Rose Lindsey,John Mohan,Elizabeth Metcalfe,Sarah Bulloch: Continuity and Change in Voluntary Action: Patterns,Trends and Understandings

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations -     

The Effect of 21st Century Military Service on Civilian Labor and Educational Outcomes

I estimate the effect of military service during the Afghanistan and Iraq wars on civilian labor and educational outcomes using several empirical methodologies including sibling fixed effects and propensity score matching. Since military occupations and training have changed significantly in the past few decades, these effects may be different than those found in previous studies on veterans of earlier theaters. I find that veteran status increases civilian wages by approximately ten percent for minorities but has little or no effect on whites in this regard. Veterans of all demographic groups are found to be equally employable and equally as satisfied with their civilian occupation as non-veterans. For females and minorities, veteran status substantially increases the likelihood one attempts college. These veterans are found to be more apt to pursue and obtain a two year (associate’s) degree instead of a four year (bachelor’s) degree. Lastly, I find mixed evidence that veteran status increases the likelihood of public sector employment.     

Facilitating the Transition from Student to Social Worker: Challenges of the Younger Student

Abstract

The transition from student to social worker is a process which social work educators cannot control but can facilitate. Through classroom and field instruction faculty assumer responsibility of preparing students' professional knowledge, skills, and values; however, our responsibilities should extend beyond curriculum delivery. Drawing on Schlossberg's (1984) model of transitions, this article discusses two primary factors which affect the younger student in transition—developmental needs and the external environment—and strategies for assisting in the transition through intervention in academic advising and teaching roles.     

Preparing Social Work Doctoral Students for Teaching

The results of a national survey of 51 social work doctoral program directors indicate that, although the majority of doctoral programs include preparation for teaching as a program objective, they offer limited formal course work and few opportunities for supervised teaching experiences. The authors discuss the results of this survey and make recommendations for better preparing social work doctoral students for their roles as teachers.     

Books Received

In addition to acting as teachers, social work educators can play many other roles in relation to their students—including sexual partner, friend, therapist, or employer. Combining the role of instructor with one of these other roles may lead to ethical violations and dilemmas. This article urges educators to consider their power differential and the potential for harm to their students before entering a dual relationship. It reviews the NASW Code of Ethics and relevant literature about dual relationships in practice and in academia; discusses examples of dual relationships in social work education; and formulates questions for educators to use in assessing ethical practice.     

Decision Making Clusters in Retirement Savings: Gender Differences Dominate

This study explored the impact of demographic factors on individuals’ investment choice decisions in retirement savings funds. Analysis found identifiable member clusters across a large and diverse sample of almost 150,000 transactions. Results suggested that gender and risk are the most dominant factors with women showing a strong tendency to make lower risk investment choices. If this behavioural tendency is not addressed through education it will accentuate the hurdles women already face in accumulating adequate saving for retirement.     

Financial capability and psychological health

Financial capability is receiving increasing interest among policy makers, who wish to reduce problem debt and welfare dependency and increase savings and general skills. We examine whether financial capability has impacts on psychological health independent of income and financial resources more generally using a nationally representative survey. Data from the British Household Panel Survey 1991-2006 are used to construct a measure of financial capability, which we relate to respondents’ psychological health using the 12-item General Health Questionnaire. Estimates from within-group panel data models indicate that financial capability has significant and substantial effects on psychological health over and above those associated with income and material wellbeing more generally. For men, having low financial capability has an effect larger than that associated with being unemployed, while for women it is similar to that of being divorced. Furthermore having low financial capability exacerbates the psychological costs associated with unemployment and divorce, while high financial capability reduces these costs.