Patterns of Childlessness among Catholic and Non-Catholic Women in the U.S.: A Log-Linear Analysis*

The principal objective of this paper is to conduct a log-linear analysis of patterns of childlessness among Catholic and non-Catholic women in the United States. We address this issue by examining white women between the ages of thirty-five and forty-four, ascertaining whether they are voluntarily, involuntarily, or temporarily childless or childed. Given the long-standing emphasis of the Catholic Church regarding the importance of children in marriage and the family, an emphasis which was not reversed during the Second Vatican Council, we suggest that even after controlling for religious activity and educational attainment, Catholic women should be less disposed than non-Catholic women to choose voluntarily to have no children. We review various aspects of Church doctrine leading to such an hypothesis. Our results do not suggest an “end” to Catholic-non-Catholic differentials in childlessness. Catholic women between the ages of thirty-five and forty-four in 1976 were very far apart from non-Catholic women with respect to the voluntary decision to have no children. And they are also very different from non-Catholic women regarding patterns of involuntary childlessness. These differential patterns of voluntary and involuntary childlessness are discussed and analyzed.     

Führung aus neuer Perspektive

New perspectives on leadership. Reflecting and constructing realities in the surplus reality of psychodramaThe authors show how the psychodramatic concept of surplus reality can be used as a frame of reference for action-oriented, experiential interventions in leadership coaching. The concept is shown to have four different facets: surplus reality as a term for (1) the intangible dimensions of reality, (2) the non-verbal dimensions of reality, (3) the action space of psychodrama, (4) human imagination. The use of mental imagery and metaphors is shown to be a realization of the surplus reality principle. Case studies and practical hints for leadership coaches illustrate how surplus reality can be used to open up new ways of learning.     

俄罗斯进军科技产业

曾押注Skype和Facebook的硅谷风投家又开始考虑另一个心跳赌局——让俄罗斯多样化发展,摆脱对石油产业的依赖。俄罗斯总统德米特里．安．梅德韦杰夫已将经济多样化摆到其经济政策的核心位置,并开始在莫斯科郊区建造一个被称为俄罗斯硅谷的大型科技园。     

Self-reported Barriers to Professional Help Seeking Among College Students at Elevated Risk for Suicide

Abstract

Objectives: This study sought to describe self-reported barriers to professional help seeking among college students who are at elevated suicide risk and determine if these barriers vary by demographic and clinical characteristics. Participants: Participants were 165 non–treatment seekers recruited as part of a Web-based treatment linkage intervention for college students at elevated suicide risk (from September 2010 through December 2011). Methods: Data were collected using Web-based questionnaires. Two coders coded students’ responses to an open-ended question about reasons for not seeking professional help. Results: The most commonly reported barriers included perception that treatment is not needed (66%), lack of time (26.8%), and preference for self-management (18%). Stigma was mentioned by only 12% of students. There were notable differences based on gender, race, and severity of depression and alcohol abuse. Conclusions: Efforts aimed at reaching students at elevated risk for suicidal behavior should be particularly sensitive to these commonly described barriers.     

Trauma-informed care training in a child welfare system: Moving it to the front line

The use of trauma-informed practices in the child welfare system is critically important to prevent system-induced trauma and encourage timely assessment, triage and referral for care when indicated. Ultimately, such measures have the potential over time to decrease the risk for mental health problems in children exposed to a trauma. This study evaluates an initiative in Arkansas to train child welfare front-line staff members in trauma-informed care practices. We evaluated the impact of the training on knowledge and use of trauma-informed care practices among three types of child welfare staff (Caseworkers, Program Assistants and Other front-line staff). Results suggest that this training process was highly successful in improving knowledge of trauma-informed care practices, especially among staff with the least formal education and training. We also found a significant increase in staff use of trauma-informed care practices at the three-month follow-up with little difference observed across staff groups. Barriers that may prevent staff from full implementation of training concepts are described and strategies to address barriers are proposed.     

Identifying and controlling for program-level differences in comparative cost analysis: lessons from the economic evaluation of the National Breast and Cervical Cancer Early Detection Program

Performing economic evaluations of established health care programs is essential to identify and control for underlying program-level variations and to make valid comparisons. At a time when the need for such evaluations is growing, health care professionals have limited information on the methodological challenges of performing these evaluations. In this study, we used the National Breast and Cervical Cancer Early Detection Program to illustrate these potential underlying variations. We performed site visits to four grantees and collected activity-based cost data from nine additional representative programs. We identified five specific types of cost factors that should be considered when evaluating and comparing health care programs: clinical services, service mix, in-kind contributions, indirect costs, and year-to-year expenditures of specific activities. A key lesson is that case studies and pilot testing should be performed before initiating cost analysis to identify underlying variation and to test appropriate methods to adequately control for these differences.     

Community Organization and Administration

The author argues that when minority content has been included in the social work curriculum, the affective domain of cross-cultural study has been bypassed in favor of cognitive mastery. This article presents a conceptual system for evaluating students' progress in the affective area as a way of preparing them for the demands of cross-cultural practice and as a step toward creating a confluence between content and process.