This study explores gender-specific patterns and transitions of adolescent substance use and delinquency in a sample of youths at ages 12, 15, and 18 (N = 803). Latent transition analysis identified “Primary Delinquent,” “Delinquency and Substance Use,” and “Low Risk” classes. Females were less likely to be in the “Primary Delinquent” class at age 12 than males. From 15 to 18, females were approximately equally likely to transition from “Primary Delinquent” to both other classes, whereas males were more likely to transition from “Primary Delinquent” to “Delinquency and Substance Use.” These gender differences in behavior can inform services.

There is growing emphasis on the use of evidence-based practice (EBP) in the field of social work.However, much remains unknown about the factors associated with the implementation of evidence-based interventions among social workers. In the current cross-sectional study the authors examined a sample of 180 NASW members who completed a survey assessing knowledge of EBP, organizational climate, and practitioner use of evidence-based interventions (EBI). Logistic regression was used to identify variables that predicted NASW members' self-reported use of EBI. Organizational climate factors and practitioner knowledge were predictive of self-reported EBI use in the sample of NASW members. Findings suggest that increased knowledge of evidence-based practice and higher levels of innovation and flexibility in the organizational climate may increase adoption of EBIs.

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Service learning courses provide opportunities for students to experience human services work in the field and apply it to curricula. Learning objectives often pair experiences in the field with gaining knowledge and improving academic skills. The present study examined a model of critical thinking development from service learning that combines professional and community perspectives (Sedlak, Doheny, Panthofer, & Anaya, 2003). In a sample of 182 students at one university, a hierarchical multiple regression analysis found that service learning outcome variables had some influence on critical thinking skills after controlling for demographic and academic variables, as the model predicted. Implications of the findings support the role of service learning as a core pedagogy in family science and human services curricula.