Assessment and management of hospitalized suicidal patients

Suicide in inpatient psychiatric settings is a critical problem. A comprehensive literature review was performed to determine risk factors for inpatient suicide, instruments for assessing suicide, and treatment of hospitalized suicidal patients. Findings suggested that root causes of inpatient suicide were factors related to the treatment environment, failure to assess patient behavioral characteristics, and staff reliance on no-suicide contracts. Recommendations include assessing suicide risk regularly throughout hospitalization, including on admission, during changes in a patient's mental or physical status, after a change in observation level, and before discharge. Orientation and inservice education for all staff and additional research on the psychometric properties of available suicide assessment instruments are also essential.     

Methodological Comparisons Between CATI Event History Calendar and Standardized Conventional Questionnaire Instruments

Six hundred and twenty-six participants from the Panel Studyof Income Dynamics (PSID) were interviewed via telephone retrospectivelyabout life course events by either computer-assisted (CATI)event history calendar (EHC) or standardized CATI conventionalquestionnaire (CQ) methods, randomly assigned. Experimentalretrospective reports, for a reference period up to 30 years,were validated against reports provided annually from the PSIDcore interviews. Data quality outcome measures included variablesassociated with marriage, cohabitation, employment, unemployment,residential changes, and cigarette smoking. The EHC providedhigher quality retrospective reports for cohabitation, employment,unemployment, and smoking histories; the CQ provided betterdata quality for marriage history, although what variable wasbeing measured, instead of which method was being used, hadthe biggest impact on differences in data quality. Both EHCand CQ interviews lasted on average around one hour, with theEHC interviews being on average 10 percent longer. Interviewerspreferred the EHC interviews. In both EHC and CQ conditions,respondents generally enjoyed the interviews, and did not findquestions difficult. The costs and benefits of both EHC andCQ methods in the collection of life course retrospective reportsare discussed. Received for publication December 19, 2005. Revision received September 25, 2007. Accepted for publication September 25, 2007.     

Validating the Portuguese Version of the Satisfaction With Life Scale in an Elderly Sample

Life satisfaction is referred to a cognitive, judgmental process (Diener et al. in J Pers Assess 49:71–75, 1985), in which person’s quality of life is globally assessed according to his/her chosen criteria (Shin and Johnson in Soc Indic res 5:475–492, 1978). Thus, life satisfaction is a conscious cognitive judgment, based on the comparison of one’s life with a self-imposed standard or set of standards, which lead to a global assessment of life (Pavot and Diener in Psychol Assess 5:164–172, 1993). Among the many scales developed to measure life satisfaction, the Satisfaction With Life Scale (SWLS, Diener et al. in J Pers Assess 49:71–75, 1985) is one of the global life satisfaction scales more often used in the research arena. It is composed of five items assessing global life satisfaction, using a Likert type response format. The aim of this paper is to validate the Portuguese version of the SWLS via confirmatory factor analysis, with a sample of 1,003 elderly from Angola. Reliability, factorial and criterial validity estimates are presented. Overall, the results shown that the scale had an adequate one-factor confirmatory solution, satisfying reliability indices, and adequate criterion-related validity when assessed in a sample of Angolan elderly. The discussion relates the results with existing literature and posits the contributions of the paper: firstly, it offers the researchers on life satisfaction in Portuguese-speaking contexts a brief, self-rated measure of satisfaction with life that has sound psychometric properties, validity, and reliability; secondly, it is the first confirmatory validation of the scale in Portuguese.     

Does Immigration Help or Harm Children’s Health? The Mayan Case

Objective . We explore how the health, as measured by physical growth, of children in Guatemalan Maya families is impacted by immigration to the United States. Methods . We analyze anthropometric data on Maya children in Guatemala and in the United States. In addition, we use survey data from the Maya–American children and their parents about lifestyle and SES to examine the factors associated with overweight and obesity. Results . The Maya–American children are on average 10 centimeters taller, indicating better health. However, nearly half the Maya–American children are overweight and 42 percent are obese. Children who report watching TV or playing computer games as one of their favorite leisure time activities face a higher chance of being overweight. Conclusion . Immigration from Guatemala to the United States improves the health of children in that they generally grow taller. However, immigration also raises the risk of weight problems, increasing the likelihood of health problems such as hypertension and diabetes.     

Who Is My Family? Who Cares For Me? Legal Status and Relationships of Children and Their Families

The community tends to assume that, because a body of law known as ‘family law’ exists, it is based on cohesive and consistent principles which apply uniformly and without discrimination to all children and their families throughout Australia. It is further assumed that the law enables children to know who their family is, and to have ongoing relationships with all members of their family who love and care about them — even when another family may be taking care of them in the day to day sense. These assumptions do not reflect the real situation. The law in many instances prevents rather than enables the development of positive relationships between children and their families. The challenge for the community is to create a uniform and unified family law jurisdiction which supports and strengthens children's relationship with their families and which enables children to answer the question ‘Who is my family? Who cares for me?’     

School-Agency Collaboration

The social work literature notes increasing problems and controversies related to the interrelationships of teaching, scholarship, and service. The authors present a model of a school and state hospital collaboration project that integrates these educational dimensions. Major components of the model are described, including a philosophy and rationale for collaboration, key features of collaboration, and an overview and evaluation of the project’s three programs. The project demonstrates that teaching, scholarship, and service can interact in a way that enriches social work education.     

Sources of Variation in Rate of Decline of Applications to MSW Programs

This study identifies factors associated with the extent of decline in applications to MSW programs between 1975 and 1981. Data were gathered in a secondary analysis of three sources of data on all MSW programs accredited by the Council on Social Work Education as of 1975 and in a qualitative follow-up study of eight of these programs. The variables found to be most strongly related to declines in applications as well as the direction of these relationships were unexpected, casting doubt on prevailing assumptions about the causes of the decline and how schools can counteract it.     

An Outcome Evaluation of a Problem-Based Learning Approach With MSW Students

In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master’s of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work knowledge, values, and skills; confidence in practice skills; confidence in learning skills; motivation to engage in deep learning and use deep-learning strategies; and satisfaction with their MSW education. PBL and non-PBL approaches were equally effective in helping students learn social work skills, knowledge, and values and in developing learning skills; the non-PBL group reported a significant shift to a more situational approach to their learning.