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School counselors frequently face ethical dilemmas. These dilemmas often involve relationships with principals, parents, and other stakeholders. School counselors may confront complex ethical issues involving confidentiality, student safety, parental rights,and social media. The American School Counselor Association recommends following an ethical decision-making model when dealing with complex ethical issues. An explanatory case study is provided along with sample dilemmas to illustrate how an ethical decision-making model might be used within the school setting.

School counselors' perceptions of the efficacy and satisfaction of their experiential training in group work were investigated. An exploratory factor analysis (n = 304) revealed four salient factors: leader characteristics, leader responsibilities, child/adolescent group leadership and adult group leadership. A majority of participants indicated they were not satisfied with their experiential training and supervision in group work. A multiple regression analysis showed a statistically significant relationship between experiential training and utilization of psycho-educational groups in schools. Implications for school counselor preparation programs are discussed. (Contains 1 table.)

This study examined school counselors' and principals' perceptions of their relationship and the effectiveness of their respective professional preparation programs. An exploratory factor analysis (n = 615) revealed three salient factors: relationship quality, campus leadership and training satisfaction. Kruskal-Wallis tests revealed statistically significant differences in all three factors across the four groups (elementary counselors and principals, and secondary counselors and principals). Mann Whitney "U" post hoc tests indicated more statistically significant differences among secondary counselors and principals than elementary. Implications for school counselors and improvements in preparation programs for counselors and principals are included. (Contains 1 table.)

This national exploratory study examined the perceptions of secondary school counselors' (n = 81) understanding of non-suicidal self-injury (NSSI). Two one-way ANOVAs revealed no statistically significant differences between middle and high school counselors on their perceptions of the prevalence of NSSI. Descriptive analyses revealed that a majority of participants lacked confidence in providing information about NSSI to school personnel. Recommendations for school counselors are provided. (Contains 1 table.)

This exploratory study examined the importance of a mentoring program using a purposeful sample of 16 first-year elementary school counselors. A qualitative analysis revealed the importance of support that participants received from their mentors and mentoring cohort group. Participants also indicated an increase in self-efficacy as a result of the mentoring program. Implications for counselor induction and preparation are discussed.

Arginine vasopressin (AVP) is released from the posterior pituitary and controls water homeostasis. AVP binding to vasopressin V2 receptors (V2Rs) located on kidney collecting duct epithelial cells triggers activation of Gs proteins, leading to increased cAMP levels, trafficking of aquaporin-2 water channels, and consequent increased water permeability and antidiuresis. Typically, loss-of-function V2R mutations cause nephrogenic diabetes insipidus (NDI), whereas gain-of-function mutations cause nephrogenic syndrome of inappropriate antidiuresis (NSIAD). Here we provide further characterization of two mutant V2Rs, R181C and M311V, reported to cause complete and partial NDI respectively, together with a V266A variant, in a patient diagnosed with NSIAD. Our data in HEK293FT cells revealed that for cAMP accumulation, AVP was about 500- or 30-fold less potent at the R181C and M311V mutants than at the wild-type receptor respectively (and about 4000- and 60-fold in COS7 cells respectively). However, in contrast to wild type V2R, the R181C mutant failed to increase inositol phosphate production, while with the M311V mutant, AVP exhibited only partial agonism in addition to a 37-fold potency decrease. Similar responses were detected in a BRET assay for β-arrestin recruitment, with the R181C receptor unresponsive to AVP, and partial agonism with a 23-fold decrease in potency observed with M311V in both HEK293FT and COS7 cells. Notably, the V266A V2R appeared functionally identical to the wild-type receptor in all assays tested, including cAMP and inositol phosphate accumulation, β-arrestin interaction, and in a BRET assay of receptor ubiquitination. Each receptor was expressed at comparable levels. Hence, the M311V V2R retains greater activity than the R181C mutant, consistent with the milder phenotype of NDI associated with this mutant. Notably, the R181C mutant appears to be a Gs protein-biased receptor incapable of signaling to inositol phosphate or recruiting β-arrestin. The etiology of NSIAD in the patient with V266A V2R remains unknown.

The authors conducted a meta-analysis and systematic review that examined 23 studies evaluating the effectiveness of child centered play therapy (CCPT) conducted in elementary schools. Meta-analysis results were explored using a random effects model for mean difference and mean gain effect size estimates. Results revealed statistically significant effects for outcome constructs, including externalizing problems (d = 0.34), internalizing problems (d = 0.21), total problems (d = 0.34), self-efficacy (d = 0.29), academic (d = 0.36), and other behaviors (d = 0.38). Further, a systematic review was conducted on all studies compared with Outcome Research Coding Protocol criteria. Results indicated that CCPT studies provided quantitative support and qualitatively promising to strong evidence in support of its use in the schools.

A visitor to a random sampling of Modern World History classes in the United States will find that the subject of "revolution" is a favorite for many students. Reading about and researching individuals and topics such as Tsar Nicholas II, Rasputin, Marie Antoinette and guillotines is never boring. Unfortunately, in too many classrooms, revolutions are studied in complete isolation of each other; a student might study the French Revolution near the beginning of the school year and the Russian Revolution several months later and make absolutely no connection between the two events. In the twentieth and twenty-first centuries, numerous political scientists and historians have written about the connections between various revolutions, discovering common patterns, structures, and characteristics of both historical and contemporary revolutions. This article will review important general theories of revolution written in the modern era that have influenced the study of revolutions. They will be presented in a format that enables any Modern World History teacher to understand them and utilize them with his or her classes without much difficulty. (Contains 26 notes.)

The effectiveness of group sandtray therapy was examined using a pretest-posttest control group design with young adolescent girls (n = 37) identified as having low self-esteem. A split-plot analysis of variance (SPANOVA) revealed statistically significant differences between participants in the treatment and control groups in self-esteem on five of the six subscales of the Self-Perception Profile for Children. The implications of the findings are discussed. (Contains 1 table and 2 figures.)

The feature film "12 Angry Men" focuses on an organizational task group that demonstrates the dynamics of a working group. The film is discussed as an effective tool for illuminating group process. The authors describe their experiences using the movie as a teaching tool and provide examples of how it can be used to depict critical incidents, the recognition and understanding of group process, and interpersonal learning. This paper also describes how group instructors can use a feature film to facilitate an in-depth experience for group counseling trainees. It captures the immediacy of here-and-now feedback and confrontation, which gives trainees an experience that is unavailable in training films and role-playing.

When elementary school counselors have a solid developmental understanding of children, play therapy might be one counseling intervention that they use with their students. Landreth (2002) has promoted the use of play therapy in schools by explaining that its objective is to help children get ready to profit from what teachers have to offer. Play therapy is an approach that may help school counselors to effectively assist children in their developmental growth. This study surveyed elementary school counselors who were members of the American School Counselor Association regarding play therapy practices in the schools. Participants (N = 381) were surveyed regarding their training in play therapy, their use of play therapy, their belief system regarding play therapy, and their perceived limitations to the use of play therapy in the schools. Although school counselors appear to believe in the utility of play therapy in the schools, certain barriers were found to exist that were detrimental to its implementation. Counselors identified lack of time available with students and lack of training in play therapy as the primary limitations to its use in the schools.

Gonadotropin-releasing hormone (GnRH) acts via seven transmembrane receptors to stimulate gonadotropin secretion. Sustained stimulation desensitizes GnRH receptor (GnRHR)-mediated gonadotropin secretion, and this underlies agonist use in hormone-dependent cancers. Since type I mammalian GnRHR do not desensitize, agonist-induced internalization and downregulation may underlie desensitization of GnRH-stimulated gonadotropin secretion; however, research focus has recently shifted to anterograde trafficking, with the finding that human (h)GnRHR are mostly intracellular. Moreover, there is little direct evidence for agonist-induced trafficking of hGnRHR, and whether or not type 1 mammalian GnRHR show agonist-induced internalization is controversial. Here we use automated imaging to monitor expression and internalization of hemagglutinin (HA)-tagged hGnRHRs, mouse (m) GnRHR, Xenopus (X) GnRHRs, and chimeric receptors (hGnRHR with added XGnRHR COOH tails, h.XGnRHR) expressed by adenoviral transduction in HeLa cells. We find that agonists stimulate downregulation and/or internalization of mGnRHR and XGnRHR, that GnRH stimulates trafficking of hGnRHR and can stimulate internalization or downregulation of hGnRHR when steps are taken to increase cell surface expression (addition of the XGnRHR COOH tail or pretreatment with pharmacological chaperone). Agonist effects on internalization (of h.XGnRHR) and downregulation (of hGnRHR and h.XGnRHR) were not mimicked by a peptide antagonist and were prevented by a mutation that prevents GnRHR signaling, demonstrating dependence on receptor signaling as well as agonist occupancy. Thus agonist-induced internalization and downregulation of type I mammalian GnRHR occurs in HeLa cells, and we suggest that the high throughput imaging systems described here will facilitate study of the molecular mechanisms involved. seven transmembrane receptor; trafficking; G protein-coupled receptor

This article provides a framework for social skills homework in special education; an example of a social skills assignment; and a continuum for the involvement of parents, teachers, peers, and others in the homework process. Practicing social skills in natural settings is felt to assist in generalization and maintenance. (JDD)

Abstract Background Current protocols for the treatment of ovarian cancer include combination chemotherapy with a platinating agent and a taxane. However, many patients experience relapse of their cancer and the development of drug resistance is not uncommon, making successful second line therapy difficult to achieve. The objective of this study was to develop and characterize a cell line resistant to both carboplatin and docetaxel (dual drug resistant ovarian cell line) and to compare this cell line to cells resistant to either carboplatin or docetaxel. Methods The A2780 epithelial endometrioid ovarian cancer cell line was used to select for isogenic carboplatin, docetaxel and dual drug resistant cell lines. A selection method of gradually increasing drug doses was implemented to avoid clonal selection. Resistance was confirmed using a clonogenic assay. Changes in gene expression associated with the development of drug resistance were determined by microarray analysis. Changes in the expression of selected genes were validated by Quantitative Real-Time Polymerase Chain Reaction (QPCR) and immunoblotting. Results Three isogenic cell lines were developed and resistance to each drug or the combination of drugs was confirmed. Development of resistance was accompanied by a reduced growth rate. The microarray and QPCR analyses showed that unique changes in gene expression occurred in the dual drug resistant cell line and that genes known to be involved in resistance could be identified in all cell lines. Conclusions Ovarian tumor cells can acquire resistance to both carboplatin and docetaxel when selected in the presence of both agents. Distinct changes in gene expression occur in the dual resistant cell line indicating that dual resistance is not a simple combination of the changes observed in cell lines exhibiting single agent resistance.

Learning disabled and mentally retarded elementary and secondary students (N=343) exhibited significant differences on scores of three tests designed to measure the same area of achievement. Results suggested that specific abilities of pupils interact with aspects of the test items. (CL)

Five elementary level males with learning disabilities read material at two levels of difficulty in a multi-element design. Findings suggested that oral reading rate and reading comprehension performance are more strongly linked than previously suggested. (CL)

The relationship between teacher-perceived brightness/dullness and classroom interactions was investigated with 96 intermediate-grade children. Positive interactions were distributed unevenly between "bright" and "dull" children; no differences were indicated in the distributions of negative and neutral interactions. (Author/GDC)

A survey was conducted with 114 junior high, middle grade, and high school LD teachers concerning various aspects of mathematics disabilities in students. The most common deficit areas included division of whole numbers, basic operations involving fractions, decimals, percent, fraction terminology, multiplication of whole numbers, and place value. (Author/SEW)

The article focuses on some discussion in historical and museum circles on why Connecticut schools don't teach more about Connecticut and local communities. Topics include the some claim schools are ignoring many of the incredibly valuable resources that the state offers, and the social studies/history curriculum in each district and school is NOT dictated by a curriculum created at the state level: what is taught in every subject is created by educators in that district.

The article reviews the music score "B-Minor Ballade" by Franz Liszt.