Appropriate Therapeutic Care for Families with Pre-Pubescent Transgender/Gender-Dissonant Children

In recent years, a new phenomenon has been observed in U.S. culture, that of pre-pubescent children transitioning socially from one gender role to another, with the support of their families. As this phenomenon becomes more widespread, families, schools and other institutions will turn to mental health care professionals for guidance in navigating new territory. Such children have often been assessed for gender identity disorder; the traditional treatment plan for those so diagnosed included attempts to steer their gender behavior in more “gender-appropriate” directions. Allowing such children to self-actualize, viewing their behavior as indicative of innate identity, is a relatively new approach. This paper will focus on the social worker’s or therapist’s role in helping pre-pubescent children and their families, should the families decide identity actualization is the path they would prefer.     

A revised learning transfer system inventory: factorial replication and validation

The learning transfer system inventory (LTSI) is an empirically derived self-report 16-factor inventory designed to assess individual perceptions of catalysts and barriers to the transfer of learning from work-related training. Although a good deal of research has been done addressing various dimensions of the LTSI's construct validity, minor discrepancies in factor solutions in several studies together with problematic fit of some items suggest that further construct validity research is needed. Using data collected in 17 countries and utilizing 14 different language versions of the LTSI, the research objectives for this research were to (1) determine the number and nature of common factors involved to account for the pattern of correlations among the measured variables in LTSI version 3 using exploratory factor analysis (EFA) and (2) test via confirmatory factor analysis the validity of the factorial structure of the LTSI that emerged from the EFA and scale refinement efforts. Results provided strong support for the five- and 11-factor structure of the program-specific and training-general domains of a 48-item LTSI.     

The Gender Gap in Fear: Assessing the Interactive Effects of Gender and Perceived Risk on Fear of Crime

In this research we explore the interaction between gender and perceived risk of victimization on levels of fear of crime. Much of the previous research on the effects of gender on fear of crime assumes that crimes are not gendered and that the effects of gender would operate the same regardless of type of crime. Challenging this assumption, we examine crimes that disproportionately victimize women or men. We find that there is greater nuance in both fear of crime and perception of risk when explored in this way. In fact, men's fear of crime actually surpasses women's fear at high levels of perceived risk for those crimes in which men are more likely to be victimized. We offer explanations for this finding, concluding that gendered perceptions of crime and victimization may drive these differences. In sum, our study indicates that future research on fear of crime must be even further attuned to the gender gap in fear.     

DISAGGREGATING THE EFFECTS OF RACIAL AND ECONOMIC INEQUALITY ON EARLY TWENTIETH-CENTURY EXECUTION RATES

This article examines how class inequality may have influenced the historical use of executions in the United States, both within the South and outside of the South. Specifically, this article asks whether executions acted as a mechanism to maintain an exploitative class system in the entire United States, just as lynching maintained a racial caste system in the South. Much of the literature on the historical determinants of macrolevel execution rates has examined these disparities in terms of racial inequality. This study demonstrates that racial inequality alone cannot account for the high number of executions that typified the early twentieth century United States and contends that it is important to expand our understanding of the effects of class inequality on both historical and contemporary trends in executions.     

Social Work Practice and Education in the US and Canada

This paper discusses shared origins and differences in the social work professions and education programs in the United States and Canada. Consideration is given to how the social work professions in the two countries attempt to resolve the possible inherent conflict between an emphasis on dealing with problems of individuals, with intervention approaches such as casework and therapy, and an emphasis on addressing the problems of society, with social reform intervention approaches. The paper also discusses social work employment in the U.S. and Canada and the structure of social work education in both countries, including consideration of how the profession is legally regulated in each country.     

Associations Between Past Bullying Experiences and Psychosocial and Academic Functioning Among College Students

Abstract. Objectives: This study examined whether childhood bullying victimization was associated with psychosocial and academic functioning at college. Participants: The sample consisted of 413 first-year students from a large northeastern university. Methods: Students completed an online survey in February 2012 that included items assessing past bullying involvement, current psychosocial and academic functioning, and victimization experiences since arriving at college. Results: Regression analyses indicated that reports of past bullying and other peer victimization were associated with lower mental health functioning and perceptions of physical and mental health, but were not associated with perceptions of social life at college, overall college experience, or academic performance. Conclusions: Childhood bullying victimization is associated with poorer mental and physical health among first-year college students. Colleges should consider assessing histories of bullying victimization, along with other past victimization exposures, in their service provision to students.