviewed during a systematic review. Their objective was to describe the proportion of abstracts that could not be coded and to explore factors associated with that outcome. Using an exploratory design, a database of titles uploaded for analysis was examined for clarity, type and year of publication, and abstract format. Of the 1851 references examined, 481 (26%) were coded as unclear. The inter-rater reliability Kappa score was 0.777. These abstracts were more likely to have been published prior to 2002 and did not use a structured format. Abstracts are an important tool in the systematic review process. Structured abstracts can reduce the time and costs associated with conducting a systematic review.     

New Zealand’s engagement with the Five Ways to Wellbeing: evidence from a large cross-sectional survey

ABSTRACT

The Five Ways to Wellbeing were developed in 2008 as a set of simple daily practices for individuals to improve their wellbeing. While there is some evidence to support the association between individual practices and wellbeing, it is unknown whether engaging in multiple practices – and in certain combinations – is associated with higher levels of wellbeing. A survey was undertaken with 10,012 adults throughout Aotearoa, New Zealand, to assess individual wellbeing and participation in the Five Ways to Wellbeing (Connect, Give, Take Notice, Keep Learning and Be Active). Wellbeing was assessed with the Flourishing Scale (Md?=?46, IQR 39–49). Three objectives explored the cross-sectional association between the Five ways to Wellbeing and wellbeing: (1) multiple wellbeing practices and wellbeing, (2) clustering of multiple wellbeing practices, and (3) wellbeing practices as predictors of wellbeing. Results show that levels of wellbeing increased with each additional practice (rho?=?.53, p?<?.001), regardless of the combination. However, the most important predictors of wellbeing were Keep Learning (β?=?.23, p?<?.001) and Take Notice (β?=?.22, p?<?.001). Studies investigating ways to increase participation in the Five Ways to Wellbeing are warranted to promote wellbeing in Aotearoa.     

Making the developmental system work better for children: lessons learned implementing an innovative programme

Pathways to Prevention is an early prevention project founded on developmental systems theory operating through a schools‐community agency‐university partnership in a socially disadvantaged area of Brisbane. Circles of Care is a Pathways programme also implemented on a small scale by the same agency in a regional city. The Circles programme is designed to strengthen connections between schools, families and community services, and harmonize activities in these settings by surrounding children with identified needs with a supportive group of adults. A Circle, which includes at least the child, parent(s), teacher and agency staff, sets goals, mobilizes resources for the child, family and school, and monitors progress. The client is conceptualized not as the child but as a dysfunctional developmental system, with better outcomes for children as the ultimate goal. Qualitative evaluation at the two sites showed that while Circles worked well at the level of practical support and relationship building and did achieve good child outcomes, its capacity to achieve collaborative practice and strengthen system relations was limited by entrenched organizational structures and cultures. However, one site, with more support for collaboration across organizational boundaries, suggested that system alignment is achievable on a larger scale with vision and leadership for organizational reform.     

Going beyond training: theory and practice in managing learning

The establishment of new bodies to replace the Central Council for Training and Education in Social Work (CCETSW) and to regulate the social work profession provides the opportunity to establish an improved progressive system of qualifications and continued professional development in the coming years. With the current pressure on social work agency budgets it is imperative that precious training resources—staff and money—are used to make the maximum impact on service delivery. Our involvement in the provision of a range of training programmes leads us to believe that much of the staff development and training effort invested by agencies in their staff often seem to have a limited impact on effectiveness. A change in approach is needed so that learning is placed at the heart of organisational processes to maximise the benefits of affirmation and growing professional confidence. This is essential if we are to continue to ‘nurture’ valuable professional staff and ensure that services remain flexible, creative and responsive in meeting ever‐rising public expectations.

This paper examines some of the challenges of evidence‐based practice and the demands for routine evaluation and objective‐setting. The advantages and disadvantages of a competence specification approach within the development of service and occupational standards as the basis for professional education are discussed. The paper argues that strategies for practice learning require the development of learning organisations and a better academic and agency partnership to support more effective professional education and continued professional development.