Changes in Perceived Social Support and Socioemotional Adjustment Across the Elementary to Junior High School Transition

One of the most fundamental factors related to psychological well being across the lifespan is whether a person perceives social support from important others in his or her life. The current study explored changes in and relationships among perceived social support (SS) and socioemotional adjustment (SEA) across the 1-year transition from elementary to junior high school. Two cohorts of students (N = 140) participated in the current study that took place across a 3-year time span. Analyses of the transition data for boys and girls together reveal declines in perceived total support and teacher support as well as an increase in self-reported school problems. When considering the sexes separately, girls?? perceived total support, close friend support and school support declined while boy??s self-reported school problems increased across the transition. Although social support did not emerge as a mediator or predictor for any of the socioemotional variables in the current study, results reveal that, in general, perceived social support and socioemotional functioning at the end of the last year of elementary school predicts perceived social support and socioemotional functioning at the end of the first year of junior high school. Study limitations and implications for research and practice are discussed.     

Research note: The founders and survivors project

This paper describes the multidisciplinary project Founders and Survivors: Australian Life Courses in Historical Context. Individual life courses, families and generations through the nineteenth and twentieth centuries are being reconstituted from a wide range of data including convict records; birth, death and marriage registrations; and World War I service records. The project will result in a longitudinal study of Australian settlement, the long-run effects of forced labour and emigration on health and survival, family formation, intergenerational morbidity and mortality, and social and geographic mobility.     

Using the cognitive interview with adults with mild learning disabilities

Abstract

Forty-seven adults with mild learning disabilities (mild intellectual disabilities) attending day-centres and thirty-eight adults from the general population viewed a videorecording of an accident. A day later the participants were interviewed using either a cognitive interview (CI) or a structured interview (SI, a control interview). Compared with their counterparts with learning disabilities, adults from the general population recalled more correct information and made fewer confabulations about persons and objects. Nevertheless, the type of interview had an impact. For both groups, the CI was more effective than the SI in enhancing recall although, for the ‘learning disabilities’ group, the CI also produced a disproportionate increase in the reporting of person confabulations. All the same, the accuracy ratios were similar across interview types (80% for the CI and 82% for the SI). It is suggested that the CI could be helpful in assisting people with learning disabilities to provide information about events they have seen.     

Eliciting cues to deception by tactical disclosure of evidence: The first test of the Evidence Framing Matrix

Purpose. Research on real‐life suspect interviews shows that disclosure of evidence is a very common tactic and that it occurs in all phases of the interview. It is therefore remarkable that there is hardly any research on the effectiveness of different disclosure tactics. The aim of this study was to examine the effects of three different disclosure tactics: presenting the evidence early and two versions of the Strategic Use of Evidence (SUE) technique. Methods. For the SUE‐Basic technique (SUE‐B), the evidence was disclosed late in the interview. For the SUE‐Incremental technique (SUE‐I), we used a stepwise disclosure tactic derived from the so‐called Evidence Framing Matrix. The tactic consists of revealing evidence of increasing strength and precision. A mock‐theft scenario was employed with 195 participants who were randomly allocated to one of six conditions: guilty or innocent suspects were interviewed with one of the three techniques. Two measures of inconsistency were used as dependent variables: statement‐evidence inconsistency and the newly developed within‐statement inconsistency. Results. By interviewing with SUE‐I, strong cues to deception were elicited, especially for the statement‐evidence inconsistency variable. For the SUE‐B, significant but smaller differences between guilty and innocent suspects were obtained. Conclusions. We found that both when and how the evidence was disclosed moderated the effectiveness of disclosure. With respect to when, it was more effective to disclose the evidence late (vs. early), and with respect to how, it was more effective to disclose the evidence in a stepwise (vs. direct) manner. The tactical aspects of evidence disclosure are discussed.     

Legacy of the Housing Act of 1949: The Past,Present, and Future of Federal Housing and Urban Policy

Abstract

This article summarizes a special issue of Housing Policy Debate, which commemorates the 50th anniversary of the Housing Act of 1949. The act is best remembered for its declaration that every American deserves a “decent home and a suitable living environment.” The articles in this collection offer varying perspectives on how this act helped shape the postwar metropolis. The authors—urban planners, historians, and public officials—each consider a different part of the legacy.

The first three articles deal primarily with the act's creation and social and political ramifications, while the next three look at how Titles I, II, and III have influenced the past 50 years of housing and urban policy. The record of the Housing Act of 1949 is mixed, and so are its lessons. There remains an ongoing struggle to find the right mix of housing support to reach the goals first expressed in this landmark legislation.     

Can Small High Schools of Choice Improve Educational Prospects for Disadvantaged Students?

This paper provides rigorous evidence (for 12,130 participants in a series of naturally occurring randomized lotteries) that a large‐scale high school reform initiative (New York City's creation of 100+ small high schools of choice between 2002 and 2008) can markedly and consistently increase high school graduation rates (by 9.5 percentage points overall and for many different student subgroups) for a large population of educationally and economically disadvantaged students of color without increasing annual school operating costs. These findings are directly relevant to current debates by policymakers and practitioners about how to improve the educational prospects of disadvantaged students in the United States.