Some tests for differences between proportions where the expected number of exposures to an inferior treatment is kept small

Three asymptotically standard normal test statistics which may be used to test for differences between proportions are developed out of the likelihood ratio principle. One of the statistics is well known and all arise out of the same line of reasoning. Rather than providing for an equal number of replications per treatment, allowance is made for an equal number of failures. If initially subjects are treated in sequential pairs with the treatments randomized within pairs, an inferior treatment will tend to finish first. From the point at which the administration of one treatment is complete, two models are considered. Under one model the remaining.     

Adoption of Black children by White parents in heterosexual and homosexual relationships: Exploring mental health trainees' explicit and implicit attitudes

ABSTRACT

We investigated 163 (82.2% female; 73% White; and 91.4% heterosexual) mental health trainees' explicit and implicit attitudes toward heterosexual, lesbian, and gay White couples adopting and raising Black children. Explicit attitudes were assessed with a vignette depicting a Black child in need of a home. Implicit attitudes were assessed with the multifactor implicit association test (IAT) protocol. Explicit data showed that most participants indicated no strong family preference. However, IAT data showed that most trainees had implicit preference, with a moderate preference for lesbian couples over heterosexual couples and a moderate-to-strong preference for lesbian couples over gay couples. The trainees only demonstrated a very weak preference for heterosexual couples over gay couples. Overall, congruence between explicit and implicit is very low. Implications for training are discussed.     

The Double Exponential Distribution: Using Calculus to Find a Maximum Likelihood Estimator

Lehmann (1983) discussed several examples of absurd uniform minimum variance unbiased (UMVU) estimators. He argued that these estimators arose because the amount of information available was inadequate for the estimation problem at hand. Here I argue that such absurd UMVU estimators result more from the property of unbiasedness than from inadequate information.     

A relationship between a family of waiting time distributions and the asymptotic residual waiting time distribution

For a class of renewal process waiting time distributions defined herein, one may describe the distribution of asymptotic residual waiting times. The relationship between the two distributions characterizes the class, which includes the gamma distribution. Possible consequences for hypothesis testing are discussed.     

Adverse Selection,Bequests, Crowding Out,and Private Demand for Insurance: Evidence from the Long-term Care Insurance Market

Adverse selection, moral hazard, and crowding out by public insurance have all been proposed as theoretical reasons for why the market for private long-term care insurance has been slow to evolve in the U.S. Using national samples of the elderly and near elderly, this study investigates which is most important. The data contain direct measures of risk aversion, expectations of future nursing home use and living to old age, and the bequest motive. For both groups, we find evidence of adverse selection, and, for the elderly, crowding out of private long-term care insurance by Medicaid. However, we do not find that demand for such insurance is motivated either by bequest or exchange motives.     

The Use of Adventure Therapy Techniques by Clinical Social Workers: Implications for Practice and Training

Adventure therapy, an experiential intervention that combines outdoor, adventure based activities and group process, is used in direct practice by clinical social workers; however, it is unclear to what extent clinical social workers are actually utilizing these techniques. This research project surveyed a random sample of clinical social workers and examined in greater depth how they are utilizing adventure therapy programming with different clients in various treatment settings, as well as what type of education and training they received for engaging in these practices. A random sample of 646 clinical social workers in NASW responded to the survey, and more than 1/3 of this sample (35.1 %) reported the use of adventure based activities for therapeutic purposes in their social work practice. However, few of the social workers reported formal education or training in the use of adventure therapy, highlighting the need for more attention in both educational and clinical settings to proper instruction around this growing intervention.     

Designing a campus support program for foster care alumni: Preliminary evidence for a strengths framework

Campus support programs for foster care alumni (FCA) have emerged in an attempt to improve higher education outcomes for former foster youth. However, these programs have little empirical or theoretical literature to guide their development. We present a case study of a newly developed campus support program for FCA which utilizes a strengths perspective. We analyze quantitative and qualitative data collected before and during the first two years of program operation to explore whether a strengths perspective can be successfully applied to the unique needs of FCA in higher education. Results reveal that the strengths perspective has potential and identifies three areas in which this approach appears to effectively intersect with challenges faced by FCA, a) promoting positive identities as survivors, b) respecting autonomy, and c) mobilizing assets of resilience, perseverance, and community. We discuss the benefits and challenges of helping students address these issues. Our findings also reveal that the strengths perspective is not redundant with traditional higher education retention models, and in the three areas identified, is diametrically opposed to the students' previous experiences with the foster care system.     

Reflective Teaching in Social Work Education: Findings from a Participatory Action Research Study

This article describes a feminist-informed reflective teaching project enacted by a group of social work faculty at Texas State University–San Marcos. Utilizing Schon's notion of reflection-in-action, faculty formed a participatory action research group to implement reflective techniques to further their professional development as new teachers and better prepare social work students for practice in the social work profession. This project guided the participants in establishing academic identity through the creation of a supportive academic setting and peer collegiality. The group met monthly to share reflective teaching journals (RTJs), participate in intergroup dialogue, and engage in contemplative practices, such as meditation and visualization. Methods of data collection and analysis included content analysis of the intergroup dialogue sessions. Findings from the project reinforced Kolb's experiential learning cycle, in which new insights gained from reflection were integrated back into the classroom. This article presents these important insights and suggests replication of this project to promote reflective teaching in social work education and to help prepare new social work faculty for success in academia.