DO DRINKERS KNOW WHEN TO SAY WHEN? AN EMPIRICAL ANALYSIS OF DRUNK DRIVING

This paper presents empirical evidence that an individual's decision to drive while drunk is negatively affected by the expected full price of driving drunk. The analysis uses a unique data set containing information on self-reported drunk driving matched to state-level drunk driving policies as well as to state excise taxes on beer. These are hypothesized and found to affect drunk driving. Further, we find interesting racial differences but surprisingly small differences by gender in the effect of socioeconomic and policy variables on drunk driving propensities.     

Thomas Dew and the rise of proslavery ideology at William & Mary

In 1831, Nat Turner led an insurrection in Southampton County, Virginia that left more than 60 men, women, and children dead. This slave revolt left white Virginians in fear for their lives and questioning the ‘peculiar institution’ in their midst. Proslavery ideologue and William & Mary professor, Thomas Roderick Dew, stepped in and provided the intellectual foundation that calmed their fears and made the continuation of the southern way of life possible – at least for a little while longer.     

Factors That Impact a Social Worker's Capacity to Supervise a Student

With sector constraints and higher education economic imperatives increasingly impacting the provision of social work field education, university programs lack an understanding of the factors that enable or prohibit field educators’ capacity to provide placements. Despite the significance of field education in the curriculum, it remains unclear what the experiences and motivations of field educators are to provide universities with student placements. This research addresses this gap through surveying 101 field educators that attended statewide Victorian field education training. Results indicated that although field educators recognised the benefits of supervising students, workload relief, additional training, and further student placement preparation by the university were emphasised as the primary factors that would enable them to respond positively to placement requests. Payments for placements did not necessarily ameliorate these issues nor guarantee the provision of more placements. The implications of these findings for universities and the field are discussed.     

The effects of family stressors on substance use initiation in adolescence

Smoking and drinking are critical problems in adolescence that have long-term adverse impacts on health and socio-economic factors. We examine the extent to which family stresses influence the timing of initiation of smoking and drinking. Using national panel data from the National Educational Longitudinal Study (NELS) we capitalize on the survey design and use school-level fixed effects that control for the local environments, including prices of cigarettes and alcohol. In addition, we narrow our control group to classmates who will experience a similar stressor in the future. We find that a composite measure of family stressors when young increases the likelihood of initiating tobacco and alcohol use, with much of the impact attributable to parental divorce. In our baseline estimates, the composite stress measure is associated with a 30% increase in the likelihood of smoking and a 20% increase in drinking. When we control for multiple sources of confounding, the impact shrinks and remains significant for smoking but not for drinking. We conclude that studies which do not control for confounding are likely to significantly overestimate the impact of family stress on substance use. Our approach helps to move the literature forward by separating causal results from spurious associations.     

The impact of migration on the well-being of transnational families: new data from sending communities in Mexico

We present results from a new study of the effects of migration to the USA on the well-being of transnational families in high emigration communities within Mexico. Our survey measured the well-being of family members in a variety of domains: economic, health, education, and child development for a representative sample drawn from high migration municipalities. Compared to those with no recent emigrants to the USA, Mexican households sending non-caregivers to the USA appear to gain economically without contributing to problems faced by children. However, when family caregivers migrate to the USA, the remaining members in Mexico struggle to meet the family's needs and children are more vulnerable to educational, emotional, and health problems. Children in households where a caregiver migrated were more likely to have frequent illnesses (10% vs. 3%, p<0.0001), chronic illness (7% vs. 3%, p=0.011), emotional problems (10% vs. 4%, p=0.006), and behavioral problems (17% vs. 10%, p=0.018) compared with children in households where the migrant was not a caregiver. Research, policy, and program implications of these findings are discussed.     

Resettlement challenges faced by refugee claimant families in Montreal: lack of access to child care

Adult refugee claimants experience several well‐documented post‐migratory challenges. Little is known about the resettlement process for refugee claimant families with children. This study reports on 75 open‐ended, in‐depth interviews with refugee claimant families in Montreal about their resettlement challenges and their proposed solutions to them. These interviews were conducted with 33 dyads and triads of children and parents attending a paediatric hospital. Experiences accessing formal and informal child care in Montreal were addressed. Subsequently, a comparative policy analysis was conducted on residency eligibility criteria for child care subsidization. Twenty‐eight out of 39 parents (73%) report a lack of informal or formal child care and 15 out of 33 families (39%) propose improving access to formal child care services. They describe a lack of informal child care as a result of reduced social networks, and affordability as a barrier to formal child care services. Refugee claimants are not eligible for subsidized child care in Quebec. A comparative policy analysis within Canada and comparable countries reveals that this situation is not unique to Quebec. However, most provinces and European countries offer child care subsidies to refugee claimants. Refugee claimants should qualify for child care subsidies. Social workers and community organizations should consider their clients' child care needs in designing programmes and services.     

A qualitative exploratory study of substance abuse prevention outcomes in a heterogeneous prevention system

The prevention of abuse of alcohol and other drugs is a concern for parents, policy-makers, educators, and social service professionals. Prevention programs are sponsored by many different types of social and educational agencies using a variety of intervention strategies. This article reports a study of a sample of such programs in the state of Nevada. The overall prevention system in the state espouses a "risk and resiliency" approach to prevention. Focus group methodology was used to study perception of outcomes of these programs from the viewpoints of various program stakeholders (youth participating in the programs, parents of participants and program staff). Analysis of the qualitative data yielded findings about potential outcomes as well as implicit program theories. Implications for future planning efforts as well as further evaluation efforts are discussed.     

Events and experiences impacting the development of clinical self confidence: a study of the first year of client contact

Research was conducted to identify the events and experiences influencing the development of clinical self-confidence during the first year of client contact for beginning marriage and family therapists. Thirty-nine recent graduates of a master's degree training program participated in a semistructured interview in which they were asked to describe the influences on their clinical self-confidence. Through qualitative analysis, four event and experience categories emerged as exerting the most influence on confidence at this stage of professional development: supervision, contact with clients, contact with peers, and personal life stress. The authors recommend providing strength-focused supervision, acknowledging the effects of client contact, encouraging peer contact, and attending to personal life stress.     

Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Childcare1

The early developmental antecedents of individual differences in children's social functioning with peers in third grade were examined using longitudinal data from the large‐scale National Institute of Child Health and Human Development (NICHD) study of early child care. In a sample of 1,364 children, with family and child factors controlled, the frequency of positive and negative peer interactions in childcare between 24 and 54 months and the number of hours spent in childcare peer groups of different sizes (alone, dyad, small, medium, large) predicted third graders' peer competence at three levels of analysis: individual social skills, dyadic friendships, and peer‐group acceptance. Children who had more positive experiences with peers in childcare had better social and communicative skills with peers in third grade, were more sociable and co‐operative and less aggressive, had more close friends, and were more accepted and popular. Children with more frequent negative experiences with peers in childcare were more aggressive in third grade, had lower social and communicative skills, and reported having fewer friends. When children spent more time in small‐sized peer groups in childcare (four or fewer children at 24 months of age up to seven or fewer at 54 months), they were more sociable and co‐operative in third grade, but their teachers rated them as more aggressive, suggesting that such children may be more socially outgoing and active both positively and negatively. Like those who spent more time in small peer groups, children who spent more hours in medium‐sized groups received higher ratings for peer aggression by their third‐grade teachers. Children who spent more time with one other child in childcare or in small peer groups had fewer classroom friends in third grade as reported by the teacher but not according to maternal report or self‐report. There were no significant associations between the amount of time children spent in large childcare‐based peer groups and third‐grade peer social competence.     

Relational Aggression in Middle Childhood: Predictors and Adolescent Outcomes

This study examined gender differences in the level and developmental course of relational aggression in middle childhood, as well as early predictors and outcomes of relational aggression, after controlling for concurrent physical aggression. Relational (RAgg) and Physical aggression (PAgg) scores for 558 boys and 545 girls at the ages of eight to 11 in the NICHD Study of Early Child Care and Youth Development (SECCYD) were created by combining the highest rating for each item across mother and teacher reports. Longitudinal analyses were conducted using latent curve models of RAgg with PAgg as a time‐varying covariate, with all parameters allowed to vary by gender. Boys and girls had different growth parameters of RAgg. Girls' RAgg intercept was higher, and the slope was not different from zero; boys' RAgg intercept was lower, and the slope declined. Mother–child conflict in early childhood predicted RAgg intercept for both boys and girls, but maternal harsh control and sensitivity were also uniquely predictive for girls whereas center care was uniquely predictive for boys. RAgg intercept predicted adolescent self‐reports of depression for girls and delinquency and risk‐taking for both boys and girls; the magnitude of the association with risk taking was significantly greater for boys.