Are More Competent Workers More Satisfied?

Abstract. In this paper, we analyse the relationship between workers' competencies and their job satisfaction in the context of dual (i.e. vocational versus communicative) skill demands. We analyse the effects of workers' competencies on their overall, intrinsic, and extrinsic job satisfaction. We focus on pharmacy assistants who need both pharmaceutical and communicative competencies in their work. Results from a linked employer–employee survey show that assistants with more communicative competencies are more satisfied with their job, whereas assistants with more pharmaceutical competencies are not more satisfied than the less competent assistants. In addition, workers who perform tasks below their level of competence are more dissatisfied with both their remuneration and career prospects and the content of their job as such, than were other workers. Our results indicate that the demand shift from vocational towards communication skills, which occurs in many professions, can affect the job satisfaction of the most competent workers.     

Book Review

Abstract

Kim Witte, Gary Meyer, and Dennis Martell. Effective Health Risk Messages: A Step-by-Step Guide: Thousand Oaks, CA: Sage; 2000. 216 pps; paper, $24.95, cloth, $64.95.     

Racial/ethnic disparities in US college students’ experience: Discrimination as an impediment to academic performance

ABSTRACT

Objective and Participants: Using data from 69,722 US undergraduates participating in the spring 2015 National College Health Assessment, we examine racial/ethnic differences in students’ experience of discrimination. Method: Logistic regression predicted the experience of discrimination and its reported negative effect on academics. Additional models examined the effect of attending a Minority Serving Institution (MSI). Results: Discrimination was experienced by 5–15% of students, with all racial/ethnic minority groups examined- including Black, Hispanic, Asian, AI/NA/NA, and Multiracial students- more likely to report discrimination relative to White students. Of students who experienced discrimination, 15–25% reported it had negatively impacted their academic performance, with Hispanic and Asian students more likely to report negative impacts relative to White students. Attending an MSI was associated with decreased experiences of discrimination. Conclusion: Students from racial/ethnic minority backgrounds are disproportionately affected by discrimination, with negative impacts for academic performance that are particularly marked for Hispanic and Asian students.     

Teaching Students to Perform Assessments

In recent years, assessment methods and skills have been increasingly emphasized in the social work literature. Little information, however, has been provided about how to teach students assessment skills in a classroom setting. This article addresses that gap in the literature and presents an integrative skills assessment approach for teaching students to perform assessments. This approach is based on technical eclecticism and combines assessment methods and skills from three practice models: (1) psychosocial, (2) cognitive—behavioral, and (3) systems. Knowledge and skills about measurement, computerized assessment models and expert systems also are included in this approach to teaching assessment skills. The authors provide suggestions and tools for teaching assessment skills in a classroom, including an integrative skills assessment protocol and several techniques that may be used to teach students to gather assessment data. In teaching assessment skills, possible links may be developed with the field practicum and the classroom experience of students. In addition, the authors suggest that students benefit from the integrative skills approach. The approach is comprehensive, flexible, competency based, technological, and empirically based. However, shortcomings are that the approach is a clinical practice approach that excludes other forms of practice and that the integrative skills assessment approach does not help students develop skills for performing the rapid assessments frequently required for brief interventions.     

Gearing Up for Personalisation: Training Activities Commissioned in the English Pilot Individual Budgets Sites 2006–2008

The transformation of social care in England is taking place though changes affording greater choice and control for people using services. Individual budgets were one key element of these changes and were piloted in 13 local authorities in 2006–2008. This article reports on interviews with training leads in these local authorities that took place in 2008 as part of an independent evaluation of the individual budget pilots. The aims of the interviews were to explore the role of training as part of the processes of transformation, the use of resources and establishment of training strategies within the local authority. Participants revealed that the subject of training was acquiring higher profile within their authorities, although uncertainties remain about the extent of local authority responsibilities for training. Within local authorities, training resources were yet to be determined and models of training were not fully developed. The article concludes that training will remain a central issue when implementing personalised social care services and that models of training for such changes should be shared and evaluated over the long term.     

User and Carer Experiences of International Social Care Workers in England: Listening to their Accounts of Choice and Control

Abstract

This paper develops a typology of people using social care services’ preferences for care workers and satisfaction with social care services from a large multimethod study that explored international recruitment to the English social care sector (home and health care, including residential homes). We developed this typology with two questions in mind: (a) what led to satisfaction of care and (b) what led to preference and satisfaction with workers? Data were collected from face-to-face interviews with 35 people who were using social care services and carers (2007–2009) and these data were used to develop the typology. Using the theoretical concept of homophily, we explored contentions that people might prefer to receive care and support from individuals resembling themselves. We observed that preferences for care workers and satisfaction with social care services may be linked, but highlighted that the concept of meeting a preference is personal to the individual. The implications of users’ preferences for certain care workers at a time where policy is promoting greater consumer-led care or self-directed support are discussed.     

The differential contributions of teen drinking homophily to new and existing friendships: An empirical assessment of assortative and proximity selection mechanisms

Alcohol use is pervasive in adolescence. Though most research is concerned with how friends influence drinking, alcohol is also important for connecting teens to one another. Prior studies have not distinguished between new friendship creation, and existing friendship durability, however. We argue that accounting for distinctions in creation–durability processes is critical for understanding the selection mechanisms drawing drinkers into homophilous friendships, and the social integration that results. In order to address these issues, we applied stochastic actor based models of network dynamics to National Longitudinal Study of Adolescent Health data. Adolescents only modestly prefer new friendships with others who drinker similarly, but greatly prefer friends who indirectly connect them to homophilous drinkers. These indirect homophilous drinker relationships are shorter lived, however, and suggest that drinking is a social focus that connects adolescents via proximity, rather than assortativity. These findings suggest that drinking leads to more situational and superficial social integration.     

Examining Depression,Anxiety, and Foster Care Placement as Predictors of Substance Use and Sexual Activity in Adolescents

ABSTRACT

This study investigated the impact of anxiety and depression on sexual activity and substance use behaviors in a sample of 56 community- (traditional living arrangements) and foster care-dwelling adolescents aged 12 to 17 years. It was hypothesized that higher levels of anxiety and depression would be related to higher rates of risky sexual activity and substance use. Regression analyses were used to examine impact of the internalizing predictors on the risky behaviors. Results of the sample were presented with group membership emerging as a robust predictor of both sexual activity and substance use. Results suggest that adolescents within out-of-home care are at increased risk for engaging in these behaviors when compared with community-dwelling peers, and they may benefit from specific interventions aimed at decreasing participation. Future research may focus on assessing the effectiveness of interventions for these youth.