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Background: Grief and loss are common experiences for children and adolescents, particularly during the COVID-19 pandemic. Educators feel unprepared to support grieving students due to lack of training. We studied educator experiences receiving grief-sensitive training as part of the grief-sensitive schools initiative (GSSI), which provides grief-sensitive training, online video-based and print resources, and a financial grant to schools and school districts for use in supporting grieving students. Methods: Fourteen New York and Florida educators who received GSSI training participated in small focus groups or semi-structured interviews on their experiences receiving GSSI training and supporting grieving students during the pandemic. Transcripts were analyzed using grounded-theory analysis. Results: Emergent themes included increased confidence engaging grieving students, the desire for recurring trainings, the value of receiving training from an expert on pediatric grief and loss and the opportunity to ask questions, the need for grief-sensitive training to reflect the cultural diversity of school communities, the unique losses experienced by students during the pandemic, and compassion fatigue and burnout in educators. Implications for School Health Policy, Practice, and Equity: Policymakers should recognize the effects of grief on students' learning and development and collaborate with educators to develop resources. Conclusions: Educators found GSSI training useful in supporting grieving students, particularly during the pandemic.

The following will discuss school violence and address the relationship among students with special needs. Further research is needed on the effects of violence among special needs student populations. Efforts require observation and concrete data in order to understand how to address the increase in violence if we are to create safer schools. School violence is increasing the responsibilities of administrators, teachers and school personnel. Student related deaths from school shootings and other acts of violence perpetrated by students diagnosed as having a mental disability, as defined by the American Psychological Association's Diagnostic and Statistical Manual of Mental Disorders (DSM-5), were examined across all 50 states, including 19 states where the use of corporal punishment exists. In states where corporal punishment remains legal, students with special needs are frequently punished, while acts of school violence and school shooting related deaths are proportionately higher. Safety is an increasing concern for administration and faculty, as they are required to follow Federal, State, and Local mandated laws to protect students with and without special needs.

Teacher education is effective when pre-service teachers are able to transfer knowledge from content areas to practice. This study investigates the extent to which curriculum and assessment designs, along with teaching practices, supported pre-service teachers to transfer knowledge gained about language from a first-year course into a second-year course on planning for effective learning in diverse contexts. Questionnaires and discourse analysis of assessment tasks provided insight into the extent to which the strategies designed to support transference succeeded. The findings indicate that transference of language knowledge occurs when this goal permeates curriculum and assessment design, as well as teaching practices.

We tested the hypothesis, derived from the shifting standards model of stereotyping, that parenthood would polarize judgments of men's and women's job-related ability. One hundred thirty-five attorneys evaluated the resume of a recent law school graduate. The resume depicted the graduate as male or female and as either single or married with two young children. We found that a mother was held to a stricter standard for hiring than either a father or a woman without children. Results suggest earlier research conducted with undergraduates generalizes to professionals (Correll, Benard, & Paik, 2007; Fuegen, Biernat, Haines, & Deaux, 2004). (Contains 1 table.)

Without specific education in online safety and security issues, putting any limitations on access could seem counter to what a librarian is trained to do. At a cybersecurity workshop sponsored by Washington Library Media Association (WLMA) last October, an informal show of hands from attending teacher-librarians uncovered a range of motivations for interest in learning more about cybersecurity. Most were frustrated with setting school policy for Internet access control when they had little training in what to consider. Some defaulted to universal access, and others established criteria for allowing access that ranged from teacher/parent permission to one librarian's elaborate procedure that arose from a bad experience with a student who used a library computer to send a bomb threat that closed the school. Before a catastrophe occurs, it would be prudent to develop a clearly communicated Internet policy that will provide access controls and guide safe student Internet use. This article provides an approach for creating and establishing meaningful policies and directing readers to online resources for cybersecurity literacy that teacher-librarians need to help build effective policies. The discussion begins with a description of the context in which this dilemma arises and concludes with recommendations for some of the things to consider in developing Internet use policies. (Contains 2 tables and 2 figures.)

Four preschoolers with autism participated in the study. Stimulus preference assessments were conducted to identify high and low preferred items, which were then hidden or given to an adult in order to contrive motivation for the information about the location of the items. The first experiment involved the manipulation of motivating operations to evoke the mand "Where is it?" Upon successful acquisition of this initial mand for information, students participated in a second experiment involving the manipulation of a motivating operation to evoke the mand "Who has it?" All participants successfully acquired the ability to mand for information.

In this article, Eric Riedel, Leilani Endicott, Anna Wasescha, and Brandy Goldston describe the scholar-practitioner model that frames ee-learning at Walden University. Traditional approaches to experiential learning emphasize experiences concurrent with or following classroom instruction as a way to make knowledge more meaningful. By contrast, the vast majority of students at Walden University are adults with significant experience in their chosen field already but have chosen an online format to pursue graduate education. The scholar-practitioner model practiced at Walden fits within John Dewey's theories of education and experience by seeking to refine work experience such that current and future professional experience is understood within a wider framework of the public good. Curricular examples are provided on this approach and a content analysis of social change activities self-reported by alumni are examined for evidence of its subsequent impact. (Contains 8 exhibits.)

We taught a four-year-old boy diagnosed with autism and his older brother to engage in four pretend play scenarios using video modeling. The older brother acted in the video models with a typically developing peer. Both the participant and his sibling successfully engaged in the four scenarios during intervention as well as maintenance and generalization probes conducted in their home. This case study illustrated that siblings of children with autism can perform in video models as well as engage in pretend play with their sibling with autism. In addition, the child with autism may benefit from sibling-oriented interventions as indicated by the intervention data and the parent and sibling survey questions presented in the current study.

Objective: The pediatric version of the Short Form of the Quality of Life Enjoyment and Satisfaction Questionnaire (PQ-LES-Q) was developed to aid in the assessment of an important aspect of life experience in children and adolescents. Method: The reliability and validity of the PQ-LES-Q was tested using data from a sample of 376 outpatient children (6-11 years old) and adolescents (12-17 years old) with major depressive disorder. Results: The internal consistency coefficients at screening, baseline, and endpoint were high (0.87, 0.90, 0.89, respectively) as was the 1-week test-retest intraclass correlation coefficient of reliability (0.78). The correlations of the PQ-LES-Q total score with concurrent measures of severity of illness were in the moderate range (e.g., Global Clinical Impression of Severity, -0.40; Children's Global Assessment Scale, 0.36; Children's Depression Rating Scale total score, -0.45), as were the correlations with measures of change between baseline and endpoint (e.g., Clinical Global Impression of Severity, -0.34; Children's Global Assessment Scale, 0.33; Children's Depression Rating Scale total score, -0.45). Conclusions: These findings support the use of the PQ-LES-Q as an additional measure of current clinical status and outcome because it taps dimensions that are not covered by the commonly used global severity of illness or symptomatic measures. (Contains 4 tables.)

Objective: Prospective study of well children at risk of bipolarity to identify the frequency and pattern of potentially prodromal symptoms/behaviors for bipolar disorder type I (BPI) disorder. Method: A total of 110 at-risk children with a BPI parent and 112 children with well parents were studied. Ten-year data collection used structured and semistructured annual interviews covering developmental, medical, and behavioral features. Randomized histories for 222 children were submitted blindly for risk rating of bipolarity by a panel of clinicians. Results: Children in the bipolar sample had an overall risk rating of 41% as compared with 16% for control children. Features noted more frequently among the at-risk group were anxious/worried, attention poor/distractible in school, easily excited, hyperalert, mood changes/labile, role impairment in school, somatic complaints, and stubborn/determined. Five additional manic-like behaviors became more evident among at-risk adolescents at the 10-year follow-up: high energy, decreased sleep, problems with thinking/concentration, and excessive and loud talking. Conclusions: The children of a parent with BPI manifested, episodically, miniclusters of potentially prodromal characteristics more frequently than the children of normal controls. None of these children met any of the sets of diagnostic criteria for prepubertal bipolar disorder.

Describes a project trying to implement the nationally developed Curriculum Profile for languages in Australia from the vantage point of three teachers. Notes that the objectives of the project included highlighting teacher perceptions of the strengths and weaknesses of the profile, discovering difficulties experienced by teachers in applying the profile, and suggesting modifications. (Author/CK)

Discusses the works of several authors who successfully depict young women in a realistic light, creating complex, multifaceted, appealing human beings with whose plight all readers can identify. Discusses works by Kathryn Lansky, Hadley Irwin, Brock Cole, Zibby O'Neal, Robin McKinly, Lyll Becerra de Jenkins, and Suzanne Fisher. (PRA)

This article features the response to the important commentary by Dr. Carlson. The Amish Study represents, as she notes, a special research population for investigation of "classic" bipolar disorder viewed against a homogeneous cultural landscape where emerging biological and behavioral prodromal features can be identified. Dr. Carlson questions "where are the bipolar offspring?" and suggests that this "should have been the thrust of this publication." The authors submit that their emphasis should not have focused on illness onset and morbid risk. This would have diverted them from their goal to report prospective data on characteristics and/or possible prodromal patterns before onset. In this article, the authors address Dr. Carlson's title question and clarify other equally important issues in the commentary.

A lawyer comments on proposed reforms of Canadian guardianship laws concerning adult mentally retarded persons and suggests that proposed "partial guardianships" might be used more often and eventually work to the detriment of the retarded individual. (DB)