Owning (up to) Reflective Writing in Social Work Education

Reflective learning has an established place within social work education but there has been little debate around the nature and purpose of reflective writing as a distinct genre in the context of written academic assessment. Where writing has been discussed in relation to reflection it has been for the purposes of supporting learning rather than academic assessment. This paper draws upon research undertaken with a group of social work students and tutors at The Open University UK together with the work of Watson, both of which identify student difficulties with reflective writing. Research from the field of academic literacies is presented to open up a debate within social work education about the place of reflective writing as a tool for learning and assessment. In doing so, it shares the experiences of one institution, The Open University UK, of working towards greater clarity in the teaching and assessment of reflective practice through writing.     

Evaluating health outcomes of criminal justice populations using record linkage: the importance of aliases

Individuals in contact with the criminal justice system are a key population of concern to public health. Record linkage studies can be useful for studying health outcomes for this group, but the use of aliases complicates the process of linking records across databases. This study was undertaken to determine the impact of aliases on sensitivity and specificity of record linkage and how this affects ascertainment of mortality. Records for a cohort of prisoners were linked to methadone maintenance treatment (MMT) and mortality records. The record linkage was conducted in two stages. First, the linkage was undertaken using the participant's name and date of birth as recorded in a prior study. Then, a second linkage was undertaken using these identifiers, plus all known aliases. Sensitivity was 64%, and specificity 100%, for the first linkage. When aliases were added to the linkage, sensitivity increased to 86% and specificity remained 100%. The standardized mortality ratio was 4.3 for the first linkage, increasing to 6.1 when aliases were used. These results suggest that the potential effects of participant aliases on linkage outcomes, and methods for mitigating these effects should be carefully considered when planning and undertaking record linkage studies with criminal justice populations.     

Harper's Magazine

An analysis of the performance of five major review periodicals showed that School Library Journal and Booklist were most likely to have reviewed both a large percentage of total juvenile publication and those books singled out by the 1972–1974 and 1978–1980 Notable Children's Books Committees; the New York Times Book Review was least likely to have done so. There was a decline in coverage of the selected titles by the Bulletin of the Center for Children's Books. Even so, Bulletin and Horn Book, as well as Booklist and SLJ, continued to do a good job of calling attention to better books.

Recent reviews appeared closer to the publication date of the book in question, with the time lag reduced in all but the New York Times, where it increased. Booklist's record of little more than a month was relatively impressive, with all other periodicals taking over two months or more, on the average. Each periodical showed tremendous internal inconsistency in promptness, however.

The longest reviews, on the average, were published in NYTBR, the shortest in Bulletin. Recent reviews in SLJ and Booklist were longer than those found for the earlier sample.

All but Horn Book reviews reflected increased critical attention in general. The practice of referring to other books and authors continued on a limited but definite scale for 1978–1980 titles. Attempts to predict readership were somewhat more likely to appear in the more recent issues of Booklist and Bulletin than earlier.

The use of volunteer reviewers by School Library Journal resulted in a multiplicity of reviewers (25 people). Horn Book and NYTBR utilized eight people each. Booklist and Bulletin relied on reviews prepared by fulltime staffers.

Opinions on general quality of the books examined continued to be basically consistent.     

Avoiding Covid-19 risk information in the United States: The role of attitudes,norms, affect,social dominance orientations,and perceived trustworthiness of scientists

This study seeks guidance from the planned risk information avoidance model to explore drivers of risk information avoidance in the context of COVID-19. Data were collected early during the pandemic. Among our most notable results is that participants who are more oriented toward social dominance and are more skeptical of scientists’ credibility have (1) more supportive attitudes toward risk information avoidance and (2) feel social pressure to avoid risk information. The findings of this study highlight how the role of skepticism in science and intergroup ideologies, such as social dominance, can have important implications for how people learn about health-related information, even in times of heightened crisis.