Exposing evaluation: Using field projects to teach program evaluation

This paper describes the field prefect component of a program evaluation course. Small groups of students conduct evaluative studies for public agencies. Tech group selects a project, defines the research question, designs and executes a research proposal, gives an oral presentation of its findings to the agency, and writes a final report. The students learn how to cope with limited time and money and to conduct quantitative research that provides an agency with needed information. They also learn how political and administrative concerns affect program, research.     

Playing by the rules: Impact and implementation of children's educational television regulations among local broadcasters

This study explores the institutional process involved in the implementation of the 1997 Federal Communications Commission regulations regarding educational programs for children. Through open‐ended interviews with representatives from twenty‐eight stations, this study assessed local broadcasters' reactions to these new rules in the early stages of policy implementation, examining their understanding of the new regulations; the implementation strategies and structural constraints that guide the selection of educational programs and the implications of these strategies for the success of the rules in achieving their goals as stated explicitly by the FCC. All respondents indicated that they would comply with the regulations by providing the minimum three hours of educational programming per week, along with other reporting and public file obligations. However, the ultimate effectiveness of these rules in ensuring better television for children seems complicated by the institutional constraints on local broadcasters and the widespread belief among broadcasters that educational programs are not viable in the market. The authors argue that future research on national policy evaluation should consider the implementation of the policy within a complex web of institutional and social structures.     

The Effects of Child Abuse and Exposure to Domestic Violence on Adolescent Internalizing and Externalizing Behavior Problems

This study examines the effects of child abuse and domestic violence exposure in childhood on adolescent internalizing and externalizing behaviors. Data for this analysis are from the Lehigh Longitudinal Study, a prospective study of 457 youth addressing outcomes of family violence and resilience in individuals and families. Results show that child abuse, domestic violence, and both in combination (i.e., dual exposure) increase a child’s risk for internalizing and externalizing outcomes in adolescence. When accounting for risk factors associated with additional stressors in the family and surrounding environment, only those children with dual exposure had an elevated risk of the tested outcomes compared to non-exposed youth. However, while there were some observable differences in the prediction of outcomes for children with dual exposure compared to those with single exposure (i.e., abuse only or exposure to domestic violence only), these difference were not statistically significant. Analyses showed that the effects of exposure for boys and girls are statistically comparable.     

OVERCOMING BARRIERS FAMILY CAMP:A PROGRAM FOR HIGH‐CONFLICT DIVORCED FAMILIES WHERE A CHILD1 IS RESISTING CONTACT WITH A PARENT

Overcoming Barriers Family Camp is an innovative program designed to treat separating and divorced families where a child is resisting contact or totally rejecting a parent. Both parents, significant others, and children participate in a 5‐day family camp experience that combines psycho‐education and clinical intervention in a safe, supportive milieu. This article describes the components of the program, from referrals to intake to aftercare. Evaluation immediately following the camp experience is provided for the camps that ran in 2008 and 2009, and 6‐month follow‐up interview information is provided for the 2008 camp program as well as 1‐month follow‐up about the initiation of aftercare with the 2009 families. A discussion of the strengths and challenges of this approach with entrenched, high‐conflict family systems concludes the article.     

Seven Government Assumptions to Challenge Regarding Natural Resource Damages

Three federal statutes (the Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA); the Oil Pollution Act (OPA); and the Clean Water Act (CWA), as well as some state-specific statutes, allow for the pursuit of monetary or nonmonetary damages if a release of petroleum products or hazardous substances has resulted in injury to natural resources, such as waterways, wetlands areas, and wildlife, that are held in trust for the public. Placing a monetary value on these priceless resources necessarily involves subjective analysis, but some recent government claims have been for amounts far in excess of what a reasonable analysis of the facts would suggest. These claims have typically calculated monetary damages using unrealistic assumptions. Seven examples of common unrealistic assumptions include ignoring historical baseline contamination, overstating the area of resource injury, exaggerating levels of resource injury, assuming excessive timeframes for resource injury, inflating injured resource values, undervaluing restoration credit, and overstating restoration costs.     

Assessing Functional Impairment in ADHD: Concerns for Validity of Self-Report

Comprehensive diagnostic assessment of attention deficit hyperactivity disorder (ADHD) should include consideration of degree of impairment, and documentation of impairment is necessary to make service and accommodation determinations. While there has been increasing use of self-report as a way to document impairment, self-reported impairment could be just as vulnerable to invalid report as self-reported symptoms. We examined the influence of invalid self-report and invalid performance on report of functional impairment in a sample of 49 adults referred for evaluation for ADHD and/or learning disorder concerns. Overall, 26–59% of participants referred for evaluation endorsed at least moderate levels of impairment in the domains of understanding and communicating, household, and school/work. Individuals with evidence of invalid self-report of ADHD symptoms endorsed significantly higher levels of disability/impairment on the WHODAS, particularly in the domains of understanding and communicating, household, school/work, and participation in society. Further, individuals who failed a measure of performance validity reported significantly higher levels of impairment/disability, particularly in the domains of understanding and communicating, school/work, and participation in society. Results emphasize the need to assess for validity of self-report and performance in ADHD assessment. Since self-report of impairment may be suspect, clinicians should include data such as school records, past performance on high-stakes standardized testing, evidence of prior accommodations, and collateral reports before making diagnoses and/or recommendations regarding treatment or academic/workplace accommodations.     

Teaching Chinese Politics: Microblogging and Student Engagement

This article reflects on some of the issues involved in teaching Chinese politics in the west and assesses the rationale for incorporating technology into teaching. The article specifically addresses the potential benefits of using microblogging (Twitter and Weibo) as a supplementary teaching tool in Chinese politics classes. The article argues that microblogging has benefits in terms of helping students develop professional networks, extending contact hours without placing an onerous burden on instructors, contributing to the construction of a supportive and collaborative learning environment and demystifying China for non-Chinese majors. Furthermore, in classes where students possess Chinese language skills, China??s domestic Weibo provide a fascinating window onto social and political issues as they are experienced contemporaneously by Chinese netizens. An assessment of the potential uses of microblogging is timely as the learning preferences of current and future cohorts change and commercial and pedagogical imperatives increasingly impel university teachers to consider the effectiveness of their teaching methods.