Social Workers’ Knowledge and Attitudes About Evidence-Based Practice: Differences Between Graduate Students,Educators, and Practitioners

Clinical Social Work Journal - The implementation of evidence-based practice (EBP) is increasingly being stressed as a responsibility of social work practitioners and social work educators....     

Mental Health and Clinical Correlates in Lesbian,Gay, Bisexual,and Queer Young Adults

Abstract

Objective: This study examined the prevalence of mental health disorders and their clinical correlates in a university sample of lesbian, gay, bisexual, and queer (LGBQ) students. Participants: College students at a large public university. Methods: An anonymous, voluntary survey was distributed via random e-mail generation to university students during April and May of 2011. LGBQ students were compared with their heterosexual counterparts on psychological and physical status as well as academic performance. Results: LGBQ students reported worse depressive symptoms, higher levels of perceived stress, considered themselves less attractive, and were more likely to be overweight. LGBQ students were significantly more likely to report histories of affective, substance use, and certain anxiety disorders as well as compulsive sexual behavior and compulsive buying. Conclusions: The higher rates of many psychiatric conditions among LGBQ students underscore the need for universities to provide LGBQ students a nonjudgmental environment to discuss sexual orientation and health issues.     

Alternative Medicine and Herbal Use Among University Students

Abstract

Objective: This study sought to (1) examine perceived stress and resources to cope with stress as predictors of emotional eating during the transition to college and (2) determine whether body mass index (BMI) moderated the emotional eating-stress relationship. Participants: Participants were 97 college freshmen (73% female; BMI: M = 25.3 kg/m², SD = 5.7 kg/m²). Research was conducted in September 2012. Methods: Participants completed the Perceived Stress Scale, Emotional Eating Scale, and Eating and Appraisal Due to Emotions and Stress Questionnaire during the first month of college. Height and weight were measured objectively. Results: BMI moderated the relationship between perceived stress and emotional eating. Higher stress predicted greater emotional eating for the lower BMI groups, but not the highest group. Greater resources to cope with stress predicted lower emotional eating. Conclusions: Greater perceived stress and poorer resources to cope with stress may contribute to emotional eating during the transition to college. The relationship between perceived stress and emotional eating may vary by BMI.     

At 10–12 Months,Pointing Gesture Handedness Predicts the Size of Receptive Vocabularies

The close association between language and gesture has been widely studied (McNeill, Psychological Review, 92, 1985, 350). It remains unclear, however, when and how this relationship originates ontogenetically. This study investigated the relationship between vocabulary development and pointing handedness in 10‐ to 12‐month‐old infants. The study used cross‐sectional data from 16 infants. Infants took part in a pointing elicitation task and a grasping task to assess their pointing and grasping handedness. Further, parents filled out the Oxford Communicative Development Inventory (Hamilton, Plunkett, & Schafer, Journal of Child Language, 27, 2000, 689) to assess infants’ receptive and productive vocabularies. The result showed a positive, significant correlation between receptive vocabulary development and right‐handed pointing. This relationship was not due to age or to vocalizations, which have not been ruled out by previous studies. Possible mechanisms behind this codevelopment are discussed.     

The Role of Organizational Size and Industry in Job Quality and Work-Family Relationships

In this study we update analyses of the 1977 QES (Zipp, 1991) using data from the 1997 National Study of the Changing Workforce. We use hierarchical linear modeling procedures to partition the variance in a wide variety of indicators of workers' experiences. Most variation was associated with the individual level of analysis, but significant and nontrivial variation also was associated with the organizational and industrial levels. Although workers in smaller organizations reported lower earnings, fewer benefits, and less education than their counterparts in larger organizations, they also reported experiencing less discrimination, better fit between their actual and desired work hours, more supportive work environments and loyalty to their employers, less burnout or interference between work and family, and shorter commute times.     

The Placement History Chart: A Tool for Understanding the Longitudinal Pattern of Foster Children's Placements

Despite growing concerns about foster placement instability, little information is available regarding the longitudinal patterns of placement histories among foster children. The purpose of the present study was to develop a charting system using child welfare records to facilitate a better understanding of longitudinal patterns of placement history for 117 foster children. The resulting Placement History Chart included all placements that occurred during the observed time period and accounted for various dimensions: number, length, type, and sequence of placements; timing of transitions; and total time in out-of-home care. The Placement History Chart is an effective tool for placing foster care experiences within a broader developmental context. As such, the Placement History Chart can be a valuable research tool for understanding various dimensions and variations of placement transitions among foster children by capturing sequences and cumulative risks over time. Furthermore, this chart can facilitate the development of intervention programs that are developmentally sensitive and effectively address particularly vulnerable subpopulations of foster children.     

Effects of a school readiness intervention for children in foster care on oppositional and aggressive behaviors in kindergarten

One hundred ninety-two children in foster care participated in a randomized efficacy trial of a school readiness intervention, the Kids In Transition to School (KITS) Program, designed to increase literacy, social, and self-regulation skills in children before kindergarten entry. One hundred two children were randomly assigned to the KITS intervention and 90 were randomly assigned to the foster care services as usual comparison group. At the end of the kindergarten year, teachers were asked to report on the children's oppositional and aggressive behaviors in the classroom. Controlling for gender, baseline levels of parent-reported oppositional and aggressive behaviors, and level of disruptiveness in the classroom, children who had received the intervention had significantly lower levels of oppositional and aggressive behaviors in the classroom. Findings suggest that an intervention designed to increase school readiness in children in foster care can have positive effects on kindergarten classroom behavior.