Book Review: Beyond Earth Day: Fulfilling the Promise. Gaylord Nelson with Susan Campbell and Paul Wozniak. Madison,WI: The University of Wisconsin Press, 2002: 160 pp.

Population and Environment -     

Building a Values‐Informed Mental Model for New Orleans Climate Risk Management

Individuals use values to frame their beliefs and simplify their understanding when confronted with complex and uncertain situations. The high complexity and deep uncertainty involved in climate risk management (CRM) lead to individuals’ values likely being coupled to and contributing to their understanding of specific climate risk factors and management strategies. Most mental model approaches, however, which are commonly used to inform our understanding of people's beliefs, ignore values. In response, we developed a “Values‐informed Mental Model” research approach, or ViMM, to elicit individuals’ values alongside their beliefs and determine which values people use to understand and assess specific climate risk factors and CRM strategies. Our results show that participants consistently used one of three values to frame their understanding of risk factors and CRM strategies in New Orleans: (1) fostering a healthy economy, wealth, and job creation, (2) protecting and promoting healthy ecosystems and biodiversity, and (3) preserving New Orleans’ unique culture, traditions, and historically significant neighborhoods. While the first value frame is common in analyses of CRM strategies, the latter two are often ignored, despite their mirroring commonly accepted pillars of sustainability. Other values like distributive justice and fairness were prioritized differently depending on the risk factor or strategy being discussed. These results suggest that the ViMM method could be a critical first step in CRM decision‐support processes and may encourage adoption of CRM strategies more in line with stakeholders’ values.     

Designing for “touch”, “reach” and “movement” in postwar (1946–1972) English primary and infant school environments

ABSTRACT

This article examines the use and interpretation of the terms “touch”, “reach” and “movement” in Ministry of Education (later, Department of Education) official publications known as Building Bulletins between the years 1949–1972. A close critical reading of Building Bulletins concerned primarily with school design for young children (infant and primary schools) in the English context has been carried out and the results of this exercise are discussed in the wider context of close relationships established between architects designing schools and leading progressive educationalists in Britain. The wider international context, particularly progressive educational design in the USA, is used to further understand the use and interpretation of these terms. The article contributes to a current interest among historians of education in exploring material and sensory histories of schooling.     

Young Adult and Parent Perceptions of Facilitation: Associations with Overparenting,Family Functioning,and Student Adjustment

Overparenting occurs when parents engage in developmentally inappropriate involvement in their children’s lives. This topic is salient in the context of young adults attending college, as this developmental stage necessitates independent decision-making and adjustment on the part of these students. At the same time, the turbulence involved in this transition might engender parental interference and facilitation that could impact young adults’ adjustment and perceived family functioning. This study used structural equation modeling to examine overparenting, perceived interference, facilitation, student adjustment, and family functioning in 302 parent–young adult dyads. Results indicated that overparenting was associated with facilitation, but not interference. Whereas this association was negative for young adults, it was positive for parents. This pattern was also reflected in the indirect effects of overparenting on student adjustment through young adults’ versus parents’ perceived facilitation. Young adults appear to have better outcomes when they perceive their parents to be facilitating their goals.     

Sex differences in the development of mild cognitive impairment and probable Alzheimer’s disease as predicted by hippocampal volume or white matter hyperintensities

This study examined biological sex differences in the development of mild cognitive impairment (MCI) and probable Alzheimer’s disease (AD) development as predicted by changes in the hippocampus or white matter hyperintensities. A secondary data analysis of the National Alzheimer’s Coordinating Center Uniform Data Set was conducted. We selected samples of participants with normal cognition at baseline who progressed to MCI (n = 483) and those who progressed to probable AD (n = 211) to determine if hippocampal volume or white matter hyperintensities (WMH) at baseline predicted progression to probable AD or MCI and whether the rate of progression differed between men and women. The survival analyses indicated that changes in hippocampal volumes affected the progression to probable AD (HR = 0.535, 95% CI [0.300–0.953]) only among women. White men had an increased rate of progression to AD (HR = 4.396, CI [1.012–19.08]; HR = 4.665, 95% CI [1.072–20.29]) compared to men in other race and ethnic groups. Among women, increases in hippocampal volume ratio led to decreased rates of progressing to MCI (HR = 0.386, 95% CI [0.166–0.901]). Increased WMH among men led to faster progression to MCI (HR = 1.048. 95% CI [1.011–1.086]). Women and men who were older at baseline were more likely to progress to MCI. In addition, results from longitudinal analyses showed that women with a higher CDR global score, older age at baseline, or more disinhibition symptoms experienced higher odds of MCI development. Changes in hippocampal volumes affect the progression to or odds of probable AD (and MCI) more so among women than men, while changes in WMH affected the progression to MCI only among men.     

How to Construct a Mixed Methods Research Design

This article provides researchers with knowledge of how to design a high quality mixed methods research study. To design a mixed study, researchers must understand and carefully consider each of the dimensions of mixed methods design, and always keep an eye on the issue of validity. We explain the seven major design dimensions: purpose, theoretical drive, timing (simultaneity and dependency), point of integration, typological versus interactive design approaches, planned versus emergent design, and design complexity. There also are multiple secondary dimensions that need to be considered during the design process. We explain ten secondary dimensions of design to be considered for each research study. We also provide two case studies showing how the mixed designs were constructed.     

The reflective diary: an experiential tool for enhancing social work students’ research learning

There has been substantial discussion internationally about the need for social work students to integrate research into practice. Little has been written, however, about teaching methods that address the cognitive and emotional challenges students experience in their efforts to develop research competencies. Many students believe that research does not apply to the ‘real’ world of practice and are anxious and fearful when they begin a research course. Using a retrospective review of students’ assignments, this article describes the use of reflective diaries in teaching MSW students from a university in the USA skills for practice-based social work research. Reflective diaries provide a safe forum for students to actively engage with the challenges they experience while taking a research course and take ownership of their learning needs. The diary entries provide instructors with windows into their students’ learning processes that enable them to create scaffolding opportunities that support students in developing confidence in their research skills. This article describes the pedagogical philosophy behind reflective diaries, details of the diaries assignment, and benefits of this learning tool for students and instructors. The authors offer recommendations for incorporating reflective diaries into social work research courses and implications for evidence-based practice.     

Paternal Incarceration and Adolescent Social Network Disadvantage

Previous research has suggested that adolescent peers influence behavior and provide social support during a critical developmental period, but few studies have addressed the antecedents of adolescent social networks. Research on the collateral consequences of incarceration has explored the implications of parental incarceration for children’s behavioral problems, academic achievement, health, and housing stability, but not their social networks. Using network data from the National Longitudinal Study of Adolescent Health, I find that adolescents with recently incarcerated fathers are in socially marginal positions in their schools and befriend more-marginal peers than other adolescents: their friends are less advantaged, less academically successful, and more delinquent than other adolescents’ friends. Differences in network outcomes are robust to a variety of specifications and are consistent across race and gender subgroups. This study advances the social networks literature by exploring how familial characteristics can shape adolescent social networks and contributes to the collateral consequences of incarceration literature by using network analysis to consider how mass incarceration may promote intergenerational social marginalization.     

Family support: A review of the literature on families of adolescents with disabilities

ABSTRACT

For all youth, adolescence is a time of great change, marked by multiple transitions. For those with disabilities, these transitions can be especially challenging for the youth and their families. Although families of adolescents with disabilities often require support, it is unclear what types of assistance are most helpful. To understand the responsibilities of and, correspondingly, supports needed for parents and siblings, the authors conducted a comprehensive literature review. Specifically, the authors examined the literature to identify the supports that families provide to their adolescent relatives with disabilities, the impacts of caring for an adolescent relative with a disability, and the assistance that families receive. The authors conclude by discussing implications for future research about family support.