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This Innovative Practices piece details the design of a scaffolded project in a public health course that paired a narrative inquiry assignment with an empirical health literature review assignment to highlight both the positivist and constructivist epistemologies of critical health research in public health. The authors discuss and reflect on the five parts that constitute the project, student learning outcomes, and the benefits of engaging with critical information literacy in an undergraduate public health course. The goal of this article is to provide practical applications of critical information literacy to librarians in the health sciences who work with undergraduate students.

Special education technology and its use has largely focused on student concerns with accessing instruction. Where teachers have received attention, it has focused on classroom practices and their understanding of how to use technologies to support students. While some conversations have recently turned to the importance of "student" identities regarding technologies in special education, the identities of special education "teachers" in relation to technology use has received less attention. This study takes a narrative inquiry approach to describe a special education teacher who claimed multiple intersecting cultural/ethnic identities and a disability status. The findings from this 2-year engagement highlight how the teacher grappled with using technologies, not just for student learning, but for broader commitments to justice in special education contexts. Implications of this study elaborate on the need to plan special education teacher preparation and support for technologies that honors commitments to equity.

The purpose of this study is to investigate the perceptions K-12 principals and teachers have of inclusive education in a school district in western Pennsylvania school district. The dependent variables are the teachers' and principals' perceptions of inclusion and the independent variables are years of educational experience, extent of special education background, and level of support by district administrators. Instrumentation for this study is the Multidimensional Attitudes toward Inclusive Education Scale (MATIES) survey. Data were analyzed for correlational relationships using the Statistical Package for the Social Sciences (SPSS). Findings suggest an average to high level of support by administration in supporting inclusive practices. A statistically significant, small negative relationship between the years teaching and responses on the affective and behavioral factors surfaced. No significant relationship was demonstrated between teachers' perceptions of inclusion and the level of reported support they receive from administrators.

Stress in daily life is rather common, but elections can present unique challenges. Evaluating the impact of individual characteristics, behaviors, and political beliefs on stress processes is imperative to understanding how elections influence psychological well-being. Exploring how these individual and behavioral characteristics interacted to predict exposure to election-related stressors, we hypothesized that age, education, and past socio-political involvement would be associated with exposure to election-related stressors. In the 2018 U.S. Midterm Election Stress Coping and Prevention Every Day (ESCAPED) study, 140 participants in the United States and territories aged 19-86 were recruited through Amazon's Mechanical Turk for a 30-day daily diary study. Collectively, participants completed a total of 1196 reports between October 15, 2018 and November 13, 2018. The midterm election was November 6, 2018. Each day, participants reported on past political participation, election stress anticipation, and exposure to election-related stressors. Confirming our hypothesis, on days when people were more politically active and on days when stress anticipation increased, exposure to election-related stressors increased. Age differences in exposure depended on political activity in the last 24 h, with older adults exhibiting a steeper increase in exposure following political activity, especially if they were highly educated. However, higher education was protective against election-related stressors among younger adults even with increases in political activity. Individuals' experiences, characteristics, and daily decisions influence the likelihood of exposure to election-related stressors. Additionally, for younger adults, education may function as a protective factor when they engage in political activities., Author(s): Alexandra S. Early [sup.1] , Emily L. Smith [sup.1] , Shevaun D. Neupert [sup.1] Author Affiliations: (1) grid.40803.3f, 0000 0001 2173 6074, Department of Psychology, North Carolina State University, [...]

The current set of experiments was designed to explore the processing of spatial information during reading, specifically the "spatial-shift" effect and the "spatial-gradient" effect. Experiments 1 and 2 demonstrated that when participants were presented with text alone (i.e., without prior map memorization, virtual environments, task demands, or prior knowledge of the spatial information), the spatial-shift effect does emerge. Using the time to name a spatial location as a measure of spatial activation, participant naming times were faster for the original spatial location when the protagonist had moved a smaller distance relative to when the protagonist had moved a larger distance. Further, Experiment 3 provided evidence to support that a spatial gradient of activation is evident; this was done by adding an additional point of spatial distance in which the protagonist did not move from the initial location. The results are discussed within the context of the memory-based view of text comprehension.

This article explores how one higher education faculty learning community engaged in reflective practices in pursuit of their commitment to the inclusion of anti-racist content and pedagogy across their multidisciplinary curriculums. As a key initial step in engaging in this collaborative, cross-disciplinary work, they set out to consider collective definitions of key terms that are deemed critical to anti-racist pedagogy. This group engaged in a collaborative exploratory process to explore definitions and understanding of the following terms: "whiteness," "racism," "race," "racial equity," "racial injustice/inequity," "white supremacy," and "anti-racism" and document the reflective process by which the determination took place. Themes among the definitions and dynamics within the group process are identified and analyzed. The discussion focuses on the challenges and learning within the reflective process and the implications for faculty learning communities and for the anti-racist preparation of professionals in education and mental health contexts.

Objective: This study describes the mental and behavioral health histories and treatment utilization among students enrolled in Collegiate Recovery Programs (CRPs), college-based supports for students who are in recovery from substance use or other comorbid disorders. Participants: Participants were 861 college students enrolled in five CRPs across the United States (44% female, 89% white, 91% undergraduate). Methods: De-identified student data, collected from 2019-2020, were harmonized and descriptively analyzed. Results: A majority of CRP students reported mental health and substance use treatment histories. Approximately one-third reported a history of eating disorders or other compulsive behaviors (46%) and 69% reported histories of mental health concerns. Results indicated a complex history of mental health and substance use recovery needs among students. Conclusions: Students attending CRPs reported a wide range of mental and behavioral health concerns in addition to substance use disorders, highlighting the need for continued support for these students' recovery and well-being at higher education institutions.

Beginning in 2010, the U.S. Department of Health and Human Services (HHS) sponsored numerous studies testing the effectiveness of Adolescent Pregnancy Prevention programs on youths' risky sexual behaviors. This article presents results from a meta-analysis of such studies completed between 2015 and 2019 and provided to us by HHS. Studies were eligible for inclusion if they used an experimental/quasi-experimental design, included a comparison condition, assigned at least 10 study participants to each condition, and measured and reported at least one outcome related to sexual behavior or consequences. Data were extracted using a standardized coding protocol and outcomes were coded as, or transformed to, log odds ratio effect sizes for analysis and then transformed to odds ratio effect sizes for presentation in the text. All outcomes were coded such that log odds ratios greater than zero (odds ratios greater than 1) indicate beneficial effects (e.g., reductions in risky sexual behavior). A total of 52 studies met the inclusion criteria. Across 7 outcome types, pooled effects were generally small, the direction of effects was mixed, and none achieved statistical significance: "recent pregnancy" (OR = 1.30, 95% CI [1.00, 1.68]), "ever had sex" (OR = 1.07, 95% CI [0.99, 1.15]), "recent sexual activity" (OR = 0.95, 95% CI [0.84, 1.09]), "recent unprotected sexual activity" (OR = 1.05, 95% CI [0.96, 1.16]), "ever pregnant" (OR = 1.21, 95% CI [0.51, 2.89]), "number of sexual partners" (OR = 1.08, 95% CI = [0.28, 4.22]), and "proportion of recent sexual experiences that were unprotected" (OR = 0.74, 95% CI = [0.43, 1.31]). Moderator analyses pooling across all 7 outcome types indicated minor differences in program effectiveness between program settings, with those delivered in classroom settings being the least effective (b = - 0.17, 95% CI [- 0.33, - 0.01]). These findings do not lend meaningful support for the overall effectiveness of this group of pregnancy prevention programs. However, because the meta-analysis sample only included programs recently funded by HHS, these findings may have limited generalizability to programs funded by other entities or implemented in other countries.

Delinquency is often associated with negative effects on well-being, and lapses in mindfulness are also associated with poorer well-being. The purpose of the current study is to examine how individual differences in delinquency are associated with emotional reactivity (i.e., within-person association between daily fluctuations in mindfulness and daily fluctuations in negative affect). Data were drawn from the Mindfulness and Anticipatory Coping Everyday study (MACE; Neupert & Bellingtier, 2019 (See CR9)) where 107 undergraduate participants (aged 18-36) completed a 9-day daily diary study. On Day 1, participants reported baseline sociodemographic variables which included measures of self-reported delinquent behavior and peer delinquency. On Days 2-9, daily mindfulness lapses and negative affect were reported. Consistent with previous studies, higher levels of delinquency and decreases in daily mindfulness were each associated with higher negative affect. However, the current study extends past work with results from multilevel models showing that those who reported low peer delinquency were more emotionally reactive to mindfulness lapses than those who reported high peer delinquency. The same pattern was observed for self-reported delinquency; those who reported low personal delinquency were more emotionally reactive to mindfulness lapses than those who reported high personal delinquency. Fluctuations in mindfulness depend on individual differences in delinquency suggesting that both need to be considered simultaneously to understand emerging adults' daily emotional well-being. The implications of these findings could indicate that efforts to boost mindfulness in emerging adults may be especially beneficial for the vast majority who are not involved in delinquent networks., Author(s): Emily L. Smith [sup.1] , Elizabeth M. Anglis [sup.2] , Shevaun D. Neupert [sup.2] Author Affiliations: (1) grid.40803.3f, 0000 0001 2173 6074, Center for Family and Community Engagement, North [...]