From these roots: The role of historically Black colleges and universities in preparing the nation’s gerontologists for an aging society

ABSTRACT

The aging of the United States population is creating an increased need for social workers and other helping professionals with training in gerontology. Recent estimates indicate that less than 3% of MSW students are enrolled in an aging concentration, as compared to 19% enrolled in children/youth concentrations. In addition, the phenomenon of a diverse baby boomer generation joining the ranks of persons age 65 and older has created a plethora of scholarship and curriculum development aimed at readying the aging network for the unprecedented growth of older persons. Social work can make unique professional contributions to the field of gerontology and older persons. This study asserts, however, that social work is not adequately prepared to practice in an increasingly diverse aging society. The social work profession has articulated commitments to acknowledging and affirming how diversity and culture shape the human experience and to developing social workers who can competently engage in research-informed practice and practice-informed research. However, there remains a need in social work education for more widespread use of culturally relevant pedagogies that can help achieve these goals. Informed by both the Afrocentric and Black perspectives, this study presents a content analysis of the curricula infused at two historically Black universities. The nature and extent of the contributions of historically Black universities to social work education is the focus of this article. The scope of this investigation also includes the identification of prominent Black social work educators and discusses the implications of these perspectives for more culturally informed gerontology curricula that promote culturally competent gerontological social workers.     

An evaluation of the reconstructed coefficient of determination and potential adjustments

Previously, a method was proposed for calculating a reconstructed coefficient of determination in the case of right-censored regression using the expectation–maximization (EM) algorithm. This measure is assessed via simulation study for the purpose of evaluating the utility of model fit. Further, several reconstructed adjusted coefficients of determination are proposed and compared via simulation study for the purpose of model selection. The application of these proposed measures is illustrated on a real dataset.     

The Orthodox Church in revolutionary Cheliabinsk: reform,counter-reform,and popular revolution in 1917

In 1917 the Cheliabinsk Vicariate, like the Church in most areas in the Russian empire, declined to support the autocracy, welcomed the February Revolution, endorsed the Provisional Government, and envisioned a broad set of reforms that even included a greater role for the laity in Church governance. The key agent for reform in Cheliabinsk – as in other dioceses – was the Assembly of Clergy and Laity, the focus of this study. Although the Assembly did adopt a radical and ostensibly popular social and administrative program, the vicariate encountered growing lay disenchantment – because of its support for an unpopular war, because of a caveat deferring social reform, but also because of the Church’s reluctance to give parishioners full power over the parish. The intensifying crises of 1917 heightened expectations for reform, and the disintegration of authority in Cheliabinsk and within the Church itself widened the chasm between the Church and parishioners. In response, diocesan authorities supported conservative measures, which deferred reform, in an attempt to re-establish order, while parishioners – frustrated by the pace of reform and the Church’s wavering support of it – led a revolution against diocesan authority aimed at making the Church subservient to their own agendas.     

Immigrant Latino Families Saving Against Great Odds: The Case of CSAs and the Prosperity Kids Program

Children’s savings account programs are interventions that seek to engage disadvantaged children and their families in early college saving, cultivate college-saver identities, and reduce disparities in educational and economic outcomes. Existing research has revealed positive effects of CSAs on children’s outcomes, but questions remain about how and for whom CSAs facilitate these outcomes. This study uses account data from 493 accountholders and findings from interviews with 50 participants to examine asset accumulation and savings experiences among mostly low income, Latino families in New Mexico’s Prosperity Kids CSA program. One-third of the families made a deposit into their child’s account designated as “savers” with a median total contribution of $123 and a median account balance, including initial seed deposit, of $345. Longer duration of program enrollment and fewer number of unexcused absences predicted savers status. Qualitative findings highlight emerging college-saver identities, viewed through the framework of identity-based motivation, understood to include salience, normalization of difficulty, and group congruence. Qualitative interview data further suggest that initial seed money, deposit incentives, and withdrawal restrictions were important influences on participants’ saving. These findings suggest CSA features that may encourage positive savings outcomes for economically disadvantaged households and, then, that may have implications for future CSA policy development.     

Integrating Behavioral Science with Human Factors to Address Process Safety

ABSTRACT

Applying the science of human factors to eliminate error across all aspects of process design, management, operation, and maintenance has been a focus in the process safety area for many years. Human error has been attributed as a major cause of many high profile catastrophic accidents around the world. These accidents have resulted in national and international attention, which has led to a focus on improving organizational capabilities, systems, and in many cases, governmental regulations around human factors. This article provides a review of the field of human factors highlighting various topics in the literature, and introduces governmental regulatory bodies currently engaging organizations in a scientific approach to human factors. Finally, the need for integrating behavioral science methodologies with human factors is addressed. This is done with specific focus on how Organizational Behavior Management methodologies can work in concert with human factors to optimize process safety.     

A heuristic for the time constrained asymmetric linear sum assignment problem

The linear sum assignment problem is a fundamental combinatorial optimisation problem and can be broadly defined as: given an \(n \times m, m \ge n\) benefit matrix \(B = (b_{ij})\), matching each row to a different column so that the sum of entries at the row-column intersections is maximised. This paper describes the application of a new fast heuristic algorithm, Asymmetric Greedy Search, to the asymmetric version (\(n \ne m\)) of the linear sum assignment problem. Extensive computational experiments, using a range of model graphs demonstrate the effectiveness of the algorithm. The heuristic was also incorporated within an algorithm for the non-sequential protein structure matching problem where non-sequential alignment between two proteins, normally of different numbers of amino acids, needs to be maximised.     

Community-Based Design Research: Learning Across Generations and Strategic Transformations of Institutional Relations Toward Axiological Innovations

The socio-ecological challenges facing communities in the 21st century are building towards a critical conjuncture of history, culture, power, and profound inequity. Scholars working in the service of social transformation and improving the wellbeing of communities are calling for creative, deliberate, and consequential interventions. Tharp & O’Donnell (this issue) call for increased engagement between Cultural-Community Psychology and Cultural-Historical Activity Theory to lead this kind of call. Drawing from our experiences in community based design research, we argue for cultivating axiological innovations in research and interventions. We explore three examples including: critical historicity, inter-generational learning, and strategic transformations of institutional relations.     

Home and school influences on the behavioral and academic outcomes of low-income children of color

Framed within contextual systems model, this study examines how home and school operate together to shape behavioral and academic outcomes for 544 low-income African American (56%) and Latino/a (44%) elementary school-aged children (mean age?=?7.88 years, SD?=?1.46, 50% male). Using data from Welfare, Children, & Families Study: A Three City Study and multiple group path analysis, we found that for children in kindergarten through third grade, the adequacy of the home resources was positively related to applied problem scores (e.g. math literacy) and negatively associated with externalizing behavior. For fourth- to sixth-graders, the adequacy of classroom resources was negatively associated with applied problem scores. For both age groups positive teacher–child relational quality was also a positive predictor of externalizing behavior. Results revealed that barriers to parental involvement in school were a negative predictor of applied problem scores for low-income children in early and later elementary school. Implications for policy and practice aimed at strengthening opportunities for children and families from marginalized communities are discussed.     

Social Skills in Children Adopted From Socially-Emotionally Depriving Institutions

This study assessed social skills in post-institutionalized (PI) children with respect to age at adoption, age at assessment, and gender. Parent ratings of social skills (Social Skills Rating System) and behavior problems (Child Behavior Checklist) were obtained for 214 children and 127 adolescents who were adopted from socially-emotionally depriving Russian institutions. Results showed that children adopted before 18 months of age have better social skills than those adopted after this age; those assessed in childhood demonstrate better social skills than those assessed in adolescence. PI females, especially later-adopted adolescents, have particularly poor social skills. Children with poor social skills tend to have higher rates of behavior problems.     

Sense of School Membership and Associated Academic and Psychological Outcomes in Post-Institutionalized Adopted High School Students

Research highlights lasting cognitive and academic challenges in youth internationally adopted from institutional care. However, there is a lack of research examining internationally adopted students' sense of membership at school and associated academic and psychological outcomes. The current study measured sense of school membership and academic and psychological outcomes in post-institutionalized internationally adopted high school students (n = 29) compared to adolescents internationally adopted from foster care (n = 28) and non-adopted adolescents (n = 32). Post-institutionalized males had a lower sense of school membership than males adopted from foster care or non-adopted males. Group differences in school membership were mediated by academic achievement and psychological well-being.