Outcomes of sexually open marriages

This study follows up a 1978 matched sample of 82 couples to find out if there were differences in marital stability between the sexually open and the sexually exclusive couples. In 1983 no statistically significant difference in marital stability was found. Of couples providing follow‐up data, 23 (68%) of the 34 sexually open couples and 32 (82%) of the 39 sexually exclusive couples were still together. Of the 23 couples who were sexually open in 1978, two couples had changed from a contract of sexual openness to one of sexual exclusivity; of the 32 couples originally exclusive, one couple changed in the interim to a sexually open marriage. In addition, data on marital happiness, extramarital sex, jealousy, changeableness, job change, and additional education are reported and a comparison between the two groups made. Differences between the two groups were found in number of people living in the household, job change, and additional education. Couples in the sexually open group were more likely to have either additional people or fewer people in their households. Both higher education for women and outside work for women were associated with marital instability, irrespective of group.     

Actualization of Social Cognitions into Aggressive Behavior toward Disliked Targets

The basic premise that social cognitions guide behavior (aggression) was evaluated within relationships marked by dislike. At Time 1, a disliked target was identified for each participant (195 fifth‐grade children; 109 boys; 11–12 years old at Time 1) who then responded to questions about different aggression‐supporting social cognitions with regard to the chosen target. In addition, aggression directed at the identified peer (from the disliked child's perspective) was measured twice over a one‐year interval. Our results show that aggressogenic thought predicts increases in aggression only when the target is chronically disliked. Moreover, within chronically disliked relationships, the actualization of aggressogenic thought is maximized when children have high initial levels of reactive (in the case of hostile attributions) and proactive aggression (in the case of self‐efficacy beliefs), and when targets are initially high on reactive aggression. These findings suggest that social cognitions, assessed within a specific relationship context, can have more predictive validity than traditionally used decontextualized measures.     

Contrasting Extremes in Research Requirements for the MSW Curriculum

A comparative analysis is presented that contrasts accredited schools of social work with both the “highest” and “lowest” levels of formal research requirements in the MSW curriculum. Associated characteristics are identified—notably size of school—that appear to be inversely related to level of research requirement. Interpretations and implications of these relationships, and of the wide extremes in research expectations are explored.     

Strengthening home and community-based care through Medicaid waivers

States are increasingly using the Medicaid 1915c waiver program to provide community-based long-term care (LTC). We examined state predictors of waiver utilization and expenditures for waivers serving both older and working-age individuals. State level data for the period 1992 to 2001 were used to estimate random effects panel models. States with increased community-based care (e.g., home health agencies) and decreased nursing home bed capacity were positively associated with state per capita rates of use, expenditures, and the share of Medicaid LTC dollars supporting 1915c waivers. States appeared to substitute Medicare for Medicaid services for individuals eligible for both. State per capita income was positively related to each measure. State policies that facilitate decreased institutional and increased community- based capacity appear essential to state efforts to expand access to community-based services. Federal policies that address state resource issues may also spur growth in community-based LTC, which, in most states, continues to be limited.     

The relationship of placement experience to school absenteeism and changing schools in young,school-aged children in foster care

Background

Chronic school absenteeism and frequent school changes, particularly among younger children, may be antecedents for the high rates of school failure and subsequent dropout among youth in foster care. However, the relationship of foster care experience to absenteeism and school change has not been well studied.

Objective

This study examined the association of placement experience with absenteeism and changing schools among 209 urban children in foster care enrolled in public elementary schools.

Methods

A cohort of children aged 5 to 8 years who entered non-relative or kinship foster care from 2006–2008 were followed longitudinally for 2 years from entry into foster care. Children residing in foster care were categorized at the end of the study as early stable, late stable, or unstable, if they achieved a permanent placement prior to 45 days, between 45 days and 9 months, or failed to do so within 9 months, respectively. Children who reunified home were classified as a fourth category. Poisson regression, controlling for baseline factors, was used to compare days absent and number of schools attended across categories of placement experience.

Results

Among the 209 children, 51% were male, 79% were African American, and 55% were initially placed with kin. One third of children reunified home; among children who did not reunify, one half was early stable, and a third was unstable. Adjusted rates of school absenteeism increased in stepwise fashion as children's placements became more unstable; children with unstable placements were 37% more likely to be absent than those with early placement stability (p = 0.029). Children who reunified during the study demonstrated the highest rates of absenteeism; however, there was no significant difference in absenteeism before or after reunification. Number of schools attended increased as stability worsened, with the standardized rate of schools attended reaching 3.6 schools (95% CI 3.1–4.1) over a two year period among children in unstable placements.

Conclusions

The relationship between placement experience and school absenteeism and school change illustrates the need to better coordinate the educational experience of high-risk children in foster care. The secondary finding of high absenteeism among children in the process of returning home illustrates that educational challenges for youth may be equally if not more concerning among the greater majority of youth in child welfare who remain home with birth parents.     

Continuing Education as an Effective Linkage between Schools of Social Work and the Practice Community

Establishing viable linkages between social work education and practice has been a constant concern of educators and practitioners. Traditional linkages such as agency field placements and agency-based research have not materially strengthened relationships. Continuing education can be an effective linkage between schools and practitioners, providing two conditions are met. First, continuing education programs must be centrally administered as part of the mainstream of the school's curriculum. Second, both practitioners and administrators must be engaged actively in curriculum planning, implementation, and evaluation. The Extramural MSW Program and the Child Welfare Training Project at the University of Illinois at Urbana-Champaign, are used as illustrations.