Immigrant Transnational Organizations and Development: A Comparative Study1

This article explores how ninety Colombian, Dominican, and Mexican transnational immigrant organizations pursue philanthropic projects that aid in the development of their country or community of origin. We find that each nationality's context of exit and reception affects the origin, strength, and character of their organizations. We produce “maps” of the interaction of transnational organizations with each country of origin and conduct multivariate regressions to establish determinants of key organizational characteristics, including their degree of formalization and form of creation. Generally, Colombian organizations assume more middle‐class forms, Dominican organizations stem largely from politics in the country of origin, and Mexican organizations are primarily hometown associations with greater involvement of the national state. We observe that regardless of nationality, transnational immigrant organizations’ members are older, better‐established, and possess above‐average levels of education, suggesting that participation in transnational activities and assimilation are not incompatible. The character of proactive activities by each national state are examined. Theoretical implications for immigrant adaptation and community/national development are discussed.     

Dressing for success. Promoting independence among cognitively impaired elderly

In demented persons, activities of daily living skills may deteriorate more quickly than their cognitive decline warrants because caregivers do not allow them to perform ADLs to the full extent of their abilities. Caregiver actions that promote independent behaviors were used with subjects in home and nursing home settings. Four of five home subjects showed decreased caregiver assistance and increased ability to dress more independently. Although nursing home subjects did not show a decrease in caregiver assistance, observation showed that some nursing home caregivers did incorporate behavioral strategies, suggesting potential clinical efficacy of the strategies.     

Efficacy of a web-based, tailored, alcohol prevention/intervention program for college students: 3-month follow-up

This study presents the results of an efficacy evaluation of a web-based brief motivational alcohol prevention/intervention program called Michigan Prevention and Alcohol Safety for Students (M-PASS). Four on-line sessions providing individually-tailored feedback were delivered to first-year college students over 9 weeks. Non- and low-risk drinking participants received risk prevention, while high-risk drinking participants received a risk-reduction intervention. Both intervention and control groups were surveyed at baseline and at a 3-month follow-up. Analysis showed positive effects for both men and women on stage of change, drinking behavior, drinking motivation and attitudes, and use of risk-reduction strategies. These results provided evidence of efficacy and found that M-PASS had both intervention and prevention effects, making it unique among currently developed brief alcohol interventions for college students.     

Validating a Behavioral Health Instrument for Adults: Exploratory Factor Analysis

ABSTRACT

Increasingly, social workers and behavioral health practitioners use assessment instruments to support service planning and to monitor progress. Following statewide implementation of the Adult Needs and Strengths Assessment (ANSA) to identify behavioral health symptoms, related functional challenges, risks, and strengths, this validation study explored the underlying structure of the instrument. An exploratory factor analysis used routinely collected information for Midwestern adults with diagnosed behavioral health disorders who participated in community-based services (N = 46,013). Five factors with adequate to good internal consistency (α = 0.733?0.880) emerged: personal recovery, trauma and stress related problems, substance use risks, self-sufficiency, and cultural-linguistic considerations. Validation of the ANSA supports use of the instrument to engage individuals and families, to plan services, to monitor progress, and to conduct research. Implications for social work education, supervision, and practice include the importance of understanding culture, holistic assessment, and services supporting personal recovery for individuals living with mental illness or substance use disorders. Confirmation of findings requires additional research.     

Conjugal Role Definitions,Value of Children and Contraceptive Practice*

This study deals with the differential impact of conjugal role definitions on contraceptive practice and the value attached to children. A modified version of Motz's Role Conception Inventory was used to ascertain conjugal role definitions of the 433 married women included in the sample. Contraceptive practice was measured by the stage in the wife's childbearing history at which reliable contraception was initiated, and the value of children was determined by responses to statements concerning the costs and rewards of parenthood. The findings indicate that both reliable contraceptive use and the value attached to children are related to the wife's definition of appropriate role behavior. However, the extent of the impact of role definitions is a function of the wife's educational background and the economic circumstances of the family.     

Does crop diversity at the village level influence child nutrition security? Evidence from 11 sub-Saharan African countries

Population and Environment - Diversifying crop production has been proposed as a means of reducing food and nutrition insecurity in sub-Saharan Africa, but previous empirical studies yield mixed...     

‘You are not born being racist,are you?’ Discussing racism with primary aged-children

Ethnic-racial socialisation is broadly described as processes by which both minority and majority children and young people learn about and negotiate racial, ethnic and cultural diversity. This article extends the existing ethnic-racial socialisation literature in three significant ways: (1) it explores ways children make sense of their experiences of racial and ethnic diversity and racism; (2) it considers ways children identify racism and make distinctions between racism and racialisation; and (3) it examines teacher and parent ethnic-racial socialisation messages about race, ethnicity and racism with children. This research is based on classroom observations, semi-structured interviews and focus groups with teachers, parents and students aged 8–12?years attending four Australian metropolitan primary schools. The findings reveal that both teachers and parents tended to discuss racism reactively rather than proactively. The extent to which racism was discussed in classroom settings depended on: teachers’ personal and professional capability; awareness of racism and its perceived relevance based on student and community experiences; and whether they felt supported in the broader school and community context. For parents, key drivers for talking about racism were their children’s experiences and racial issues reported in the media. For both parents and teachers, a key issue in these discussions was determining whether something constituted either racism or racialisation. Strategies on how ethnic-racial socialisation within the school system can be improved are discussed.     

‘If I were given the chance’: understanding the use of leisure time by adults with learning disabilities

Despite UK government policy emphasising the rights and choices of people with learning disabilities, opportunities to choose fulfilling leisure activities remain severely constrained. Following a brief literature review we present a co-inquiry study developing a deeper understanding of the persistent space between actual and desired use of leisure time. We explore the potential of the capability approach to aid understanding of learning disabled people’s constrained choices of leisure activities, and constrained roles as researchers, as matters of human rights and social justice.