Search

The purpose of this study was to explore and discuss the lived experiences and stories of people of color male intercollegiate soccer coaches, and to make meaning of their experiences to better understand why there are a lack of people of color male coaches in the NCAA soccer community. Critical race theory served as the theoretical framework. Through the use of narrative inquiry, the researchers interviewed people of color male soccer coaches in the NCAA. The researchers analyzed, categorized, and coded into themes using procedures for conducting and analyzing narrative research. Several themes emerged from interviews with six people of color college male soccer coaches. In this article, the authors discuss two major themes, relationships and race, and provides implications for intercollegiate coaches and administrators as well as directions for future research.

The current study investigated adolescents' (N = 213) decision finding processes and affective reactions to interactions on social media "via" 29 focus groups. As part of a larger study, adolescents participated in focus groups at two time-points across an academic year while participating in a school-based intervention promoting healthy romantic, interpersonal, and family relationships, job readiness, and financial literacy. Qualitative analyses indicated adolescents' experiences and decisions on social media platforms were informed by their "awareness of audiences", namely who they thought would view their posts and anticipated responses from "friends," "family members," "fans," "creeps," and "potential employers." Comprehensive school-based interventions may serve to effectively develop responsibility more broadly, as well as a specific awareness about online risks and behaviors.

NASP's Annual Regional Leadership Meeting (RLM) brings together leaders for training and discussions about issues important to school psychology. For 2023, RLM for the first time included affinity groups as part of the implementation of NASP's equity, diversity, and inclusion (EDI) plan. This article will define affinity groups and describe the process by which the authors developed, facilitated, and evaluated the RLM affinity groups. The intent is to provide guidance to those interested in creating affinity spaces in their state associations, districts, graduate programs, and other professional spaces.

The emergence of online environments has changed the landscape of educational learning. Some students thrive in this learning environment, but others become amotivated and disengaged. Drawing on self-determination theory, we report the findings of a study of 574 undergraduate business students at an Australian higher education institution on their attitude toward online learning, and its impact on their motivation and educational engagement. Data was collected via an e-mail survey and analysed using structural equation modelling and the Hayes' bootstrapping method. The results of the study were mixed. Attitude to online learning mediated the relationships of both intrinsic motivation to know and extrinsic motivation with engagement, indicating that the design of online learning environments can play a role in enhancing learning experiences. However, attitude to online learning was not found to mediate the intrinsic motivation to accomplish and engagement relationship. A negative mediation effect was partially supported between amotivation and engagement, with study mode found as a moderated mediator to this effect, being stronger and significant for online students as opposed to on-campus students. These results have implications for how students can be engaged online, and the need for educators to design online learning environments that support the learning experience for all students.

This fifth article of the Social Justice Committee's series on health disparities expands on previous articles (i.e., Tan et al., 2020; Ormiston et al., 2021) to discuss applications of advocacy by school psychologists to improve health parity for youth. As previously outlined in Proctor et al. (2020), health disparities are restricted opportunities to access healthcare and differences in the prevalence of avoidable physical and mental health concerns (e.g., disease, disorder diagnoses, treatment efficacy) that disadvantage marginalized populations. From a social justice perspective, school psychologists must recognize these disparities, the impact they have on the lives of children and families, and actively work to address individual and systemic factors (see, e.g., Sullivan et al., 2020) that contribute to the lack of parity in health outcomes for minoritized populations. To help further illustrate the need for, and steps in, integrating an understanding of social justice as it applies to health disparities, the authors spotlight inequities in healthcare experienced by students with intellectual and developmental disabilities (IDD). [For the fourth article in the series, "Social Justice as a Framework for Addressing Mental Health Disparities," see EJ1282396.]

This study examines how perceptions of the legitimacy of university sustainability efforts--support by the administration (authorization) or from students' peers (endorsement)--as well as the physical context in which students live, matter in shaping students' environmentally responsible behaviors (ERBs). Using survey data collected from fourth-year students at a university in the Southeastern US, we employ Seeming Unrelated Regression to analyze the impact of perceived legitimacy and context on recycling and conservation behaviors, controlling for demographic characteristics, pro-environmental attitudes, and environmental identity. Our findings indicate that students' perceptions of what university administrators support affect the likelihood of students to enact recycling and conservation behaviors, and peer support influences conservation behaviors. This research contributes to the literature on legitimacy by examining how legitimacy processes work in natural, rather than experimental, settings.

Relationship education (RE) has been linked to several short- and long-term benefits; however, less is known about its effects on adolescents' overarching life-goals. This study utilized a multi-method approach to examine whether RE was linked to increases in the relative importance of intrinsic, as opposed to extrinsic, life-goals. Results demonstrated a statistically significant increase from pretest to posttest in the relative importance of intrinsic life-goals. Qualitative analysis identified themes relevant to intrinsic life-goals including differentiating between needs and wants and an increased focus on interpersonal functioning. Overall, results suggest RE may influence students' life-goals in beneficial ways.

Only one previous developmental study of Stroop task performance (Schiller, 1966) has controlled for differences in processing speed that exist both within and between age groups. Therefore, the question of whether the early developmental change in the magnitude of Stroop interference actually persists after controlling for processing speed needs further investigation; work that is further motivated by the possibility that any remaining differences would be caused by process(es) other than processing speed. Analysis of data from two experiments revealed that, even after controlling for processing speed using z-transformed reaction times, early developmental change persists such that the magnitude of overall Stroop interference is larger in 3rd- and 5th graders as compared to 1st graders. This pattern indicates that the magnitude of overall Stroop interference peaks after 2 or 3 years of reading practice (Schadler & Thissen, 1981). Furthermore, this peak is shown to be due to distinct components of Stroop interference (resulting from specific conflicts) progressively falling into place. Experiment 2 revealed that the change in the magnitude of Stroop interference specifically results from joint contributions of task, semantic and response conflicts in 3rd- and 5th graders as compared to a sole contribution of task conflict in 1st graders. The specific developmental trajectories of different conflicts presented in the present work provide unique evidence for multiple loci of Stroop interference in the processing stream (respectively task, semantic and response conflict) as opposed to a single (i.e. response) locus predicted by historically -- favored response competition accounts.

Traumatic stress has long been a source of interest for researchers and practitioners, and recently there has been an increase in federal and state legislative support for trauma-informed care (Maul, 2017). Globally, the need for trauma services has been pushed to the foreground as the myriad of negative outcomes associated with the COVID-19 pandemic are addressed. Students are entering schools following a year of uncertain and inconsistent educational access, compounded by traumatic experiences that may include the long-term illness or death of loved ones, their own illness, and the increased strain placed on families amid the pandemic. Adding to these traumatic stressors, minoritized youth have experienced increased violence, discrimination, and widened disparities in healthcare and educational opportunities due to racism, xenophobia, and systemic injustices. As these disparities continue to grow, so does the need for school psychologists to be prepared to respond to students' traumatic stress, to increase parity in opportunities for academic and psychosocial wellness, and to help promote posttraumatic growth among students, families, and communities. As the field continues to respond to the COVID-19 pandemic and work toward disrupting oppressive systems that lead to social injustice for marginalized populations, trauma-informed practices will be crucial. As such, the National Association of School Psychologists (NASP) Social Justice Committee's 2021-2022 theme will focus on trauma, including traumatic stress, intergenerational trauma, and trauma-informed care within educational settings.

Children and youth who experience low-income and economic marginalization (LIEM) suffer inequities in education, healthcare, housing, and postsecondary outcomes. LIEM is a broad conceptualization of poverty that incorporates many aspects of what it means to be economically oppressed, including access to limited financial resources and marginalization related to social class. Because economic and social class are powerful factors in access to resources, supports, and opportunities, LIEM represents one of the more pressing social justice issues school psychologists must be prepared to address in their daily professional practices. To this end, this article on LIEM and intersectionality is one of the first in a series the National Association of School Psychologists (NASP) Social Justice Committee (SJC) has developed to facilitate equitable processes and socially just outcomes for children and youth who endure LIEM. To help readers fully understand issues these children and youth can face as a result of their social identities, the authors first describe the origin and meaning of the term intersectionality.

School psychologists supporting children and families who are from low-income and economically marginalized (LIEM) backgrounds has been the theme of a series of "Communiqué" articles authored by National Association of School Psychologists (NASP) Social Justice committee during this academic year. Previous articles have focused on foundational knowledge and the integration of a social justice framework for working with LIEM populations (EJ1229463), the intersectionality of LIEM with other identities (EJ1234956), considerations for working with gifted students experiencing LIEM (EJ1234947), and service delivery for LIEM students in foster care (EJ1248159). This article continues the series by focusing on consultation as a tool for social justice when intervening with and on behalf of LIEM children and families. Consultation and collaboration are both considered "Practices That Permeate All Aspects of Service Delivery" in NASP's practice model (NASP, 2010). "Consultation" refers to a school psychologist (as the consultant) providing indirect support to an individual or group (typically an educator, family member, or school system) with these consultees ultimately having primary responsibility for carrying out the plan (Song et al., 2019). Social justice is one of NASP's five strategic goals and is a term that encompasses many concepts. In a national study of randomly selected NASP members, ensuring the educational rights and opportunities for all students and promoting nondiscriminatory practice were rated as the most important definitional components of social justice (Shriberg et al., 2011). Subsequent studies of school psychologists have identified the overarching concepts of equity, access, and respect; the school psychologists' behaviors related to awareness (of self and others); advocacy; and empathy as being important to defining social justice within the context of school psychology practice (Biddanda et al., 2019; Jenkins et al., 2018).

Research shows that during times of economic downturn in the United States, education funding suffers. One method that higher education administrators are choosing to ease the economic crunch is to offer hybrid classes that blend one regular face-to-face class meeting with online and outside class components. The challenge of managing large numbers of students in hybrid classes while fostering student engagement can be monumental for higher education teachers. This article presents a discussion of observations and recommendations from the writers' experiences as first-year hybrid class teachers within an information systems environment.

African Americans face numerous obstacles in achieving their fullest developmental and career potentials in the current political, social, and economic environment. These barriers have produced, for the most part, workers who have been wage earners as opposed to being self-employed, and blue-collar workers rather than managers or proprietors (Daniel, 2001). This paper proposes solutions that would ensure that African American students who exhibit exceptional talent receive the kind of education to which they are entitled, in preparation for the careers of their choice. In addition to exploring the conditions that led to this underrepresentation, methods to desegregate gifted education programs and redress educational inequalities are analyzed. Specifically, the implications for counselors and teachers, those best situated to bring about positive change, will be discussed.

Student responses to bullying have an effect on subsequent outcomes. Dichotomous theories of coping suggest that self-reliance plays a role in responding to stress. In order to investigate the multidimensional nature of coping with bullying, the authors developed the Coping with Bullying Scale for Children. The current study also examined the relationships between bullying experiences (i.e., victimization and perpetration) and coping with bullying, with self-reliance as a potential moderator. Participants who reported higher rates of victimization or engagement in bullying reported greater use of cognitive distancing, externalizing, and self-blame strategies. Victimization was associated with higher reported rates of constructive coping. Self-reliance moderated the relationship between cognitive distancing and both types of bullying involvement. Self-reliance also moderated the relationship between self-blame and bullying perpetration. Implications for theory, practice, and future research are included.

Each year, the NASP Social Justice Committee selects a theme to help focus efforts and increase awareness within the school psychology community. This year's theme is alternative education programs, which can include a wide range of placements with varied goals and purposes. Alternative programs are educational placements that serve youth whose needs cannot be met in general or special education programs within traditional school settings (Sable et al., 2010). In this article, the author provides some initial information regarding alternative education, potential outcomes, and the need for a social justice framework.

Student perceptions of school climate have been linked to a number of outcome variables; specifically, more positive perceptions of school climate are associated with academic achievement, social and emotional wellness, and reduced risky behaviors. Considering student perceptions of school climate can help to guide the selection and implementation of culturally-responsive, targeted school improvement efforts. Further, the ways that students experience and perceive the school environment have been shown to vary based on student reported racial/ethnic identity. In the present study, moderation analyses established a significant impact of school diversity (i.e., high diversity or low diversity) on the relationship between student race/ethnicity, perceptions of school climate, and associated subscales including school connectedness, peer and adult support, and cultural awareness. Contrary to prior research, as school diversity increased, perceptions of school climate decreased, with Asian participants least affected. Implications of the findings and directions for future research are discussed.

Increasing evidence shows that punitive discipline is ineffective and detrimental. Using empowerment theory and the opportunity-to-learn conceptual framework, this literature review seeks to broaden school personnel's knowledge of alternative discipline interventions. Searching ERIC and JSTOR databases, we looked for English language, North American literature published between 1996 and 2016 that discussed alternative individual and school-wide disciplinary approaches. The literature we found indicates that punitive measures are counter-productive; that several alternative disciplinary models share common principles; and that studies point to favourable outcomes of some alternative school discipline models. While the transition towards alternative discipline may require additional resources and years of adjustment, a healthier school climate can foster the empowerment and academic achievement of marginalized students.

Academic administrators are witnessing unprecedented assaults on national humanities funding that would have been unthinkable three decades ago. Many, if not most, academic administrators and policy makers now view the cornerstone of liberal arts education as an educational anachronism, obsolete intellectualism that holds neither import nor utility in a world of technocratic globalized markets. This crisis in higher education begs two fundamental questions: (1) How has neoliberalism subsumed the diversifying intellectual mission of humanistic inquiry that was once the hallmark of postsecondary education; and (2) How can society use and simultaneously illuminate the ameliorative aspects of transdisciplinary, humanistic knowledge production in the quest to realize a more just, egalitarian society? This article describes how these questions will be addressed through a discussion of creolized political theory, Africana thought, and critical pedagogy that models the transformative social and political theories of Jean-Jacques Rousseau, Frederick Douglass, Ida B. Wells-Barnett, W.E.B. Du Bois, Frantz Fanon, Paolo Friere, and Jean Anyon. Parris writes that such a syncretic, theoretical approach will not only reveal these thinkers' prescient epistemological vision, it will also disclose the pluralizing potentialities of creolization in the aforementioned fields, the humanities, and public education more generally.

Social justice has been defined as fair and equitable distribution of resources, rights, representation, and treatment for marginalized people who do not possess equal power in society (Linnemeyer, Nilsson, Marszalek, & Khan, 2018). As a theoretical concept, social justice is an emergent area of inquiry in school psychology (Johnson, Bahr, & Navarro, 2017); thus, many school psychologists may be unsure of how social justice applies to their various roles and responsibilities. Malone and Proctor (2019) discussed how social justice is integral to school psychology practice and advocacy. In this article, the authors extend the conversation to school psychology research. Social justice research engages critically with structural inequities, oppressive forces, and power-laden discourses with the aim of creating a just and equitable society. Often used as one tool of advocacy, social justice research is the intentional use of inquiry to examine existing inequities or injustices, and ways to overcome them. In school psychology, this could involve investigating how cultural dynamics play out in the society, and the material or experiential consequences these have on historically marginalized groups. Additionally, it could involve research to understand not only what works, but why and how it works for different populations, particularly those who have been and are currently discriminated against, marginalized, and underserved, in schools and broader society. Research influences practice, and a stronger social justice research base is critical to moving social justice forward in the profession; as such, this article first delineates critical considerations for building a social justice research base in school psychology. Because social justice-oriented research responds to the existing social conditions, there is no universally agreed upon consensus about the characteristics of social justice research. The nature of such research is ever-changing, just like the society to which it responds. Nevertheless, the authors present an agenda for socially just research that values self-criticality and transdisciplinary work while promoting diversity in terms of epistemological considerations and research designs. They end the article with a discussion of ways school psychologists can use social justice research in their day-to-day practice to effect socially just outcomes for underserved, marginalized, and vulnerable student populations.

The purpose of the current study is to investigate the relationships between suicidal thoughts and behaviors (STBs), school climate, and student demographics among middle school students. The study was conducted with a sample of 152,191 middle school students across 607 schools within 182 school districts in a southeastern state. Results support prior research that positive perceptions of school climate are associated with fewer reports of STB. Participants identified family reasons, bullying, peer problems, and "other" as the most common reasons for STB. Further, older students and males were more likely to engage in STB than their counterparts. When examining cross-sectional interactions, race/ethnicity moderated the relationship between school climate and STB. Findings from the study support the role of school psychologists in advocating for prevention and intervention STB supports for middle school students with particular attention to students who may be at increased risk based on group identification. Implications for future research and practice are discussed.

Our objective was to design an introductory business course to shape the mind-sets and skill sets of the next generation of socially conscious practitioners--to help students develop a sense of self-efficacy built on the confidence that they can make a positive impact on the world using entrepreneurial thinking and action. Essentially, the focus was to develop an introductory business course that would encourage and enable students to understand that business can be a force for good (sustainability and social impact) and to practice collaborative innovation (human-centered design thinking). The overarching design principle was "business not as usual," which embraced four themes: (a) sustainability and social entrepreneurship, (b) collaborative innovation, (c) entrepreneurial thinking and action, and (d) self-authorship. We provide an overview of the course modules and their respective learning outcomes along with details of course content and activities to ensure transferability. A concluding discussion shares the impact on students and the challenges of success. We highlight how course design can be a catalyst to enable students to be the change they want to see in the world.

The apparent difficulty of students of French as a second language to acquire French vocabulary is examined, drawing on experience with teaching Irish university students and the structures and stylistic traits peculiar to French. It is noted that while certain kinds of words (noun, verb, adjective, adverb) occupy little space in text, they take up the most room in a dictionary, and conversely, while others (pronoun, preposition, determiner, conjunction) use much space in text and relatively little in dictionaries. Grammar (structure) and vocabulary are also often taught separately, with grammar receiving more attention. It is proposed that vocabulary deficit has two causes: (1) the obvious word is not always obvious at all; and (2) meaning does not always reside within single words. These concepts are expanded upon and illustrated. It is suggested that while having students keep a list of vocabulary words is a classic technique and using picture dictionaries is handy for concrete vocabulary, a more useful technique is for students to begin with "obvious" words (e.g., "ferme") and cluster around them related terms (e.g., "exploitation, exploitation agricole, recolte, vendange, culture," etc.). This more expansive system for developing vocabulary may be more effective than the conventional linear approach. (MSE)

School connectedness has been shown to be an integral part of students' perceptions of school climate, which in turn affects their mental health functioning. Research has suggested that student perceptions of school connectedness may be related to their experiences with peer victimization. However, there is limited evidence of the moderating effects of age, race, or ethnicity on the relationship between school connectedness and peer victimization. Our study utilized the Georgia Student Health Survey 2.0 to closely investigate these relationships. Findings indicated that students who experienced more frequent rates of victimization reported lower feelings of school connectedness. This relationship was moderated by gender and age, with male and middle school students reporting a stronger relationship between the two variables. Results indicated that moderation existed among multiracial and Native American students, but the same patterns were not significant among other participating groups. Implications for future research and practice are discussed.

This study examines the implementation of Trust-Based Relational Intervention® (TBRI®) in a secondary charter school located at a residential facility for at-risk youth. This intervention has been used successfully with individual families, group homes, summer camps, and more recently, school environments. Through TBRI, school staff created conditions to help children succeed behaviorally with strategies grouped into three evidenced-based principles: (a) empowering, (b) connecting, and (c) correcting. After implementation, results showed that students were more likely to discuss their problematic issues with counselors, used less profanity, were less likely to complain and had fewer behavioral incidents (i.e., physical and verbal aggression, disruptive behavior). In addition, school staff reported improved school culture including an overall more positive mood and countenance among staff and students.

Purpose: The purpose of this study was to examine the effects of living in "green" dorms on students' environmentally responsible behaviors (ERBs), in concert with other factors, including individual identity and social context in the form of behavior modeling by peers. Design/methodology/approach: The sample of 243 consists of students who resided in two newly constructed, Leadership in Energy and Environmental Design Gold-certified dorms and two conventional dorms. The authors analyze the data collected at the end of the respondents' freshmen year at Emory University using seemingly unrelated regression analysis. Findings: Findings indicate that students who live in "green" dorms engage in more recycling and advocacy behaviors than students in conventional dorms. Environmental identity and perceived behavior modeling by peers positively affect recycling, advocacy and conservation. Furthermore, results indicate an interaction between dorm and identity whereby students with weak environmental identities experience a greater increase in ERBs from living in green dorms than do students with strong environmental identities. Practical implications: These results show that universities do promote students' ERBs through the construction of green residence halls. Universities can also facilitate ERBs by encouraging students to develop strong environmental identities and fostering opportunities for them to engage in ERBs with their peers. Originality/value: This study is valuable for both its practical implications and the theoretical implications for predicting ERBs. The findings indicate that to predict ERBs, it is necessary to consider both contextual and individual level factors.

For married patients, chronic illness management often includes involvement of their spouses. We examined expectations regarding spouse involvement in the health of a partner with type 2 diabetes (N = 139 couples) from the perspectives of the patient and spouse. Partners' dyadic expectations and spouses' gender were posited to moderate spouses' diet-related control and patients' diet adherence. Among male patients, when both partners shared an expectation for spouse involvement greater diet-related spouse control was associated with better diet adherence of patients. In contrast, when expectations for spouse involvement were not shared, greater spouse control by wives was associated with poorer diet adherence. Dyadic expectations for spouse involvement did not moderate the association between spouse control and diet adherence among female patients. Findings suggest that shared expectations for spouse involvement can facilitate spouses' attempts to improve patients' dietary adherence, especially among male patients and their wives. (Contains 4 tables and 2 figures.)

The present work investigated possible temporal constraints on the posthypnotic word blindness suggestion effect. In a completely within-subjects and counterbalanced design 19 highly suggestible individuals performed the Stroop task both with and without a posthypnotic suggestion that they would be unable to read the word dimension of the Stroop stimulus, both when response-stimulus interval (RSI) was short (500 ms) or equivalent to previous studies (3500 ms). The suggestion reduced Stroop interference in the short RSI condition (54 vs. 6 ms) but not in the long RSI condition (52 vs. 56 ms), and did not affect Stroop facilitation. Our results suggest that response to the suggestion involves reactive top-down control processes that persist only if levels of activation can be maintained. (Contains 1 table, 5 figures and 4 footnotes.)

Cyberbullying can have a variety of negative effects on student mental health (Internet Safety Technical Task Force, 2008). An understanding of students' coping with cyberbullying could help researchers and professionals to determine ways to alleviate and/or prevent the negative effects of cyberbullying. Qualitative methods were used to provide an in-depth examination of coping with cyberbullying. The results revealed three primary coping themes as follows: "reactive coping," "preventive coping," and "no way to prevent cyberbullying." "Reactive coping" included avoiding the cyberbully situation by deleting or ignoring messages. "Preventive coping" strategies included "talk in person" and "increased security and awareness." Some students reported that there was "no way to reduce cyberbullying." These strategies were interpreted in terms of current theories of coping and findings suggested a need for a new comprehensive model of coping with cyberbullying. In addition, implications for future research and practice were discussed. (Contains 3 figures.)

Peer victimization is a documented antecedent of poor mental health outcomes for children and adolescents. This article explored the role of coping effectiveness in the association between victimization and perceived school safety. A sample of urban middle school students (N = 509) in the southeastern United States were surveyed regarding victimization, coping behaviors, and school climate. Data analysis were conducted in Mplus (Version 6.1) with a Bayesian analytic approach that allowed for incorporation of findings from a previous study using comparable measures (Varjas, Henrich, & Meyers, 2009). The findings supported a hypothesized buffering effect of coping effectiveness on the association between victimization and school safety. Unexpectedly, there was a suppressing indirect effect of coping effectiveness on the association between victimization and safety. These findings are discussed in terms of the importance of participatory action models of research and understanding developmental trends in children's coping behavior. (Contains 4 tables.)

Given a segment that joins two lattice points in R[superscript 3], when is it possible to form a lattice cube that uses this segment as one of its twelve edges? A necessary and sufficient condition is that the length of the segment be an integer. This paper presents an algorithm for finding such a cube when the prime factors of the length are known, and shows that the cube is essentially unique if the given segment does not contain another lattice point.

Providing graduates with a set of skills and attributes relevant to their future employment remains a key topic in both higher education policy and research. This paper reports findings from a pilot study of human resource management (HRM) students' perceptions of the graduate work experience. Specifically, it focuses on how these perceptions are shaped, driven by a concern for the uncertainty--and even fear--expressed by the study's participants in relation to their future workplace experiences. The influences of three key factors in shaping participants' expectations are discussed: the graduate recruitment experience, previous work experiences and "graduate work folklore" from the stories of family and friends. With these influences not always providing students with a realistic picture of their future work experience, we conclude that educators need to improve the opportunities for practical experience and industry knowledge through work placements, stronger links with industry and increased exposure to the practicalities of work within the curriculum. (Contains 1 note.)

In this dyadic study, we examined diabetes distress experienced by male and female patients and their spouses (N = 185 couples), and its association with depressive symptoms using the Actor-Partner Interdependence Model. Diabetes-related distress reported by both patients and spouses was associated with each partner's own depressive symptoms (actor effects) but generally was not associated with the other's depressive symptoms (partner effects). Moreover, diabetes distress was associated with depressive symptoms more strongly for male than for female patients, but this association did not differ between female and male spouses. Findings underscore the dyadic nature of managing chronic illness in that disease-related distress was experienced by patients and by their spouses and consistently was associated with poorer affective well-being.

Educators, both novice and experienced, are presented with a formidable constellation of obstacles when attempting to teach the concepts of institutional oppression and unearned privilege. Educators must challenge years of socialization and internalized ideologies of superiority that make hierarchies of privilege appear to be the natural order. In the interests of expanding and strengthening social work educators' repertoire of instructional tools on the topic of institutional oppression, we review the relevant literature on institutional oppression and game-based learning and offer readers an original game-based learning exercise adapted from the popular family game Jenga as a tool for instructing on the topic of institutional oppression.

This study examined the experiences of allied health CTE students and teachers in a new academic science class designed to strengthen science preparation and postsecondary pathways. Situated within a partnership between the community hospital and an urban school district, this case study drew upon the perspectives of the students, the hospital science teachers, and the CTE teachers over an academic year. Our analysis documented early challenges, including the need for hospital science teachers to adapt their plans and the frustrations students expressed with the class as it intruded on their CTE preparation. Invitations for participation from teachers focused on the need for college preparation and opportunities to build self-efficacy; ultimately, students did appreciate the class, after their licensure exams were over. One missed opportunity was collaboration between hospital science and CTE teachers. Implications for future research and practice involving the academic preparation of CTE students are discussed.

The purpose of this study was to analyze the effects of the most widely used literacy instructional approaches on the reading comprehension of Grade 2-6 students. Participants (N = 660) were enrolled in 4 districts in the United States; 53% were male (n = 348) and 47% were female (n = 312); 51% were Caucasian (n = 338), 23% were African American (n = 149), 21% were Hispanic (n = 138), and 5% represented other ethnic backgrounds (n = 35). Sixty-two percent came from low to low-middle socioeconomic status schools, and 38% came from middle to high socioeconomic status schools. The study was a quantified experimental versus controlled group comparison. Analyses of variance were used to determine the differences between literacy scores. Two-level hierarchical linear modeling analyses were used to examine the effects of school variables on academic achievement. The highest comprehension scores for all populations occurred through three approaches. When struggling readers received 20 min of instruction with 1 of these 3 approaches, their literacy growth was equal to or greater than that of their peers. Implications are that treatments using classroom books produced significantly higher comprehension scores than workbook practice or extending basal treatments. (Contains 7 tables.)

This article discusses a study to determine whether primary grade students can learn comprehension processes via hand motions to portray these mental processes. Comprehension Process Motions (CPMs) were designed to provide students with a way to make abstract comprehension processes more consciously accessible and also to give teachers a way to observe what students have (or have not) comprehended. Results were based on a 12-week study of 257 experimental and 256 control students in grades K-5. Comprehension scores on standardized, criterion-referenced, and norm-referenced tests were significantly higher for experimental students than for those who were not exposed to CPM instruction. These data provide evidence that even the youngest readers are capable of internalizing comprehension processes and knowing how to elicit them at specific points in a text when they are needed. (Contains 3 figures.)

Purpose: This study explored whether adult day service (ADS) use was associated with reductions in behavioral and psychological symptoms of dementia (BPSD) in individuals with dementia. Design and Methods: We used a quasi-experimental design to compare a group of 133 persons with dementia (PWDs) who initially enrolled in an ADS program to a control group not using these services (n = 68). Caregivers used a 24-hour log on multiple, consecutive days to report on five domains of BPSD. Results: We used growth-mixture modeling techniques to model change in the BPSD domains over a 2-month period as well as to handle the preponderance of zeros that were inherent in the data. Results showed a relationship between ADS use and caregivers' report of fewer nighttime sleep-related problems for their PWDs. We found trends for other domains, specifically depressive symptoms and agitated behavior, but no significant group differences emerged for these and the other domains. Implications: The findings of ADS use on PWDs' duration of nighttime sleep problems provide some evidence of the benefits of ADS; the findings also support its utility as part of the continuum of care for PWDs and their caregivers. For other behavior domains, enhanced or more targeted behavioral strategies coupled with ADS might offer caregivers and their PWDs the best possible combination for ameliorating BPSD. (Contains 3 footnotes, 4 tables, and 2 figures.)

Everyone knows what makes a 3-4-5 triangle special, but how many know what makes a 4-5-6 triangle special? It is an integer-sided triangle in which one angle is twice another. It is enjoyable to search for these things, but for those who are impatient, this article derives explicit polynomial formulas that generate all of the basic examples of triangles with integer sides and one angle a rational multiple of another.