Caseworkers as a source of hope leading to perceptions of academic success for transitional age foster youth

Research among adolescent samples has consistently demonstrated that a hopeful mindset is associated with resilience and global well-being. Further, research suggests that hope is influenced from an early age from connections with supportive caregivers. However, because older youth in the child welfare system may lack supportive caregivers, alternative sources of hope may be needed. To test a theory that supportive child welfare caseworkers can serve as external sources of hope, we conducted a cross-sectional study of youth in the child welfare system from a single state (N = 149). Using surveys with established scales to measure the variables of interest, the study tested a structural equation model of (1) youth's external hope in their caseworker as a driver of (2) internal hope in themselves leading to (3) more positive perceptions of academic success. Perceptions of academic success were chosen as the final consequence of the model because academic success has been linked to many other variables of well-being across the lifespan. The results indicate that the proposed structural model fits the data well (χ² = 327.9, df = 150; P < 0.001; root-mean-square error of approximation [RMSEA] = 0.09 [90% confidence interval – CI: 0.076, 0.103]; comparative fit index [CFI]: 0.920; standardized root-mean-square residual [SRMR]: 0.05). The results indicate that youths' hope in themselves had origins in external hope in the caseworker. Moreover, the final consequence was an increase in perceptions of academic success. Such results have implications by revealing how case management services can positively influence foster youths' hope and thereby influence their academic success.     

Language in the process of labour market rationalisation: A sociohistorical approach across twentieth-century Spain

This article analyses the role of linguistic skills in the process of defining professional classifications in Spain during 1919–1980. The aim is to determine the social evaluation of the skills involved. To retrace the classifications, a total of 114 official documents were examined, establishing a chronological division into three major stages: 1920–1940, 1940–1960 and 1960–1980. The first period (1920–1940) shows efforts toward the initial objectification of working conditions and salary scales, revealing social prejudices and tacit conventions shaping the employment hierarchy, while the second one (1940–1960) indicates the extent to which office work stood out over manual work. Finally, the third stage (1960–1980) shows processes of language rationalisation, which entailed attempts to standardise positions based on required skill sets.     

The Impact of Educational Homogamy on Isolated Illiteracy Levels

In this article, we explore the impacts that education expansion and increased levels in educational homogamy have had on couples’ isolated illiteracy rates, defined as the proportion of illiterates in union that are married to an illiterate partner. First, we develop the methodology to decompose isolated illiteracy rates into two main components: one related to level of homogamy among illiterates, and the other related to the educational distribution of the spouses. Second, we use harmonized international census microdata from IPUMS and DHS data for 73 countries and 217 samples to investigate which of the two components is more important in shaping the level of isolated illiteracy. Our results indicate that the expansion of literacy has been more powerful than the increases in the tendency toward homogamy in its impact on isolated illiteracy rates. As the percentage of illiterates decreases over time, an increasingly large proportion of them marry literate individuals, showing that opportunities for intermarriage among illiterates expand despite the strengthening of homogamy.     

Causal Ordering of Basic Psychological Needs and Well-Being

What is the relationship between well-being and satisfaction of basic psychological needs overtime? The basic psychological needs theory is a subtheory of the self-determination theory that elaborates the concept of psychological needs and its relations to psychological health and well-being. The goals of this research was to establish the causal ordering between basic psychological needs and three psychological well-being indicators (subjective well-being, self-esteem and satisfaction with life), in a longitudinal study. We used a cross-lagged two-wave design. A total of 272 university students completed the questionnaire at the beginning and at the end of the semester. Relatedness at time 1 (T₁) had a positive and significant effect on all well-being indicators at time 2 (T₂); competence (T₁) had a positive and significant effect on all indicators except for self-esteem (T₂); finally, autonomy (T₁) did not have a significant effect on any of the well-being indicators (T₂). In conclusion, we confirm the causal ordering of competence and relatedness on well-being, according to the basic psychological needs subtheory. Universities, in general, and teachers, in particular, should promote relations between students and support the need of competence.     

Self‐Construal,Career Decision Self‐Efficacy,and Perceived Barriers Predict Mexican American Women's Life Satisfaction

This study used the social cognitive theory of well‐being (SCTW; Lent, 2004 ) to examine the role of career decision self‐efficacy (CDSE), perceived educational barriers, and independent self‐construal on the life satisfaction of 176 Mexican American college women. A 3‐step hierarchical regression analysis indicated that independent self‐construal, CDSE, and fewer perceived educational barriers significantly predicted greater life satisfaction among Mexican American college women above and beyond the influence of socioeconomic status and generational status. These findings are consistent with SCTW and highlight the need for counselors and researchers to be aware of the role that self‐construal, CDSE, and perceived educational barriers can have on Mexican American women's life satisfaction. Implications for practice at the secondary‐school and university levels are discussed.     

Commercial sex between men: A prospective diary‐based study

This paper describes the results of a self‐reporting dairy completed by 186 male sex workers (MSWs) over a 2‐week period in Brisbane, Sydney, and Melbourne, Australia. The diary was completed following each commercial sex encounter by the MSW. The results reveal that MSWs reported 2088 commercial sex encounters during the study period, with an average of 11.2 encounters per MSW. The majority of sex encounters took place in either the client's or the MSW's residence, with significant variations by city. The average sexual encounter lasted 70 minutes, and comprised two sexual acts, masturbation and oral sex. Condom use was reported in 67.4% of all the encounters. Using the AIDS Council safe‐sex classification system, the majority of the commercial sex encounters fell in the “safer sex” category; however, there were significant differences by source of clients and place of the encounter. Use of drugs and alcohol reveal interesting patterns: Clients were more likely to use alcohol, while MSWs had significant differences of usage of the different drugs. This study demonstrates that the majority of MSWs are offering and practicing safe sex behaviours, however, MSWs working in the street setting are still likely to be practising unsafe sex. Male sex work is becoming an organised business and this provides opportunities to implement further public health interventions.     

Social Entrepreneur: Same or Different from the Rest?

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - A social business responds to social problems usually ignored by institutions, mobilizing resources and generating...     

Manipulating an aggregation rule under ordinally fuzzy preferences

It is well known that many aggregation rules are manipulable through strategic behaviour. Typically, the aggregation rules considered in the literature are social choice correspondences. In this paper the aggregation rules of interest are social welfare functions (SWFs). We investigate the problem of constructing a SWF that is non-manipulable. In this context, individuals attempt to manipulate a social ordering as opposed to a social choice. Using techniques from an ordinal version of fuzzy set theory, we introduce a class of ordinally fuzzy binary relations of which exact binary relations are a special case. Operating within this family enables us to prove an impossibility theorem. This theorem states that all non-manipulable SWFs are dictatorial, provided that they are not constant. This theorem uses a weaker transitivity condition than the one in Perote-Peña and Piggins (J Math Econ 43:564–580, 2007), and the ordinal framework we employ is more general than the cardinal setting used there. We conclude by considering several ways of circumventing this impossibility theorem.     

Rational-experiential thinking style and rational intergroup cooperation: the moderating role of intergroup conflict / Estilos de pensamiento racional-experiencial y la cooperación intergrupal racional: el rol modulador del conflicto intergrupal

Cooperative relationships between groups are difficult because of the high human capability to differentiate between in-group vs. out-group members. This obstacle exists even when the groups can obtain benefits for themselves from cooperation with other groups (rational cooperation). Based on an interactionist approach, the authors propose that personal (individual differences) and situational (conflicts) factors contribute to rational intergroup cooperation. The authors conducted a preliminary correlational study (Study 1) and an experimental investigation (Study 2). In Study 1, the authors examined, with 105 participants, the psychometric properties of the Spanish version of the Rational–Experiential Inventory (REI), measuring individual differences in information processing. In Study 2, the authors conducted an experimental investigation with 141 participants, testing the role of individual differences and conflict in intergroup rational cooperation. Findings of Study 1 showed that the scale has adequate psychometric properties. Results of Study 2 confirmed that the existence of both manipulated and perceived intergroup conflict reduces the magnitudes of the relationships between rational ability and rational cooperation. In addition, perceived intergroup conflict increased the magnitude of the links from experiential ability and experimental engagement to rational cooperation. Both individual differences and previous conflict have a role in predicting rational intergroup cooperation. According to the interactionist approach, personal and situational factors should be considered in the understanding of intergroup relationships.