Can child care assistance in welfare and employment programs support the employment of low‐income families?

Policymakers have long recognized child care as a key ingredient in low‐income parents' employability. We examine the effects of expansions in child care policies that were bundled with a mix of employment‐related policies and implemented as part of several random assignment studies on families' child care access and cost. Almost all of these welfare and employment programs increased employment and led to concomitant increases in the use of child care, especially paid child care. Only the programs that also expanded access or affordability of child care consistently increased the use of child care subsidies and reduced out‐of‐pocket costs to parents, allowing parents to purchase center‐based care. With one exception, such programs had small effects on employment‐related child care problems, suggesting that broader and more generous targeting of child care assistance may be important for achieving the goal of enhancing the stability of employment among low‐income families. © 2004 by the Association for Public Policy Analysis and Management.     

Social skills training for juvenile delinquents: post-treatment changes

Objectives

To examine the post-treatment effectiveness of an outpatient, individual social skills training for juvenile delinquents in the Netherlands and to conduct moderator tests for age, gender, ethnicity, and risk of reoffending.

Methods

The sample consisted of juveniles who received Tools4U, a social skills training with a parental component, as a penal sanction (N?=?115). Propensity score matching was used to select a control group of juveniles receiving treatment as usual (TAU) of n?=?108 juveniles (of a total of N?=?354). Assessment of impulsivity, social perspective-taking, social problem-solving, critical reasoning, developmental task-related skills, and treatment integrity took place before and immediately after the treatment.

Results

Treatment integrity was found to be sufficient, so that treatment effects could be attributed to the Tools4U training. Tools4U was more effective than TAU in reducing impulsivity, cognitive distortions (self-centering and assuming the worst), and social perspective-taking deficits (hostile intent attribution). No treatment effects were found on adolescents’ social problem-solving skills, and only caretakers of girls showed improvement in parenting skills. Effects on developmental task-related skills were not in the expected direction: after Tools4U, juveniles reported significantly less social acceptance and self-worth than juveniles receiving TAU.

Conclusions

Tools4U showed generally small effects and no effects on protective factors, which might limit the long-term treatment effects on delinquency. Treatment effects may be improved by implementing additional techniques and improving the parental component for boys in particular.

     

Reviews & Resources

Theater

Split Britches, by Lois Weaver in collaboration with Deborah Margolin and Peggy Shaw, directed by Lois Weaver for the Split Britches Company, Open Gate Theatre, New York City.

Beauty and the Beast—The Otic and Only World‐Famous Vaudeville Revue, written by Deborah Margolin in collaboration with Lois Weaver and Peggy Shaw, directed by Lois Weaver, Spring 1983, WOW Cafe, New York City.

'night, Mother, by Marsha Norman directed by Tom Moore, Golden Theatre, New York City.

The Department, by Barbara Gar‐son, directed by Chris Kraus, May 1983, Theater for the New City, New York City.

Sappho and Aphrodite, by Karen Malpede, directed by Lois Weaver, presented by the Sappho and Aphrodite Company as a work‐in‐progress, Provincetown Playhouse, March 1983, New York City.

Cloud 9, by Caryl Churchill, directed by Tommy Tune, Lucille Lortel Theatre, New York City.

Dance

With Longings to Realize, Johanna Boyce and Performance Group, January, 1983, Dance Theatre Workshop, New York City.

Theory and Play of the Duende, by Pilar Rioja, Repertorio Espanol's Gramercy Arts Theater, April 1983, New York City.

Ms. Barbie and Her Friends or Whose Life to Live, by the Barbara Mahler Dance Theater, March 1983, Cash Performance Space, New York City.

Music

Thoughts on Women's Popular Music

Meg Christian, Bottom Line, April 1983, New York City.

Holly Near and Ronnie Gilbert in Concert, Lincoln Center, Avery Fisher Hall April 13, 1983, New York City.

Books

Divine Dancer: A Biography of Ruth St. Denis by Suzanne Shelton. Garden City, New York: Doubleday & Company, Inc., 1981. 338 pp. Bibliography. Index.

American Women Dramatists of the Twentieth Century, A Bibliography. Brenda Coven. Metuchen, New Jersey & London: Scarecrow Press, 1982. 237 pp.

Women in Film: Both Sides of the Camera by E. Ann Kaplan. New York and London: Methuen, Inc., September, 1983.

Biographical Dictionary of Dance.Barbara Naomi Cohen‐Stratyner. New York: Schirmer Books, 1982. 970 pp.

American Women in Jazz: 1900 to the Present—Their Words, Lives, and Music.Sally Placksin. U.S.A.: Wideview Books, 1982. 322 pp. Bibliography, index, and discography.

Women in Theatre: Compassion and Hope.Karen Malpede. New York: Drama Book Publishers, 1983. 265 pp. Selected bibiography and index.

Listings     

A Comparative Analysis of Social Impact Bond and Conventional Financing Approaches to Health Service Commissioning in England: The Case of Social Prescribing

Abstract

The article compares two social prescribing interventions in Northern England. One was financed through a Social Impact Bond (SIB) and the other was financed in a more conventional way. It utilises a comparative approach to understand the extent to which different methods of financing social prescribing conform to key features of the New Public Management (NPM) or New Public Governance (NPG) in their design and implementation. It finds that a SIB approach tends towards NPM during programme design and implementation and that this creates challenges for social prescribing programmes, the complexity of which appear better suited to an NPG-based relational approach.     

Engagement in after-school program activities: quality of experience from the perspective of participants

Middle school students’ experiences at after-school programs were compared as they participated in different types of activities and with different social partners. The students (N = 165) attended eight programs in three Midwestern states. A total of 1,596 experiences were randomly sampled using the Experience Sampling Method (ESM) during 1 week in the fall of 2001 and 1 week in the spring of 2002. Student engagement was conceptualized as the simultaneous experience of concentration, interest, and enjoyment. Students reported high levels of engagement while participating in sports activities and arts enrichment activities at the after-school programs, and low levels of engagement while completing homework at programs. They reported being more engaged in activities involving both adults and peers than activities with peers only. Concentrated effort, intrinsic motivation, and positive and negative mood states were also compared by program activities and social partners. Findings about participants’ subjective experiences and engagement in specific program activities have implications for understanding after-school programs as a context for youth development.

Changes in staff confidence and attributions for challenging behaviour after training in positive behavioural support within a forensic medium secure service

Positive behavioural support (PBS) is a non-aversive approach to preventing and managing challenging behaviours. Seventy-nine qualified and unqualified nursing, psychology and occupational therapy staff were trained in using PBS. To measure the effectiveness of the training, confidence in managing challenging behaviour and attributions for causality, control and stability were measured before and after the training. To measure confidence, an adapted version of the Confidence in Coping with Patient Aggression Instrument was used. Attributions were measured using the Challenging Behaviour Attributions Scale and the Causal Dimension Scale II. There was a significant increase in confidence after training. In addition, there were significant changes in attributions relating to causality and stability of challenging behaviour, particularly for qualified staff. The results suggest that confidence and attributions are affected positively by training in PBS within a medium secure forensic mental health setting.     

Who Develops a University Invention? The Impact of Tacit Knowledge and Licensing Policies

In this paper, I propose a theoretical model to illustrate how the inventor know-how affects whether the inventor starts a firm to develop her idea or licenses an invention to an established firm for development. Inventor start-ups are characterized as development organizations that serve a temporary role in the invention–innovation process, developing an invention until they can sell the developed invention to an established firm that owns requisite complementary assets for commercialization. This model is then used to analyze the role and impact of a university technology transfer office (TTO) on this process to understand how TTO’s may both positively and negatively impact the transaction. The model posits a general theory of inventor–entrepreneur behavior in university and corporate research labs based on two factors: the importance of know-how and the distribution of inventors’ personal costs to transfer that know-how.     

The effectiveness of social skills training (SST) for juvenile delinquents: a meta-analytical review

Journal of Experimental Criminology - To examine the effectiveness of social skills training (SST) for juvenile offenders and for whom and under which conditions SSTs are the most effective....