Bi-racial identity: Children born to African-American and white couples

The quest for self-identity has been more complex for African-Americans than for all the groups in American society. This quest has been especially troubling for children where one parent is African-American and the other parent is white. The scholarly literature is replete with themes on black identity and self-esteem, but this literature does not speak to the issue of biraciality since societal attitudes decree that any person with a drop of black blood is black. There is a move afoot by bi-racial (black and white) young adult children to claim both parts of their ethnic heritage. This paper suggests that the issue of bi-racial identity must be revisited and re-examined.     

Pearls and pitfalls in evaluating a Student Assistance Program: a five-year case study

This article presents data from a five-year evaluation-research case study of a large urban schools district's internal Student Assistance Program (SAP). The district employed specially trained and licensed school-based counselors to implement an internal SAP expanded to include tertiary prevention, and modeled after an employee assistance program established for adults. From the population of more than 10,000 students who received some type of program assistance for at-risk behaviors, a stratified random sample of 2,238 cases, over a five year period, were reviewed. Results indicate a statistically significant decline (p < .05) in students' drug use and a significant improvement in internal locus of control occurred each year. While not statistically significant, the average number of student discipline referrals was less than the year prior to program admission; however, there was no significant change in academic performance. A significant correlation between students' drug use and the amount of time in program, the type of assistance received, and the student's custody status was also found.     

A Review of Trauma Specific Treatments (TSTs) for Post-Traumatic Stress Disorder (PTSD)

Clinical Social Work Journal - Trauma is a significant public health concern that has widespread and adverse effects on people. There is a high prevalence of trauma and PTSD in general populations,...     

Medical Negligence and Resource Allocation in the NHS

The recent growth in medical malpractice claims and in awards for damages has created concern both amongst doctors and health administrators. Steps which have been taken by the Review Body on Doctors’and Dentists’Remuneration and policy now advocated by the BMA suggest a movement away from the current system of negligence and towards a stricter no-fault system of liability. Under the current system, medical negligence occurs when doctors have not met the standards of treatment expected by reference to current professional standards. Under a no-fault system patients would be entitled to compensation for losses which arise from treatment, irrespective of whether negligence had occurred; although the implication is that the amounts of compensation would necessarily be limited. While there are reasons to believe that financial difficulties for doctors and pressures on NHS budgets may be ameliorated by a no-fault system, there are other criteria against which the current system of negligence should be judged. This article attempts to provide a framework within which a negligence system may be assessed. In particular, attention is drawn to the educative role of a negligence system and to the provision of information which may improve decisions on resource allocation. A critique of the current system of medical negligence in the UK suggests that a package of reforms to improve the system would be better than further movements towards non-market solutions.     

Developing intercultural competence and global citizenship through international experiences: academics’ perceptions

International education is a key priority for Australian universities, government and employer groups. For students, an international professional experience is uniquely placed in providing opportunities for developing intercultural learning, intercultural competence and global citizenship. Employers see graduates with international experiences as interculturally competent, viewing them as proficient in analysing and responding appropriately to culturally significant values and perceptions. This research seeks to understand how students are prepared for international experiences and how intercultural learning is integrated into course programmes. Academic staff responsible for international experiences were interviewed in one-on-one qualitative interviews about their practices and perceptions of preparing students for these experiences. Although all international programmes were procedurally well planned, we found that most participants did not include intercultural pedagogies into their programmes, nor did they purposefully seek to develop intercultural competence and global citizenship in their students. Professional development opportunities need to be created for academics to rethink their pedagogical intent regarding international experiences. Immersion in culture is not, on its own, an assurance of intercultural learning. Providing international experiences without a pedagogical framework that helps students to reflect on self and others can be a wasted opportunity and runs the risk of reinforcing stereotypical thinking and racist attitudes.     

Marital Satisfaction,Family Emotional Expressiveness,Home Learning Environments,and Children's Emergent Literacy

The current study investigates associations among marital satisfaction, family emotional expressiveness, the home learning environment, and preschool‐aged children's emergent literacy skills among 385 Midwestern mothers and their children. Path analyses examined how marital satisfaction related to emotional expressiveness in the home and whether this path was associated with the home learning environment and children's literacy skills. Higher maternal satisfaction was associated with higher levels of positive and lower levels of negative family emotional expressiveness. Additionally, family emotional environments characterized by mothers with higher positive expression were related to better home learning environments, which in turn were associated with higher literacy skills in children. Study findings underscore the importance of marital and family processes when considering young children's academic development.     

GROUP INEQUALITY

We explore the combined effect of segregation in social networks, peer effects, and the relative size of a historically disadvantaged group on the incentives to invest in market‐rewarded skills and the dynamics of inequality between social groups. We identify conditions under which group inequality will persist in the absence of differences in ability, credit constraints, or labor market discrimination. Under these conditions, group inequality may be amplified even if initial group differences are negligible. Increases in social integration may destabilize an unequal state and make group equality possible, but the distributional and human capital effects of this depend on the demographic composition of the population. When the size of the initially disadvantaged group is sufficiently small, integration can lower the long‐run costs of human capital investment in both groups and result in an increase the aggregate skill share. In contrast, when the initially disadvantaged group is large, integration can induce a fall in the aggregate skill share as the costs of human capital investment rise in both groups. We consider applications to concrete cases and policy implications.     

Urban Aboriginal use of fringe financial institutions: Survey evidence from Prince George, British Columbia

This paper analyses the use of fringe financial institutions (FFIs), such as payday loan and check cashing providers, by urban Aboriginal people based on a survey undertaken in Prince George, British Columbia. We found that 60% of FFIs’ clients surveyed self-identified as Aboriginal. Their characteristics, compared to the non-Aboriginal FFI clients, included having lower average incomes, lower levels of education, more likely to be female, a higher incidence of being unemployed, higher levels of financial exclusion, and less satisfaction with the service provided by FFIs. We find that government policy towards regulating the FFI industry is inadequate for meeting the basic financial needs of urban Aboriginal people.