Self-Efficacy Mechanism in Farm Tourism Microentrepreneurship.

Tourism microentrepreneurship is an important farm diversification strategy, also contributing to the competitiveness of the destination. However, psychological and structural constraints seem to hold back farmers when it comes to starting or expanding tourism operations. We argue that social capital derived from farmers' social networks affords sources of entrepreneurial self-efficacy, which boosts entrepreneurial intention. Analysis of survey data from 207 farmers in North Carolina revealed an adequate SEM model fit and strong significant relationships between bridging social capital and tourism microentrepreneurial self-efficacy. Internal self-efficacy factors were strongly and significantly associated with entrepreneurial intention. Triangulation with qualitative data from participatory-action research reinforced the importance of informal networking processes to model entrepreneurial behavior that boosts self-efficacy and reaffirms microentrepreneurial intentions. However, external self-efficacy was not significantly associated with farmers' entrepreneurial intentions, which may be attributable to ambiguous agritourism policy.

The interface of family, school, and community factors for the positive development of children and youth.

In this issue, we examine the application of the ecological elements of family, school, and community on the developmental outcomes of children and youth. Five empirical articles then provide insight into the interaction of individual development, intelligence, and risk with contextual factors such as involvement, expectations, relationships, peers, and community. We conclude that individual child and youth outcomes are powerfully influenced by family involvement at a young age, but as age increases, this involvement becomes less salient. In youth considered "high risk," family and community protective factors were not able to significantly improve child outcomes. We specifically recommend that practitioners target interventions for high risk audiences that are guided by assessments of the child's developmental and risk profiles.

An ESID case study at the federal level.

The D (dissemination) phase of the ESID model has been often overlooked in our efforts to create innovative and widespread social change. The process of replicating successful social innovations is both a prerequisite for dissemination (in order to assess the consistency of effects) and an obvious outcome of a successful dissemination effort. Fidelity, the extent to which a replicated program is implemented in a manner consistent with the original program model, is an important dimension of replication. This study was designed to provide empirical data related to three questions. Can complex social programs be implemented with fidelity? How much fidelity is appropriate or desired? What are the organizational dynamics of adoption with fidelity? Data were collected from grantees of a national replication initiative funded by the Center for Substance Abuse Prevention. Data suggest that high fidelity can be achieved, at least in the context in which programs are mandated to do so as part of the funding agreement and are given technical assistance in achieving fidelity. Secondly, programs perceived high fidelity as having positive effects on the program and its participants, a finding consistent with a limited assessment of the relationship of program outcomes and fidelity. Finally, much was learned about the human and organizational dynamics of replicating with fidelity. Implications for policy and direction regarding replication are discussed.

ESID, dissemination, and community psychology: a case of partial implementation?

Dissemination, the second stage of Experimental Social Innovation and Dissemination (ESID) is a critical, if not defining, element of this social change model. This paper attempts to assess the extent to which community psychology has adopted and implemented ESID's dissemination focus in its training and publications. We identify four levels of commitment to dissemination: dissemination advocate, dissemination activist, dissemination researcher, and experimental dissemination researcher. Content analyses of textbooks, journal publications, and conference papers and a brief survey of doctoral training in the field were conducted. Findings suggest that the dissemination aspects of ESID have been modestly and partially implemented within the field. That is, although there is some evidence of a commitment to dissemination practice (advocate, activist), there is much less evidence of a commitment to dissemination research. The implications of these findings for the effectiveness of the ESID model and for training and practice in community psychology are discussed.