Influence network linkages across implementation strategy conditions in a randomized controlled trial of two strategies for scaling up evidence-based practices in public youth-serving systems.

BackgroundGiven the importance of influence networks in the implementation of evidence-based practices and interventions, it is unclear whether such networks continue to operate as sources of information and advice when they are segmented and disrupted by randomization to different implementation strategy conditions. The present study examines the linkages across implementation strategy conditions of social influence networks of leaders of youth-serving systems in 12 California counties participating in a randomized controlled trial of community development teams (CDTs) to scale up use of an evidence-based practice.MethodsSemi-structured interviews were conducted with 38 directors, assistant directors, and program managers of county probation, mental health, and child welfare departments. A web-based survey collected additional quantitative data on information and advice networks of study participants. A mixed-methods approach to data analysis was used to create a sociometric data set (n = 176) to examine linkages between treatment and standard conditions.ResultsOf those network members who were affiliated with a county (n = 137), only 6 (4.4%) were directly connected to a member of the opposite implementation strategy condition; 19 (13.9%) were connected by two steps or fewer to a member of the opposite implementation strategy condition; 64 (46.7%) were connected by three or fewer steps to a member of the opposite implementation strategy condition. Most of the indirect steps between individuals who were in different implementation strategy conditions were connections involving a third non-county organizational entity that had an important role in the trial in keeping the implementation strategy conditions separate. When these entities were excluded, the CDT network exhibited fewer components and significantly higher betweenness centralization than did the standard condition network.ConclusionAlthough the integrity of the RCT in this instance was not compromised by study participant influence networks, RCT designs should consider how influence networks may extend beyond boundaries established by the randomization process in implementation studies.Trial registrationNCT00880126

The power of indirect social ties

While direct social ties have been intensely studied in the context of computer-mediated social networks, indirect ties (e.g., friends of friends) have seen little attention. Yet in real life, we often rely on friends of our friends for recommendations (of good doctors, good schools, or good babysitters), for introduction to a new job opportunity, and for many other occasional needs. In this work we attempt to 1) quantify the strength of indirect social ties, 2) validate it, and 3) empirically demonstrate its usefulness for distributed applications on two examples. We quantify social strength of indirect ties using a(ny) measure of the strength of the direct ties that connect two people and the intuition provided by the sociology literature. We validate the proposed metric experimentally by comparing correlations with other direct social tie evaluators. We show via data-driven experiments that the proposed metric for social strength can be used successfully for social applications. Specifically, we show that it alleviates known problems in friend-to-friend storage systems by addressing two previously documented shortcomings: reduced set of storage candidates and data availability correlations. We also show that it can be used for predicting the effects of a social diffusion with an accuracy of up to 93.5%.Comment: Technical Repor

Who escapes or remains a victim of bullying in primary school?

The stability of both direct and relational victimisation and factors that contribute to remaining, escaping or becoming a victim of bullying were investigated. 663 children at baseline aged 6-9 (years 2-4) were interviewed about their bullying experiences and parents completed a behaviour and health measure. Children’s perception of the degree of social hierarchical structuring and social prominence in their class was determined by peer nominations. 432 children participated in the follow-up either 2 or 4 years after baseline aged 10-11 (year 6) and completed a bullying questionnaire. Relational victims and children from classes with a high hierarchical structure were more likely to have dropped out of the study compared to neutral children, and children from classes with a low hierarchical structure. Relative risk analyses indicated a two-fold increased risk of remaining a direct victim at follow-up, compared to a child not involved at baseline becoming a victim over the follow-up period. In contrast, relational victimisation increased but was not found to be stable. Logistic regression analyses revealed that being a girl, and receiving few positive peer nominations predicted remaining a direct victim. Becoming a relational victim at follow-up was predicted by a strong class hierarchy. The implications for future study of early recognition of likely long term victims and early preventative bullying initiatives are discussed

High School Seniors’ College Plans: Gendered Variations in the Effects of AcademicAgency, Cultural and Social Capital

This research focused on gendered variations in the effects of academic agency, social and cultural capital on high school seniors’ college plans. Monitoring the Future (2012) data from a sample of 12,000 seniors, supplemented with interviews with education professionals found theoretically meaningful gender differences. College plans of males and females were directly influenced by their academic agency. Their parents were an additional direct positive influence, even if only for males. But, parental cultural capital and abstaining from controlled substances increased likelihood of pursuing college through increased academic agency for both males and females. These findings contributed to the literature on gendered higher education pathways and supported theories of social and cultural capital development