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This article details the ways a series of architecture graduate classes partnered with a nonprofit youth sports organization and other community groups to design a shelter to accommodate those experiencing homelessness in Lubbock, Texas. The researchers use a case study approach to discuss how graduate students repeatedly engaged with the public for feedback on their designs and eventually created a design for a community-specific homeless shelter and treatment center. This article shares the project's engagement methods, which included precedent studies, design charrettes, regular presentations to the public, meetings with stakeholders, and professional collaborations.

Students studying at US institutions of higher education come from a broad range of religious and non-religious traditions. Yet religion is often a "no go" topic of discussion within the American cultural context and educators frequently lack the training to engage in productive conversations about this aspect of students' identities. However, study abroad practitioners should not be reluctant to talk about religion as an important lens for cultural learning within the context of study abroad. Through careful advising and recognition of the cultural importance of faith, students from a spectrum of religious leanings can enhance their study abroad experience. This essay looks at tactics which can be used in advising three categories of undergraduate students: religious students leaving a location where their faith is in the majority and going to a place where their religion is in the minority; religious students whose faith tradition is in the majority in the place they wish to study abroad; and non-religious students who find themselves in a strongly religious community. For each of these identity groups, study abroad advisors can support students during all stages of their study abroad experience (pre, on-site and post) so students view their interaction with religion as an important portal to cultural learning in-country. A bibliography is included.

Colin Smith's experience in South Africa and his research on the role of storytelling in the Xhosa culture met all of the guiding principles of Brigham Young University's (BYU) International Field Study Program: that students are prepared to do serious research in a topic that relates to their major, and that they will be in the host country for at least three months, and will become fully immersed in the local culture. Colin spent more than three months in East London, South Africa. For someone with interest in Apartheid and its aftermath, East London has a wealth of history. From the beginning, BYU's intent in South Africa was to minimize its "footprint" on the local community. From a pedagogical view this was important because BYU did not want to create a "cultural bubble" where its students could retreat from the local culture. From the moment students are accepted into the South Africa program they are trained to view themselves as guests of the local culture who are to interact with and learn from the local culture rather than imposing their own cultural views. This paper discusses the challenges faced by a program of this nature and illustrates the success of Colin in adapting this in-class learning to the environment, becoming involved in the local community, and doing serious academic research.

Examines the relationship of social problem solving to health behaviors as reported by 126 undergraduate students. Findings revealed significant relationships between elements of social problem solving and wellness and accident prevention behaviors, and traffic and substance risk taking. However, correlations revealed differences between men and women. Implications for campus wellness programs are discussed. (RJM)

College students (Study 1, n=104) and persons with severe physical disabilities (Study 2, n=102) completed measures of depression, psychosocial impairment (Study 2 only), problem-solving appraisal, and social support. Problem-solving appraisal and social support were significantly associated with depression among students; with both depression and psychosocial impairment for disabled. Independent variables did not interact in prediction of depression. (Author/NB)

Describes a stress management seminar for employees experiencing corporate acquisition which was attended by 40 men and 16 women. Presents information regarding specific types of stressors experienced by these employees. Notes that participant reactions support the design and utility of this type of program for employees experiencing corporate acquisition. (Author/NB)

Examined relations among problem-solving appraisal, self-reported study habits, and academic performance for 63 college students enrolled in developmental course for academically unprepared students. Found problem-solving appraisal significantly predictive of study habits and semester grade-point average. Suggests problem-solving appraisal is related to academically at-risk students' study habits and academic performance, and problem-solving appraisal encompasses more than social skill. (Author/PVV)

Argues that lack of clarity regarding roles, functions, and research of psychologists in inpatient and outpatient rehabilitation settings has prevented establishing guidelines for training graduate students to work in rehabilitative settings. Asserts that students should have core training in psychology and receive coursework and practica in working with disabled persons. (JS)

Examined relationship of personal assertiveness and social support in two independent samples of college students (n=442). Results provided evidence that personal assertiveness significantly augments specific types of social relationships to predict psychological symptoms under stressful conditions. (Author/ABL)

Describes a six-session psychoeducational program for training vocational rehabilitation counselors in group dynamics. Presents evaluation of program by counselors (N=15) in which leadership styles, conflict management, and typology of group tasks concepts were rated as most beneficial. (Author/ABL)

The community college is seen as a setting for the career development needs of students with disabilities. Three community colleges participated in a Lifelong Career Development program which incorporated career assessment, instruction, training, information and guidance, career planning, resource collection, and advocacy. (CL)

Discusses Schlossberg's model for analyzing adults' adaptation to transition. Gives suggestions for implementing the model in the delivery of mental health services. (Author)

Examined the performance of ninth-grade students on the Self-Directed Search during small group administrations monitored by a counselor. Results indicated scoring errors were high in comparison to norms. The percentage of erroneous summary codes was higher while transposition errors were lower, suggesting group administration with a proctor facilitates accuracy. (BL)

Identified authors, publications, and sources of research cited frequently in the first three volumes of "Health Psychology" and volumes five through seven of the "Journal of Behavioral Medicine." Results revealed commonalities and differences between published research in these areas. Materials useful for research, practice, and training were derived from results. (Author)

The review of literature on portrayal of disability in books, television, film, and classroom media emphasizes their reinforcement of stereotypic attitudes long held by the public and concludes that initiation of accurate, nonstereotypic portrayals of the disabled on television is long overdue. (MC)