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There are many measures of student perceptions of school climate; accordingly, there is a staggering amount of research examining those perceptions and related outcomes. There is a comparatively sm...

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 UN Convention on the Rights of the Child has delineated numerous principles that serve to promote the welfare of children, and many of these principles have implications for educational policies and practices. School psychologists can advance children’s rights by working with administrators to encourage leadership styles and educational practices that promote these rights. School psychologists can also take administrative positions in schools, working directly to exercise these leadership styles and emphasize children’s rights as a priority. This chapter illustrates how school psychologists can have an impact on school culture by highlighting participatory leadership styles that can be used to transform education. Included is a discussion of how program-centered and consultee-centered administrative consultation can be used by school psychologists to facilitate the efforts of administrators to promote children’s rights. The chapter identifies four themes related to children’s rights that have particularly important implications for transforming education. These include (1) child-centered, nondiscriminatory education; (2) childcare and protection; (3) culture, leisure, and play; and (4) respect for children’s views. The chapter provides two examples of the school psychologist’s role in promoting children’s rights. One illustrates strategies for responding to the theme of childcare and protection, and the other illustrates strategies related to the theme of child-centered, nondiscriminatory education by focusing on child-centered approaches to school discipline. Recommendations are made about the roles that school psychologists can play to promote children’s rights as practitioners, administrators, and researchers.

The light relic density affects the thermal and expansion history of the early Universe leaving a number of observable imprints. We focus on the primordial abundances of light elements produced during the process of Big Bang nucleosynthesis which are influenced by the light relic density. Primordial abundances can be used to infer the density of light relics and thereby serve as a probe of physics beyond the Standard Model. We calculate the observational uncertainty on primordial light element abundances and associated quantities that would be required in order for these measurements to achieve sensitivity to the light relic density comparable to that anticipated from upcoming cosmic microwave background surveys. We identify the nuclear reaction rates that need to be better measured to maximize the utility of future observations. We show that improved measurements of the primordial helium-4 abundance can improve constraints on light relics, while more precise measurements of the primordial deuterium abundance are unlikely to be competitive with cosmic microwave background measurements of the light relic density., 8 pp, 4 figures

The present study seeks to contribute to qualitative research on students’ perspectives on bystander behaviors to better understand their behaviors in bullying situations. Researchers have found th ...

This commentary underscores efforts of this special issue to highlight concepts related to culture and cultural competence designed to broaden thinking about multicultural consultation through research, practice, and training. It does this by illustrating the insights presented regarding (a) cultural issues in training, (b) the effect of client-centered consultation procedures on supervision of multicultural cognitive behavior therapy, (c) interactions between social capital and cultural variables, and (d) the importance of culturally sensitive research models. Further, this commentary proposes the participatory culture-specific intervention model and organizational consultation as two frameworks that can be used to enhance cultural competence and multicultural consultation in ways that are consistent with the ideas presented in this special issue.

Using an ecological model, the individual-, school-, and sociocultural-level characteristics that affect gay–straight alliance (GSA) advisors were examined in the current study. The formation of GSAs has been one way that schools have sought to improve the school climate for lesbian, gay, bisexual, and transgender (LGBT) youth. Limited information is available about the demographics and experiences of GSA advisors who lead these clubs. GSA advisors are on the front line of LGBT advocacy in schools. The purpose of this study is to add to the minimal literature on GSA advisors by describing the demographics and the experiences of the largest known sample of GSA advisors in the research literature. In the current study, 262 GSA advisors provided information through a 67-item survey about their demographic characteristics and their experiences advocating for LGBT youth in schools. The results suggested this sample of advisors was a demographically homogenous group. Exploratory factor analysis identified two d...

The observed dipole anisotropy of the cosmic microwave background (CMB) temperature is much larger than the fluctuations observed on smaller scales and is dominated by the kinematic contribution from the Doppler shifting of the monopole due to our motion with respect to the CMB rest frame. In addition to this kinematic component, there is expected to be an intrinsic contribution with an amplitude about two orders of magnitude smaller. Here we explore a method whereby the intrinsic CMB dipole can be reconstructed through observation of temperature fluctuations on small scales which result from gravitational lensing. Though the experimental requirements pose practical challenges, we show that one can in principle achieve a cosmic variance limited measurement of the primary dipole using the reconstruction method we describe. Since the primary CMB dipole is sensitive to the largest observable scales, such a measurement would have a number of interesting applications for early universe physics, including testing large-scale anomalies, extending the lever-arm for measuring local non-Gaussianity, and constraining isocurvature fluctuations on super-horizon scales., 7 pages, 3 figures; comments welcome

Introduction: Interactions through technology have an important impact on today’s youth. While someof these interactions are positive, there are concerns regarding students engaging in negativeinteractions like cyberbullying behaviors and the negative impact these behaviors have on others. Thepurpose of the current study was to explore participant suggestions for both students and adults forpreventing cyberbullying incidents. Methods: Forty high school students participated in individual, semi-structured interviews. Participantexperiences and perceptions were coded using constant comparative methods to illustrate ways inwhich students and adults may prevent cyberbullying from occurring within their school and community. Results: Students reported that peers would benefit from increasing online security, as well asbecoming more aware of their cyber-surroundings. Regarding adult-provided prevention services,participants often discussed that there is little adults can do to reduce cyberbullying. Reasons includedthe difficulties in restricting online behaviors or providing effective consequences. However, somestudents did discuss the use of in-school curricula while suggesting that adults blame people ratherthan technology as potential ways to prevent cyberbullying. Conclusion: Findings from the current study indicate some potential ways to improve adult efforts toprevent cyberbullying. These strategies include parent/teacher training in technology andcyberbullying, interventions focused more on student behavior than technology restriction, and helpingstudents increase their online safety and awareness. [West J Emerg Med. 2014;15(5):587–592.]

Introduction: Youth from low-income, urban backgrounds face significant challenges to maintaining a positive developmental trajectory. Dangerous neighborhoods and stressed relationships are common in these settings and threaten adaptation by weakening the natural assets that undergird resilience. African American girls in these contexts face specific, multiple risks, including gender stereotyping, violence, and sexual exploitation. The commercial sexual exploitation of children (CSEC) is a multibillion-dollar industry victimizing over 1 million children around the globe.1 The typical victim in 1 city in the southeastern United States is an African American girl 12-14 years old. There has been little research investigating the characteristics of girls placed at risk for CSEC and even less research on the personal perspectives of these girls. Methods: Over 3 school terms we provided preventive intervention groups for 36 African American middle school girls who were placed at risk because they lived in neighborhoods with high rates of interpersonal violence and CSEC. Two group leaders and a process recorder took detailed notes on each group session. Our focus on group conversations over a period of weeks increased the probability of recording spontaneous, open comments by the children and is a promising method with this population. The data were analyzed qualitatively and resulted in an account of the girls’ own views of the environmental challenges and personal experiences that may influence their development.Results: The girls’ language during the group sessions contained 4 themes: difficulty forming trusting relationships, frequent peer aggression, familiarity with adult prostitution, and sexuality as a commodity.Conclusion: Our research shows how girls placed at risk for CSEC view their own lives. These children described violence and sexual exploitation and cited limited supports to protect them from these risks. Understanding the perspectives of these girls should generate future research and intervention strategies to support their coping and resilience. [West J Emerg Med. 2013;14(4):370–376.]

Introduction: Research dedicated to identification of precursors to cases of aggravated bullying in schools has led to enhanced knowledge of risk factors for both victimization and perpetration. However, characteristics among those who are more likely to intervene in such situations are less understood. The purpose of this study is to examine the associations between demographic characteristics, school climate and psychosocial factors, and willingness to intervene in a bullying situation among middle and high school students in Georgia. Methods: We computed analyses using cross-sectional data from the Georgia Student Health Survey II (GSHS 2006) administered to public school students in grades 6, 8, 10, and 12 (n=175,311). We used logistic regression analyses to determine the demographic, school climate and psychosocial factors associated with a willingness to intervene in a bullying situation. Results: Students who were white and who were girls were most likely to report willingness to intervene in bullying situations. Several school-climate factors, such as feeling safe at school, liking school, feeling successful at school and perceiving clear rules at school, were associated with willingness to intervene, while youth who reported binge drinking were less willing to intervene. Conclusion: These findings, while preliminary, indicate that girls, students who are white, and students who experience a relatively positive school climate and adaptive psychosocial factors are more likely to report that they would intervene in bullying situations. These findings may guide how bullying is addressed in schools and underscore the importance of safe school climates. [West J Emerg Med. 2013;14(4):324–328.]

This article discusses the significance of adult connections for adolescents' sense of school belonging and identifies areas for future research and practice by (a) exploring the influence of adult connections on adolescents' sense of school belonging; (b) reviewing the literature regarding school belonging outcomes; (c) identifying potential barriers to building adult connections and school belonging; (d) presenting school improvement initiatives that hold promise for facilitating adult connections and school belonging; and (e) introducing a research and practice agenda that underscores the need for further investigation into the relationship between adult connections and school belonging. This proposed agenda represents an important addition to the literature by advocating for an increased focus on the process and significance of these relationships during adolescence, emphasizing adult connections and school belonging in school improvement initiatives, and indicating how adult connections can promote p...

The present qualitative study explored the perceptions of this group of adolescents regarding what technology they use, what they view as constructive uses of technology, and their perceptions of cyberbullying and cybervictimization. A total of 18 lesbian, gay, and bisexual (LGB) adolescents participated in semistructured interviews. Many of the participants indicated that they use texting and social networking forms of technology, while few reported engaging with gaming technology. Results indicated technology provided support for this sample of LGB youth who might otherwise feel more isolated and/or depressed in relation to their heterosexually identified peers. In addition, this sample reported sexual orientation and revenge as reasons why students were targets of cyberbullying. These findings were consistent with prior research with non-LGB samples. Grounded in moral disengagement theory, the findings and implications of this study were interpreted within the context of prior research on technology us...

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.

This qualitative study investigated the barriers and facilitators that advisors of gay–straight alliances encounter when advocating for LGBTQ (lesbian, gay, bisexual, transgender, and queer) youth within schools. Twenty-two advisors were interviewed, and data revealed that multiple ecological systems (e.g., sociocultural, school, and individual factors) interacted to create barriers and facilitators to advocacy for LGBTQ youth. Results suggested an ecological systems perspective to advocacy in which advisors exist in multiple ecological systems simultaneously. An understanding of how these systems interact to create barriers and facilitators to advocacy may assist advisors in effectively working within these systems in order to create significant, lasting change in schools.

Teasing is a prevalent behavior in schools that can result in both positive and negative outcomes for students. This article presents an exploratory investigation into teachers' perceptions of teasing in schools, an underrepresented perspective in the literature. Semistructured interviews with 28 teachers of grades 4–8 revealed complex decision-making processes regarding how they differentiate between teasing and bullying interactions and how they select and implement interventions. These processes suggested that teachers conceptualize teasing as a prosocial or an antisocial behavior. Implications and opportunities for future research also are discussed.

The purpose of this research was to investigate the relationship between handedness, reading skills, and reading-related cognitive processes. Although lateralised differences in brain functioning are well known, research regarding handedness, specific reading skills, and reading-related cognitive processes is ambiguous at best because handedness is often measured as a dichotomous variable rather than a continuous variable. This methodological difference contributes to the diverse research findings, therefore the present investigation addressed these methodological limitations. A large normative sample of up to 1383 participants who ranged in age from 4 to 80 completed the Woodcock Johnson Psycho-Educational Battery-Revised (WoodcockJohnson, 1989a, 1989b) or the Woodcock Johnson Psycho-Educational Battery-Third Edition (Woodcock, McGrew,Mather, 2001) in combination with the Dean Woodcock Sensory Motor Battery (DeanWoodcock, 2003) lateral preference scale, a continuous measure of handedness. Polynomial multiple regression analyses indicated curvilinear relationships between handedness and reading skills, along with handedness and auditory working memory. Individuals towards the extremes of the handedness continuum performed less well on the reading-related tasks. Therefore, just knowing a general classification of right, left, or mixed handed will not provide significant knowledge regarding lateralisation or potential cognitive and academic consequences but rather knowledge of an individual's hand preference on a continuum may well be useful for evaluative purposes.

Perspectives regarding bullying of gay, lesbian, and questioning (GLQ) students were obtained from 16 school and community service providers in this exploratory study. Insights were gained regarding in-school responses to homophobic bullying threats beyond traditional punishments (e.g., suspension). Barriers to developing safe schools for GLQ students included passive school personnel, a conservative religious climate, victim blaming, and blindness to GLQ students. Facilitators to improving school climate and preventing GLQ bullying also were identified.

A recent qualitative review by Wood, Froh, and Geraghty (2010) cast doubt on the efficacy of gratitude interventions, suggesting the need to carefully attend to the quality of comparison groups. Accordingly, in a series of meta-analyses, we evaluate the efficacy of gratitude interventions (ks = 4-18; Ns = 395-1,755) relative to a measurement-only control or an alternative-activity condition across 3 outcomes (i.e., gratitude, anxiety, psychological well-being). Gratitude interventions outperformed a measurement-only control on measures of psychological well-being (d = .31, 95% confidence interval [CI = .04, .58]; k = 5) but not gratitude (d = .20; 95% CI [-.04, .44]; k = 4). Gratitude interventions outperformed an alternative-activity condition on measures of gratitude (d = .46, 95% CI [.27, .64]; k = 15) and psychological well-being (d = .17, 95% CI [.09, .24]; k = 20) but not anxiety (d = .11, 95% CI [-.08, .31]; k = 5). More-detailed subdivision was possible on studies with outcomes assessing psychological well-being. Among these, gratitude interventions outperformed an activity-matched comparison (d = .14; 95% CI [.01, .27]; k = 18). Gratitude interventions performed as well as, but not better than, a psychologically active comparison (d = -.03, 95% CI [-.13, .07]; k = 9). On the basis of these findings, we summarize the current state of the literature and make suggestions for future applied research on gratitude. (PsycINFO Database Record

Teachers know that when families are involved meaningfully in schools, students perform better in academic, behavioral, and emotional domains. This article describes a project designed to enhance the quality of children's literacy interactions with family members and simultaneously increase family involvement at school. The level of participation of a classroom teacher is key in implementing a family literacy support program in a low-income neighborhood.

Existing literature details many forms of harassment against sexual minority youth, including those behaviors that are present in schools. School and community service providers, such as counselors and psychologists, often witness first-hand the bullying that occurs in schools. Through their direct contact with sexual minority youth, they remain knowledgeable of current school environments facing these youth. Their perspectives on bullying of this population, however, are lacking. Sixteen school and community service providers participated in face-to-face, in-depth interviews regarding their perceptions and observations of general bullying and specific bullying of GLBTQI youth. The principles of grounded theory are used to analyze the data, which resulted in themes on bullying of GLQ youth. Results on these themes are presented in six main categories: Types and Locations of Bullying, Characteristics of Victims, Characteristics of Bullies, Effects of Bullying, Victim Response, and “Non-Targets.” T...

This article underscores the potential advantages of qualitative methods to illustrate the depth and complexity of social validity. This investigation evaluates the social validity of Check and Connect with Early Literacy Support (CCEL) , through the perspectives of teachers and caregivers whose children participated in the intervention. Teachers from six classrooms and caregivers from six families participated in evaluating the social validity of this intervention using a combination of qualitative and quantitative methods. Participants completed the Treatment Acceptability Rating Scale—Revised ( TARF-R ; Reimers, T. M., Wacker, D. P., Cooper, L. J. & DeRaad, A. O. (1992). Clinical evaluation of the variables associated with treatment acceptability and their relation to compliance. Behavioral Disorders , 18(1), 67–76.), a quantitative measure of treatment acceptability (a component of social validity), and were interviewed using qualitative interviews and focus groups. Results were analyzed through ethnographic methodology and indicate complex, reciprocal relationships among factors related to social validity. This investigation is considered in light of recent efforts to develop a systematic approach to evaluate the adequacy of intervention research using qualitative methods.

Authors of recent reports have concluded that U.S. educational reform has ignored special education (President's Commission on Excellence in Special Education, 2002). Little is known, however, about how local educational reform efforts consider special education when making decisions that may affect students in special education or special educators. The authors of this study examined the relationships between general education reform and special education by using focused analysis of qualitative data collected through a 3-year, comprehensive project in a suburban district that adopted shared decision-making (SDM) teams and site-based management. Data sources included observations of 86 SDM team meetings and interviews with team members and special educators. Findings from primary, middle, and high schools illustrated that there was little connection between general education reform and special education. Specifically, SDM teams seldom discussed special education. Most team members and special educators did not believe that special education was represented in team discussions. Some strategies for representing special education on SDM teams were occasionally effective (e.g., assigning a team member to represent special education for a specific topic). These findings have important implications for education policy because they are consistent with the 2002 report by the President's Commission. The authors also offer suggestions for future research and practice.

One factor that contributes to adolescent positive mental health is active engagement. Engagement is defined as any activity that is initiated to attain an outcome. In general, two forms of activities exist that correspond with engagement: solitary, non-structured, and non-cooperative pursuits, often without adult supervision (e.g., playing video games, watching television) and highly structured, collaborative activities that are under the guidance of a competent set of adults (i.e., structured extracurricular activities, or SEAs). Although large amounts of time spent in unstructured activities is related to negative psychosocial outcomes, participation in SEAs has been related to a variety of positive outcomes for students. This paper reviews current research regarding adolescent participation in SEAs and its effects on academic and personal-social variables (i.e., self-concept, life satisfaction), as well as potential preventive effects for youths considered to be “at-risk” for negative developmental outcomes. The paper also examines research investigating the potential benefits and shortcomings of different types of SEAs. Finally, suggestions for future research and school-based preventive intervention are presented. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 31–41, 2004.

Despite recent attention to shared decision making as an approach to school reform, relatively little research has been conducted on the topic, and much of that research has relied on interviews and field notes, rather than systematic observation of team functioning. This investigation integrated systematic observations and interviews. The purpose of this study was to describe the leadership behaviors exhibited by principals, team leaders, and other team members (teachers, parents, students). We defined leadership according to team member contributions to decisions (decision content, decision-making processes, and statement function, such as initiating topics and making suggestions). This investigation used a comparative case study approach to examine the shared decision-making teams from three schools during the teams' first year. Results revealed variability in leadership across the three teams. Two teams were characterized by positive group process procedures with active involvement from a number of te...

This article provides an introduction to the mini-series theme, Multicultural and Cross-Cultural Consultation in Schools: Cultural Diversity Issues in School Consultation. It discusses the context,...

Recently, developmentally appropriate practices have been distinguished from traditional practices and have been advocated as one way to reform primary general education classrooms. Relatively little research has examined the efficacy of developmentally appropriate versus traditional practices. In particular, concerns have been raised about the effectiveness of this approach for students with disabilities. This study examined the relationship between primary teachers' implementation of developmentally appropriate and traditional teaching methods and the mathematics achievement of general and special education students. Observations, interviews and questionnaires were used to measure the mathematics teaching practices used with general and special education students. Because developmentally appropriate and traditional teaching practices are often characterized in terms of a continuum, principal components methods were used to generate continuous composite variables that described teacher presentation, mate...

In this study, pull-in and pull-out approaches to delivering reading services to elementary special education and remedial students were compared. Students' reading activities were observed using a revision of the Student-Level Observation of Beginning Reading (SOBR-R), and reading comprehension assessed using the Stanford Achievement Test. Students in pull-in programs did not differ from students in pull-out programs in gains in reading comprehension. Pull-in and pull-out approaches did not differ in total time devoted to reading instruction each week, but there were differences in time spent on non-reading activities. Time spent on reading and non-reading activities did not predict reading achievement. Data are also presented documenting how reading instruction time is spent in six different models of pull-in and pull-out, to illustrate the variability within each approach to service delivery. It is suggested that these differences in how teachers implement pull-in and pull-out need to be considered in ...

This article reports the first study from the School Consultation Research Project, a cooperative group of school psychologists from four universities interested in exploring relationships among processes and outcomes in consultation. Using an interpersonal perspective, statistical relationships between 12 dyadic process variables and 4 consultation outcome variables were examined. The central hypothesis was that the more that consultant and consultee see the process in a similar way, understand their roles, and work together as a team, the more favorable are consultee perceptions of (a) the beneficialness of consultation, (b) consultee competence, (c) client improvement, and (d) consultant effectiveness. Data were collected from 61 consultant-consultee dyads situated in four locations in the northeastern, southeastern, and southwestern U.S. Results supported the hypothesis as well as the value of assuming an interpersonal perspective in future consultation research.

This investigation examined classroom teachers' perceptions of collaborative planning meetings that they engaged in with remedial reading or resource room teachers. A particular focus was whether collaborative planning was perceived differently by teachers whose students were served in pull-out programs, as compared to teachers whose students received "pull-in" reading instruction, whereby the specialist teacher taught in the general classroom. Structured interviews were conducted with 12 classroom teachers participating in the pull-in condition and 11 classroom teachers participating in the pull-out arrangement. Relative to the teachers involved in pull-out programs, the teachers engaged in the pull-in condition reported (1) more frequent collaborative meetings, (2) a greater focus on specific instructional issues rather than on student progress and adjustment, and (3) greater learning of specific instructional techniques. The implications of these findings for the successful implementation of teacher consultation models and for improving communication and coordination among specialist and classroom teachers are considered.

The purpose of this study was to assess teachers' views of the strengths and weaknesses of pullout programs and to determine their perceptions of alternatives suggested as improvements to pullout programs. 40 classroom, 9 remedial reading, and 8 resource room teachers were interviewed individually. Teachers reported that the primary advantage to pullout programs was the provision of intensely structured and individualized instruction that can be adapted to the student's individual needs. Some of the most important disadvantages of pullout programs that these teachers noted include the large number of students who miss academic instruction and related difficulties associated with scheduling pullout instruction. This results in frustration for many students who have difficulty keeping up with the work in both settings and reduces classroom teachers' flexibility in planning instruction. Teachers also reported inadequate communication and coordination among classroom teachers and pullout teachers. While this ...

This article describes eight examples of pull‐in reading instruction designed by classroom, remedial, and resource teachers in six schools. Their approaches to pull‐in instruction included two separate programs held side by side, programs that mixed pull‐in and pull‐out service delivery methods, and several team‐teaching methods, including literature‐based programs and cooperative learning. The process of selecting classrooms for pull‐in instruction is described, and strategies for encouraging teacher participation are presented. Advantages and problems associated with pull‐in instruction are described.

To determine the relations of auditory discrimination and intelligence to reading achievement in first grade the California Test of Mental Maturity, the California Achievement Test (reading), and the Buktenica Modification of the Wepman Auditory Discrimination Test were administered to 78 first grade students. Correlations suggested a stronger relation between auditory discrimination and reading than between IQ and reading as measured here; however, range of reading scores was restricted. Results support Wepman's developmental theory. The methodological approach includes simultaneous consideration of effects of auditory discrimination and intelligence.

A national survey of graduating students (N=232) and current practitioners (N=195) was conducted to assess their perceptions about their training for the many roles school psychologists are expecte...

Client-centered consultation was effective in helping a teacher to decrease one child's disruptive classroom behavior, and consultee-centered consultation helped the teacher improve her control of the class as a whole. Initially, a client-centered reinforcement program effectively decreased the disruptive behavior of one target child. Later, attention to the teacher's feelings about being the authority figure in the classroom was used in an attempt to modify the behavior of the entire class. The data describing the behavior of a second child in the classroom suggested that this consultee-centered consultation was followed by less classroom disruption. In addition, anecdotal observations indicated that consultee-centered consultation was effective in modifying the behavior of both the teacher and the rest of the class.