Contraceptive self-efficacy: does it influence adolescents' contraceptive use?

This research investigates the relationship between contraceptive self-efficacy and contraceptive use, measured one year later, among adolescent boys and girls. Data are obtained from the two waves of the restricted use sample of the National Longitudinal Study of Adolescent Health (n = 3,577). Employing multiple regression and logistic regression strategies, we examine whether demographic and background characteristics influence contraceptive self-efficacy, and whether contraceptive self-efficacy increases the likelihood of contraceptive use. We find that adolescents who are female, older, live with step-parents, and whose mothers approve of contraceptive use report higher contraceptive self-efficacy, while adolescents whose mothers did not complete high school report lower contraceptive self-efficacy. Results partially support the expectation that adolescents with higher contraceptive self-efficacy act accordingly by using contraceptives.     

A women's support group for Asian international students

International students underuse counseling services, which are grounded in Western cultural values. The authors describe a support group for Asian international students that they launched at a large midwestern university to help students feel at ease with American university life, address homesickness, language problems, and academic and social stressors. Co-leaders created a safe and culturally sensitive atmosphere where the women could network, socialize, and address their issues. Group treatment offers many advantages over individual counseling and can enhance the health of international students.     

Immigration and income security policies in Canada: Implications for elderly immigrant women

Reflecting past and present immigration policies, nearly one in three of Canada's elderly are foreign born. Yet, under the regulations associated with income security programs targeted at the elderly, part of the foreign born population may be ineligible for benefits or may receive reduced benefits. Following a discussion of immigration and income security policies, the paper focuses on the economic status of elderly immigrant women living in CMAs and on the social policy issues which result.     

Positive and negative intergroup contact in school and out-of-school contexts: A longitudinal approach to spillover effects

This study aims to tackle positive and negative intergroup contact in school and out-of-school contexts to test whether a spillover effect (i.e., the extent to which experiences that individuals have in one context spill over into another) applies to intergroup contact. Participants were 984 adolescents (M_age = 14.66; 62.7% female; 24.8% ethnic minority). Results indicated that positive contact in school was related over time to higher positive contact in out-of-school contexts and vice versa (i.e., valence consistent spillover effect). Positive contact in school was linked over time to lower negative contact in out-of-school contexts (i.e., valence inconsistent spillover effect). Overall, this study provides novel insights into the transmission of adolescents' intergroup contact across socialization contexts by emphasizing the leading role of positive contact in schools.     

Combining Social Media and Survey Data to Nowcast Migrant Stocks in the United States

Population Research and Policy Review - Measuring and forecasting migration patterns has important implications for understanding broader population trends, for designing policy effectively and for...     

Facebook in Brazilian Schools: Mobilizing to Fight Back

In this article, we analyse how students used social media as a form of human–technology interaction for the organization, development, and expansion of activities in 4 social movements in Brazil. We analysed 122 Facebook pages maintained by the Four Movements using the cultural-historical activity theory framework and focused on the notion of collaborative agency in the development of the movements. We performed a qualitative analysis of this data to understand both how the movements developed and the results that the students obtained. Our findings suggest that by acting collaboratively, students expanded activities to other contexts.     

Relationship Churning,Physical Violence,and Verbal Abuse in Young Adult Relationships

Young adults' romantic relationships are often unstable, commonly including breakup –reconcile patterns. From the developmental perspective of emerging adulthood exploration, such relationship “churning” is expected; however, minor conflicts are more common in churning relationships. Using data from the Toledo Adolescent Relationships Study (N = 792), the authors tested whether relationship churning is associated with more serious conflict, such as physical violence and verbal abuse. Couples who were stably broken up (breakup only—no reconciliation) were similar to those who were stably together in their conflict experiences. In contrast, churners (i.e., those involved in on/off relationships) were twice as likely as those who were stably together or stably broken up to report physical violence and half again as likely to report the presence of verbal abuse in their relationships; this association between churning and conflict held net of a host of demographic, personal, and relationship characteristics. These findings have implications for our better understanding of unhealthy relationship behaviors.     

Evidence-Based <Emphasis Type=Italic>Practices</Emphasis> Do Not Exist

The original process model of evidence-based practice (EBP) is described, and contrasted with the empirically supported treatments (EST) initiative which designated selected interventions as meeting some evidentiary benchmark (e.g., supported by two-well-designed randomized controlled trials). EBP does not utilize lists of ESTs, and designating a given psychotherapy as empirically supported is actually antithetical to the EBP decision-making process. Much of the resistance to EBP within social work may be attributable to confusion between EBP as it was originally conceived as a mutual decision-making process occurring between the clinician and the client, and the promulgation of lists of EST and the subsequent urging that social workers select their psychotherapies from such lists. The latter is not scientifically justifiable, nor does it taken into account other variables crucial to EBP, such as professional values, clinical expertise, client preferences and values, and available resources. EBP as it was originally conceived has much to add to the practice of clinical social work.     

Winning to Learn,Learning to Win: Evaluative Frames and Practices in Urban Debate

Sociologists of (e)valuation have devoted considerable attention to understanding differences in evaluative practices across a number of fields. Yet, little is understood about how individuals learn about and navigate multivalent valid group styles within a single setting. As a social phenomenon, many accept how central processes of evaluation are to everyday life. Accordingly, scholars have attempted to link research on evaluation to processes of inequality. Nevertheless, the sociology of evaluation only has tenuous, often implicit connections to literature on inequality and disadvantage. This article addresses these two gaps. Drawing on over two-hundred hours of ethnographic fieldwork in an urban high school debate league, twenty-seven semi-structured interviews with league judges, and archival data, we illustrate how high school policy debate judges employ evaluative frames and link them to the implementation of evaluative practices in a disadvantaged setting. We show that the cultural meanings that emerge within the evaluation process—in this case, urban uplift and competition—stem from the conflicted context in which evaluation is occurring. We also make a first step toward applying the conceptual tools within the sociology of evaluation to a disadvantaged setting, and more broadly, suggest that micro-processes of evaluation are important to the study of urban inequality.     

Academic Achievement Among Adopted and Nonadopted Children in Early School Years

The study examined academic achievement among adopted and nonadopted children in Norway. The adopted group included children adopted from China, South Korea, South Africa, Ethiopia, and Colombia. The study also included a control group of nonadopted classmates with same gender and age. The findings show no significant differences in academic achievement between adopted and nonadopted in either first or third grade, but a greater variety in adopted children’s performance. Adopted children received more special education and more support from parents than nonadopted classmates did. Language skills and hyperactive behavior made a significant contribution in explaining the variance in academic achievement among adopted children.