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Introduction Midwifery care is associated with positive birth outcomes, access to community birth options, and judicious use of interventions. The aim of this study was to characterize and compare maternity care preferences of university students across a range of maternity care systems and to explore whether preferences align with evidence‐based recommendations and options available. Methods A cross‐sectional, web‐based survey was completed in 2014 and 2015 by a convenience sample of university students in 8 high‐income countries across 4 continents (N = 4569). In addition to describing preferences for midwifery care and community birth options across countries, this study examined sociodemographic characteristics, psychological factors, knowledge about pregnancy and birth, and sources of information that shaped students’ attitudes toward birth in relation to preferences for midwifery care and community birth options. Results Approximately half of the student respondents (48.2%) preferred midwifery‐led care for a healthy pregnancy; 9.5% would choose to give birth in a birthing center, and 4.5% preferred a home birth. Preference for midwifery care varied from 10.3% among women in the United States to 78.6% among women in the United Kingdom. Preferences for home birth varied from 0.3% among US women to 18.3% among Canadian women. Women, health science students, those with low childbirth fear, those who learned about pregnancy and birth from friends (compared with other sources, eg, the media), and those who responded from Europe were significantly more likely to prefer midwifery care and community birth. High confidence in knowledge of pregnancy and birth was linked to significantly higher odds of community birth preferences and midwifery care preferences. Discussion It would be beneficial to integrate childbirth education into high school curricula to promote knowledge of midwifery care, pregnancy, and childbirth and to reduce fear among prospective parents. Community birth options need to be expanded to meet demand among the next generation of maternity service users.

OBJECTIVES Theoretical support for the moral injury (MI) construct is mounting, yet empirical support has lagged behind. A conceptual model has been proposed, but studies have not yet explored the constellation of symptoms within treatment-seeking Veterans. METHODS Veterans (N = 212) seeking trauma recovery services completed measures of potential MI symptoms that functioned as indicators in person-centered Latent Profile Analysis. Differences in exposure to potentially morally injurious experiences (pMIEs) were compared across profiles using logistic regression. RESULTS Three profiles emerged that varied by symptom severity, levels of trauma-related guilt, and levels of dispositional forgiveness. Exposure to pMIEs predicted membership in a class consistent with proposed MI symptomatology. CONCLUSIONS Person-centered approaches are useful for identifying a distinct group of veterans whose trauma recovery may benefit from specifically targeting moral emotions, consistent with the emerging construct of MI .

This study sought to determine changes in 121 White counseling students following their participation in an experiential, race-based course taught in a group format. Pre- and postoutcomes were reported based on instruments that measured White racial identity development, White privilege, color blindness, and the costs of racism. Findings indicated significant changes according to the majority of measures, although with certain distinctions. Findings are discussed in light of the current literature. Este estudio trato de determinar los cambios en 121 estudiantes blancos de consejeria despues de su participacion en un curso experiencial basado en la raza que se enseno en formato de grupo. Se comunicaron los resultados previos y posteriores basandose en instrumentos que midieron el desarrollo de la identidad racial blanca, el privilegio blanco, la falta de percepcion de color y los costos del racismo. Los hallazgos indicaron cambios significativos segun la mayoria de mediciones, aunque con ciertas distinciones. Se discuten los hallazgos a la luz de las investigaciones actuales.

This article synthesizes the literature relevant to coping with racism to provide a 4-stage model for addressing clients' discriminatory experiences. Major suggestions drawn from the literature include applying frameworks with a contextual lens, using broaching and eliciting skills to promote client exploration of racism and the effects of racism on persons of color, enhancing client racial and ethnic identities, and tailoring interventions to the clients' culture and preferred coping strategies.

The authors examined best practices in university-level teaching, as premised on the evidence-based teaching (EBT) literature found in fields external to counselor education. Findings were reported in relation to 3 areas: developing an effective learning environment, structuring intentional learning experiences, and assessing teaching effectiveness. Implications regarding the training of doctoral-level counselor educators using EBT practices are discussed.

OBJECTIVE: This study examined whether exposure to morally injurious experiences (MIEs) contribute to mental health problems among returning Veterans via meaning made of possible traumas. METHOD: A total of 131 Iraq and/or Afghanistan Veterans completed assessments of exposure to possible warzone traumas, meaning made of a salient stressor from their lives, and mental health symptomatology (e.g., posttraumatic stress, depression, suicidality). RESULTS: Structural equation modeling findings revealed that MIEs were indirectly linked with mental health outcomes via the extent to which Veterans were able to make meaning of their identified stressors. However, we also found that the direct path from MIEs to mental health problems was statistically significant. CONCLUSION: These findings provide preliminary evidence that difficulties with meaning making could serve as a mediating pathway for how MIEs increase the risk for adjustment problems after warzone service, but that other factors associated with moral injury also have a bearing on psychological functioning among Veterans. Language: en

Background: The international, multicenter External Cephalic Version 2 (ECV2) Trial compared early external cephalic version at 340/7 to 356/7 weeks with that at greater than 37 weeks. A total of 1,543 women were randomized from 68 centers in 21 countries. The goal of this component of the trial was to understand women’s views about participation in a research trial and timing of external cephalic version. Methods: A postpartum questionnaire was completed containing a 5-point Likert scale examining contact and availability of staff, choice of timing of external cephalic version, preference of randomization, convenience of participating, and overall satisfaction. Participants also completed two open-ended questions related to timing of external cephalic version and satisfaction with the trial. Descriptive statistics and content analysis were used to analyze data. Results: A total of 1,458 women completed the questionnaire, of whom 86 percent said “yes”—they would participate in the trial again. Themes influencing decisions about participating were perceptions of the external cephalic version experience, preferred mode of delivery, preferred timing of external cephalic version, and perceptions of the effectiveness of external cephalic version and of the trial environment. Many participants preferred the early timing of the procedure offered through the trial because of perceived advantages of a smaller baby being easier to turn and the opportunity for repeat procedures. Conclusions: Women were positive about their participation in the trial. Early external cephalic version was preferred over the traditional timing as it was perceived to afford both physiologic and practical advantages. (BIRTH 39:1 March 2012)

This study examined counseling students' experiences of a group course on the culture of Whiteness. The students reported changes in their White racial identities that included a new awareness of personal race, racial privileges, and a commitment to antiracism. Course tenets cited by students as promoting learning are included. Este estudio examino las experiencias de un grupo de estudiantes de consejeria de un curso sobre la cultura de la Blancura. Los estudiantes informaron de un cambio en su identidad racial Blanca que incluia una renovada conciencia personal sobre la raza, los privilegios raciales y un compromiso con el antirracismo. Se incluyen los principios del curso que los estudiantes citaron como promotores del aprendizaje.

A diverse team of counselor educators used a phenomenological qualitative research method to analyze a social justice group intervention--a town hall meeting among a group of students, educators, and mental health professionals that focused on race, justice, and peace. Participants described forms of oppression in their personal and professional lives and strategies to combat them. ********** Much has been written about the problems related to and caused by racism and other forms of oppression in contemporary society. From a humanistic perspective, racism and other forms of systemic oppression deny individuals in marginalized and devalued groups the same dignity, freedom, and opportunities granted to persons in dominant groups in society. Problems related to these social injustices have typically been studied from a discipline-specific stance. This includes studies that highlighted the "gap" in educational achievement between White and Black students (Rampey, Dion, & Donahue, 2009) and racial-ethnic disparities in health outcomes (Geronimus, Hicken, Keene, & Bound, 2006), to name a few. These problems are certainly worthy of attention and remedial action. However, such perspectives represent a reductionist way of conceptualizing the larger problem of racism and oppression in contemporary society. Rather than examining the effects of racism on specific educational and health outcomes or other related phenomena, this form of social pathology requires more holistic and proactive analyses and actions to eradicate such injustices. In 2001, participants in the United Nations World Conference Against Racism, Racial Discrimination, Xenophobia, and Related Intolerance (WCAR; n.d.) gathered in Durban, South Africa, to discuss approaches to address racism and related social injustices. From that international conference came the suggestion to have all the participants advocate for the development and implementation of community-based meetings to address the complex problem of racism and related forms of intolerance in more holistic ways in the local areas where they lived. The participants at this international conference unanimously approved this recommendation. The goal of such meetings would be to give large groups of individuals the opportunity to openly discuss the impact of racism and other social injustices as well as to identify ways to effectively address such injustices in local communities around the world. Such an approach was partly modeled on reconciliation efforts in postapartheid South Africa. The success of such gatherings relies on those persons who experience oppression to generate solutions. This philosophy is consistent with the humanistic tenets asserting that people possess the abilities to improve their own lives and, with the right conditions, will do so. The use of this sort of community-based meeting approach in addressing racism and other forms of social injustice also reflects the belief in individuals' ability to behave ethically and pursue justice in unique and holistic ways. Such an approach is also consistent with another humanistic principle that is grounded in "a belief in the importance of practices that promote tolerance and diversity and upholds human rights" (Cain, 2001, as cited in Scholl, 2008, p. 5). The United Nations WCAR (n.d.) final report highlighted the link between racism and mental health, as did a report from the American Psychological Association's (APA; n.d.) delegates at the conference. Furthermore, the American Counseling Association's Advocacy Competencies assert that in the face of systemic factors that negatively affect clients, counselors should provide social and political advocacy (Lewis, Arnold, House, & Toporek, 2002). Those in the mental health fields have a role in serving their clients through systemic advocacy that addresses oppression. Following the recommendations of WCAR, mental health professionals with the National Institute of Multicultural Competence (NIMC) organized and implemented a series of town hall meetings to discuss the complex problems of and solutions for racism and other forms of oppression. …

Students benefit most from their science education when they participate fully in the process of science in the context of real-world problems. We describe a student-directed open-inquiry lab experience that has no predetermined outcomes and requires students to engage in all components of scientific inquiry from posing a question through evaluating and reporting results. Over 5 weeks, students learn how bryophytes are used in forensics and become proficient in important molecular biology lab skills including DNA isolation, polymerase chain reaction, gel electrophoresis, capillary electrophoresis, and genotyping. For this portion of the experience, there is no specialized equipment necessary outside of gel electrophoresis supplies and a thermocycler. In an optional extension of the experience, students sequence a plastid intron and use introductory bioinformatics skills to identify species related to their forensics case. Students who participated in the lab experience performed well on content-based assessment, and student attitudes toward the experience were positive and indicative of engaged learning. The lab experience is easily modified for higher or lower level courses and can be used in secondary education.

In an effort to provide clarity and future direction in training and research practices, this article consolidates the literature related to outcomes from a single multicultural counseling course (e.g., a course of 15 to 17 weeks). A critique of the literature and implications for future research and training are included. En un esfuerzo para proporcionar claridad y direccion para el futuro de la practica de formacion e investigacion, este articulo consolida la literatura relacionada con los resultados derivados de un unico curso de consejeria multicultural (por ejemplo, un curso de 15 a 17 semanas). Se incluye tambien una critica de la literatura y las implicaciones futuras para la investigacion y formacion.

Ethnic labeling is the act of identifying others or oneself in terms of race (Stubblefield, 1995). Labels influence how individuals understand themselves, how others understand them, and how groups and subgroups relate to one other. It has been asserted that "perhaps the most important symbolic expression [of solidarity] is the name employed for group identification" (Miller, 1976a, p. 3). The 2000 U.S. Census revealed a wide variation in racial self-identification for Latinos, with many individuals choosing a label other than Hispanic (U.S. Census Bureau, 2001). Thus, it appears that self-selected labels within this population hold meaning. These meanings vary widely and may be influenced by myriad factors. Past studies on labeling attempted to link label choice to various contextual or sociodemographic differences (e.g., Garcia, 1981; Hurtado & Gurin, 1987; Jones-Correa & Leal, 1996; Knight, Bernal, Cota, Garza, & Ocampo, 1993; Lampe, 1977; Miller, 1976b; Rodriguez & Gurin, 1990; Vaquera & Kao, 2006). However, the majority of these studies were conducted as long as 30 years ago; their scope and possibility of label choice and influence were limited to quantitative designs. The current investigation was undertaken to promote understanding of the experience of ethnic label selection for 10 Latinas of Mexican origin. The inquiry's focus was on common themes concerning the process of choosing and assigning meaning to ethnic labels. The qualitative format of this study allowed for a broad range of participant responses in an effort to ascertain a greater breadth of meanings and influences associated with ethnic label selection. Findings derived from the study were applied to counselors and counselor educators, to provide suggestions for culturally appropriate mental health services. * Latinos and Labeling Numbered at approximately 45.5 million, Latinos are the largest population of color in the United States. Approximately 64% of Latinos are of Mexican origin (U.S. Census Bureau, 2008). Research has indicated varied label choices for this subgroup, including Mexican American, Mexican, and Chicano (Garcia, 1981, 1982; Hurtado, Gurin, & Peng, 1994; Knight et al., 1993; Lampe, 1977; Miller, 1976b). These studies have linked label choice to individuals' sociodemographic characteristics. What follows is an abbreviated presentation of findings specific to the Mexican-origin population. The majority of the earlier studies were quantitative in nature and provided several ethnic labels from which the study participants could choose. Sociodemographic traits of participants were then correlated with those labels. For example, the label Chicano was more often used by politically aware young male adults of lower socioeconomic status who were U.S. born (Garcia, 1981, 1982; Gutierrez & Hirsch, 1973; Hurtado & Aree, 1987; Hurtado & Gurin, 1987). Hurtado and Gurin found that Chicano was more frequently chosen by individuals supporting bilingualism, and one study posited that men with a higher level of education assumed the label Chicano (Garcia, 1981). The labels Mexican American and Other Spanish were found to be related to persons of upper incomes in one study. These labels were frequently chosen by individuals older than 30 years (Garcia, 1981), and Gutierrez and Hirsch (1973) found that those who self-defined as Mexican American were less sensitive to discrimination and less politically engaged than those using the label Chicano. The labels Mexican and Mexicano reflected generational status, being used primarily by first- and second-generation Mexicans (Garcia, 1981). Language use was also indicative of label selection. Individuals who supported the use of ancestral languages (e.g., Spanish) more often used racial labels, including Indian, Mestizo/Mestiz, and La Raza (Hurtado & Gurin, 1987). Another study found that those who retained the use of their ancestral language were more likely to choose ethnic labels reflecting their country of origin. …

Limited understanding of the challenges inherent in counselor-interpreter collaboration may potentially result in inadequate or ineffective mental health services. To provide guidelines for effective mental health assistance of clients who are English language learners, the authors review the literature regarding the partnership between counselors and interpreters. Suggestions for collaborative practices, including pre- and postsession directives, are included. Una comprension limitada de los desafios inherentes a la colaboracion entre consejero e interprete podria dar como resultado un servicio de salud mental inadecuado o ineficaz. Con el proposito de ofrecer pautas para una asistencia eficaz a la salud mental de aquellos clientes que estan aprendiendo ingles, los autores revisan la literatura sobre la asociacion entre consejeros e inter-pretes. Se incluyen sugerencias para practicas de colaboracion, incluyendo directivas para antes y despues de las sesiones.

Countless demonstrations across a variety of settings have shown how behaviour analysis can alter the behaviour of individuals by manipulating behavioural contingencies. However, changing organizations is more complex than changing specific behaviours. Organizations involve different units of analysis and require distinct interventions. This article describes a higher education change initiative based on a behavioural systems analysis approach. The work was carried out at the National Pedagogical University at Veracruz (Mexico). This large institution presented significant problems, as well as low productivity: enrolment was declining, programs were outdated, and complaints about the administrative processes were frequent. Three types of complexity were analysed: environmental, hierarchical, and component. From the analysis, four improvement strategies were identified and implemented: (1) the incorporation of adult literacy training at the macro system level to attend to the high adult illiteracy and the ...

This article features the description of a 5-session group experience designed to facilitate exploration of familial influence on career decision making. The authors adapted traditional family genograms to explicate occupational patterns, themes, and values and to examine career choice in relation to influences derived from family experiences. A sequence of activities, students' responses, and precautions is provided.

Minnesota State University Moorhead (MSUM) is a regional comprehensive university that is part of the Minnesota State Colleges and Universities (MnSCU) system. The current student population consists of ∼7,600 full- and part-time students who are enrolled in one of 135 majors that lead to baccalaureate degrees. MSUM is committed to excellence in science teaching and research for undergraduates. It is an institutional member of the Council on Undergraduate Research and has three faculty members participating in Project Kaleidoscope (PKAL) Faculty for the 21st Century. Fourteen years ago, MSUM renewed its effort to have faculty participate in active research. All science faculty members hired since that time have been required to establish research programs. The primary purpose for the faculty engaging in ongoing research projects is to involve undergraduates in a meaningful research experience, thus training these students to become scientists.

Allozyme data and DNA strand break frequencies were compared among populations of Pleurocera canaliculatum from five sites with varying mercury contamination on the North Fork Holston River (NFHR) in southwestern Virginia, USA. Allozyme genotype frequencies for four loci were significantly different between populations from the three most highly contaminated sites and those from two lesser contaminated sites. In addition, heterozygosity at three of these loci was significantly lower in the populations from the most highly contaminated sites. The DNA strand break frequency was significantly correlated to whole-body total mercury concentration in snails from three sites. These data add to the evidence supporting the use of DNA strand breakage as an indicator of chemical contamination and the use of allozyme analysis as a marker of contamination and possible selection for pollution resistance. However, the relationship between contaminant-induced changes in the genetic variation of enzymes of central metabolism and the functionalities upon which selection for resistance may act remain unclear, and mechanisms other than selection for resistance must be considered. Use of enzymes from other biochemical pathways may be appropriate for other species or for those under other chemical pollution pressures.

Clean and spiked sediment formulations of various silt:sand and clay:sand ratios were tested for toxicity using a bioassay that utilizes bioluminescent bacteria. Measured toxicities of clean and copper sulfate-spiked sediments were negatively but nonlinearly related with percent silt and percent clay, but no significant relationship existed between measured toxicity and sediment composition for methyl parathion-spiked formulations. Results suggest that solid-phase sediment bioassays using bioluminescence bacteria may be useful for testing the toxicities of single contaminants in formulated artificial sediments of known particle-size composition, and for repeated samples collected from the same site. However, extreme caution must be taken when testing sediments of varying composition or which may be differentially contaminated or contain a suite of contaminants.

We analysed mitochondrial DNA (mtDNA) variation of lake sturgeon (Adpenser fulvescens) from the Moose River basin. Our objective was to address various proximate and ultimate factors which may influence the distribution of lake sturgeon mtDNA haplotype lineages in this watershed. The lake sturgeon sampled were characterized by only two mtDNA hapiotypes based on a restriction fragment length polymorphism analysis with 40 restriction endonucleases and direct sequencing of 275 nucleotides in the mtDNA control region. We detected no heterogeneity in the mtDNA haplotype frequencies of lake sturgeon captured from different sites within rivers including those separated by major hydroelectric installations. However, lake sturgeon from one tributary had significantly different haplotype frequencies than those from other tributaries suggesting that they composed a discrete genetic stock. These results suggest that gene flow among most sites is significant and is an important factor affecting the distribution of mtDNA variation in this species. The genetic structuring and diversity are discussed in relation to lake sturgeon management and conservation.