A Canadian experience with an intervention programme for vulnerable families: lessons for German social work and policy

Schools are an important community resource that can foster social connections and enhance the health and wellbeing of children and families in Germany through information, health promotion and interventions. While developing social connections between the school and vulnerable families—those who are most limited in their access to other sources of information, education and intervention—is complex and challenging, it is nonetheless critical. This paper reports on the role of Families and Schools Together (F&ST), a school-based intervention aimed at vulnerable families, in building and promoting the social connections, or social capital, that strengthen families and communities. Thematic analysis of semi-structured interviews revealed that programme participants perceived an increase in their social capital in all three of its dimensions (bonding, bridging and linking). The paper highlights the importance of social capital in building stronger, more resilient families and of strengthening relations between parents and schools, and contributes to the sharing of experience and views on matters concerning families in Germany.     

Some characterizations of discrete distributions based on weak records

Let X ₁, X ₂,... be iid random variables (rv's) with the support on nonnegative integers and let (W _n , n≥0) denote the corresponding sequence of weak record values. We obtain new characterization of geometric and some other discrete distributions based on different forms of partial independence of rv's W _n and W _n+r —W _n for some fixed n≥0 and r≥1. We also prove that rv's W ₀ and W _n+1 —W _n have identical distribution if and only if (iff) the underlying distribution is geometric.     

Unemployment Insurance and Underemployment

Should unemployment insurance (UI) systems provide coverage for underemployed job seekers? Based on a statistical analysis of Norwegian unemployment spells, we conclude that the answer to this question is yes. Allowing insured job seekers to retain partial UI benefits during periods of insufficient part‐time work not only reduces UI expenditures during the part‐time work period, but it also unambiguously reduces the time until a regular self‐supporting job is found. Probable explanations are that even small temporary part‐time jobs provide access to useful vacancy information and that such jobs are used by employers as a screening device when hiring from the unemployment pool.     

The Relationship Between Infant Holdout and Gives,and Pointing

We provide an analysis of holdout and giving (Ho&G) behaviours in prelinguistic infants and investigate their relationship with index finger pointing. The frequency of Ho&Gs at 10 and 11 months along with the length of the following social interaction correlated with index finger pointing at 12 months. We conclude that Ho&Gs are a precursor to index finger pointing and that this provides support for social‐pragmatic approaches to communicative development.     

The Role of School Contexts in Adolescents' Weight‐loss Behaviors and Self‐perceptions of Overweight

Using the National Longitudinal Study of Adolescent to Adult Health and multilevel modeling, this study investigates the role high school social contexts play in the development of adolescents' weight‐loss behaviors and overweight self‐perceptions. Overall, the results indicate that there is an important association between adolescents' weight‐loss behaviors and self‐perceptions of overweight and the weight‐related context of their school. For example, both adolescent boys and girls are less likely to engage in weight‐loss behaviors when overweight is prevalent among their same‐sex schoolmates. However, gender differences are also found. For example, while adolescent boys' self‐perceptions of overweight are significantly associated with their same‐sex schoolmates' characteristics and behaviors, this is not the case for adolescent girls. Overall, these findings suggest that meso‐level social contexts—such as schools—may be particularly important to how individuals incorporate macro‐level beliefs or values—such as gendered body ideals—into their own behaviors and self‐concepts.