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The purpose of this study was to explore the experience of certified registered nurse anesthetists (CRNAs) choosing to quit their primary place of employment. Interpretative phenomenological analysis is the qualitative framework for this study. Ten CRNAs were interviewed about their experience of quitting their job. Interview transcripts were analyzed for common themes. Common themes were the desire for better work-life fit, the impact of stressful work intensity, and exposure to poor leadership. This study suggests that a focus on ensuring job fit for personal goals outside of work may improve CRNA retention. This study also provides practice implications for hospital leadership, as well as direction for future qualitative and quantitative research. [ABSTRACT FROM AUTHOR]

The effects of preteaching key words on accuracy and fluency in connected text were examined with three fifth-grade participants identified with learning disability and reading two grade levels below their same age peers. Researchers incorporated a multiple baseline design (i.e., Baseline and Wordlist Intervention) and found that preteaching increased accuracy in connected text overall and increased fluency to some extent. The technique required minimal instructional support while providing participants with access to general education curriculum. Words that were pretaught generalized to unfamiliar passages that contained the key words 14 days after the intervention concluded.

The effects of preteaching key words on fluency in connected text were examined with three third-grade general education participants. Researchers used a multiple base-line design (i.e., Baseline and Wordlist Intervention) and found that preteaching increased fluency in connected text written above the participant's instructional level of reading for typical readers. Given that general education texts in content material (e.g., science, social studies) range in degree of difficulty across grade levels, this research is particularly relevant for classroom teachers.

This article examines the broad scope of youth political engagement in Senegal between 1988 and 2012. By examining several connected moments of youth political engagement (the 1989 Senegal-Mauritania crisis, the 1990 Set/Setal movement, and presidential elections from 1988 to 2012), I reflect on the ways in which youth mobilization has been integral to politics in Senegal. I argue that the political engagement of youth spans generations and is not bound to, or dependent on, a particular cultural form, such as hip-hop. At the same time, the article focuses on hip-hop, a central element of youth political mobilization in Senegal during the 2012 presidential elections, so as to open reflection on how cultural globalization plays out in local contexts., I watch the ripples change their size But never leave the stream Of warm impermanence and So the days float through my eyes But the days still seem the same [...]

We used population sample data from 25 societies to answer the following questions: (a) How consistently across societies do adolescents report more problems than their parents report about them? (b) Do levels of parent-adolescent agreement vary among societies for different kinds of problems? (c) How well do parents and adolescents in different societies agree on problem item ratings? (d) How much do parent-adolescent dyads within each society vary in agreement on item ratings? (e) How well do parent-adolescent dyads within each society agree on the adolescent's deviance status? We used five methods to test cross-informant agreement for ratings obtained from 27,861 adolescents ages 11 to 18 and their parents. Youth Self-Report (YSR) mean scores were significantly higher than Child Behavior Checklist (CBCL) mean scores for all problem scales in almost all societies, but the magnitude of the YSR-CBCL discrepancy varied across societies. Cross-informant correlations for problem scale scores varied more across societies than across types of problems. Across societies, parents and adolescents tended to rate the same items as low, medium, or high, but within-dyad parent-adolescent item agreement varied widely in every society. In all societies, both parental noncorroboration of self-reported deviance and adolescent noncorroboration of parent-reported deviance were common. Results indicated many multicultural consistencies but also some important differences in parent-adolescent cross-informant agreement. Our findings provide valuable normative baselines against which to compare multicultural findings for clinical samples. (Contains 5 tables and 1 figure.)

This study replicates and extends prior studies of the dimensionality, convergent, and external validity of African Self-Consciousness Scale scores with appropriate exploratory factor analysis methods and a large gender balanced sample (N = 348). Viable one- and two-factor solutions were cross-validated. Both first factors overlapped significantly and were labeled "Embracing African Heritage." The second subscale of the two-factor solution was labeled "Refusal to Deny African Heritage." Only the structural validity of the first factor of the two-factor solution was fully consistent with prior findings. Partial evidence of convergent validity was found for all factors, and only the second factor of the two-factor solution received external validity support. Implications for usage of the African Self-Consciousness Scale and recommendations for further investigation are discussed. (Contains 3 tables.)

As a basis for theories of psychopathology, clinical psychology and related disciplines need sound taxonomies that are generalizable across diverse populations. To test the generalizability of a statistically derived 8-syndrome taxonomic model for youth psychopathology, confirmatory factor analyses (CFAs) were performed on the Youth Self-Report (T. M. Achenbach & L. A. Rescorla, 2001) completed by 30,243 youths 11-18 years old from 23 societies. The 8-syndrome taxonomic model met criteria for good fit to the data from each society. This was consistent with findings for the parent-completed Child Behavior Checklist (Achenbach & Rescorla, 2001) and the teacher-completed Teacher's Report Form (Achenbach & Rescorla, 2001) from many societies. Separate CFAs by gender and age group supported the 8-syndrome model for boys and girls and for younger and older youths within individual societies. The findings provide initial support for the taxonomic generalizability of the 8-syndrome model across very diverse societies, both genders, and 2 age groups.

Standardized assessment instruments developed in one society are often used in other societies. However, it is important to determine empirically how assessment instruments developed in one society function in others. The present study tested the fit of the Teacher's Report Form syndrome structures in 20 diverse societies using data for 30,030 6- to 15-year-old students from Asia; Australia; the Caribbean; eastern, western, southern, and northern Europe; and the Middle East. A correlated seven-syndrome model and a hierarchical Attention Problems model were tested separately in each of the 20 societies via confirmatory factor analyses. The results supported the fit of the models in the tested societies. (Contains 5 tables and 2 figures.)

This study compared teachers' ratings of behavioral and emotional problems on the Teacher's Report Form for general population samples in 21 countries (N = 30,957). Correlations between internal consistency coefficients in different countries averaged 0.90. Effects of country on scale scores ranged from 3% to 13%. Gender effects ranged from less than 1% to 5%, and age effects were all less than 1%. With great consistency across countries, scores were higher for boys than for girls on eight scales: Total Problems; Externalizing; the Attention Problems, Rule-Breaking Behavior, and Aggressive Behavior syndromes; and "Diagnostic and Statistical Manual" (DSM)-oriented Attention Deficit Hyperactivity Problems, Oppositional Defiant Problems, and Conduct Problems. Correlations between mean item ratings in different countries averaged 0.74. Teacher's Report Form results were thus similar across 21 very diverse countries, despite differences across these countries in school systems, models of pedagogy, and curricula. (Contains 2 figures and 4 tables.)

Studies addressing Black adolescents' social change strategies are nonexistent and might be associated with the absence of social change measures for Black adolescents. In an effort to begin addressing this concern, the 30-item Measure of Social Change for Adolescents (MOSC-A) was designed to measure Black adolescents' first- (i.e., within the system) and second- (outside of the system) order social change strategies. Factor analysis of responses that 226 Black adolescents gave to the MOSC-A revealed first- and second-order social change factors. Item response theory analyses revealed that 65% of the items on the former factor adequately discriminate across different trait levels, but those of the latter were less promising. Scaffolded on this study, future research might refine the MOSC-A's psychometric properties and improve its utility. (Contains 2 tables and 1 figure.)

This article reviews research on the practice of publicly posting the performance of students with disabilities and staff. Discusses deciding what to post and concerns about posting, including unhealthy competition, the effects on performance, and effects on self-esteem. Public posting is found to be an effective tool. (CR)

In this study, the authors compared ratings of behavioral and emotional problems and positive qualities on the Youth Self-Report (T. M. Achenbach & L. A. Rescoda, 2001) by adolescents in general population samples from 24 countries (N = 27,206). For problem scales, country effect sizes (ESs) ranged from 3% to 9%, whereas those for gender and age ranged from less than 1% to 2%. Scores were significantly higher for girls than for boys on Internalizing Problems and significantly higher for boys than for girls on Externalizing Problems. Bicountry correlations for mean problem item scores averaged .69. For Total Problems, 17 of 24 countries scored within one standard deviation of the overall mean of 35.3. In the 19 countries for which parent ratings were also available, the mean of 20.5 for parent ratings was far lower than the self-report mean of 34.0 in the same 19 countries (d = 2.5). Results indicate considerable consistency across 24 countries in adolescents' self-reported problems but less consistency for positive qualities. Keywords: YSR, cross-cultural, self-reported problems, adolescents

Studied clinical referrals of two different societies (Jamaica, where Afro-British culture discourages child aggression, and United States, where uncontrolled child behavior appears more accepted) to determine influence of cultural factors in clinical referral patterns. Found significant difference in clinic-referred problems of American and Jamaican children (N=720). (Author/CM)

In the post-secondary education environment, student organizations, faculty, and administers are seeking to identify strategies and programs that can reduce and/or eliminate disparities in prolonged mental health quality of life among sexual minorities. This observational study provides a preliminary needs assessment analysis of college-aged African American sexual minority males to inform community engagement best practice strategies and contribute to developing more appealing intervention packaging targeting this population of males who are at risk for diminished mental health quality of life. Specifically, this study documented attitudes about sexual orientation-identity label-preference and characterized the relationship between sexual orientation-identity label-preference and mental health quality of life. Participants completed a mental health quality of life measure and supplied sociodemographic data that included information about their sexual risk behaviours, relationship status and dynamics, and attitudes toward sexual orientation-identity label-preference. The study sample included 55 males who self-identified as a sexual minority and AA (94.5%). Participants were between 18 years and 29 years old (M = 21, SD=2.7) and classified as undergraduate students (84%). The study findings indicated that participants endorsed varying sexual orientation-identity preferences; however, 71% rejected all sexual identity labels. Factors more strongly associated with sexual orientation identity label-rejection included a higher likelihood to have sex outside of a relationship, history of depression, and a greater likelihood to disclose their sexual orientation-identity to a female. Comparatively, mental health quality of life symptom endorsement and intensity scores were higher than the normative sample scores. Overall, the findings may serve to better characterize the relationship between sexual orientation-identity label-preference and mental health quality of life, and improve our understanding surrounding sexual minority mental health and related health disparities with particular attention to developing acceptable mental health interventions targeting AA men with diverse sexual orientations. [ABSTRACT FROM AUTHOR]

This three-study paper briefly documents the journey of a Caribbean researcher who conducted extensive quantitative research in the Caribbean region, especially on children and more recently on adults. Study 1 addresses the impact of traditional masculinity beliefs on alexithymia and psychological adjustment in adults. It shows that adherence to traditional male role beliefs could negatively impact psychological functioning across gender, but especially in men. Study 2 briefly describes the development of The Caribbean Symptom Checklist, designed to assess psychopathology in adults and documents efforts to begin estimating the psychometric properties of this measure. Study 3 explores the factor structure of the Caribbean Emotional and Behavioral Strengths measure (CEBS) across Barbados, Jamaica, and Trinidad. It reveals that the CEBS might have a similar factor structure across the three countries. Studies described in this paper could scaffold additional programmatic quantitative research efforts in the region. [ABSTRACT FROM AUTHOR]

Examines three historical stages between 1914 and the late 1950s in the development of African political ideology in Francophone West Africa. French colonial rule; `The Wretched of the Earth,' by Frantz Fanon; History of Senegalese political ideology; Assimilation and the communes; Pan-Africanism in Paris; Negritude and African socialism.

ObjectiveMethodsResultsConclusionsAlthough the significance of the general factor of psychopathology (p) is being increasingly recognized, it remains unclear how to best operationalize and measure p. To test variations in the operationalizations of p and make practical recommendations for its assessment, we compared p-factor scores derived from four models.We compared p scores derived from principal axis (Model 1), hierarchical factor (Model 2), and bifactor (Model 3) analyses, plus a Total Problem score (sum of unit-weighted ratings of all problem items; Model 4) for parent- and self-rated youth psychopathology from 24 societies. Separately for each sample, we fitted the models to parent-ratings on the Child Behavior Checklist for Ages 6–18 (CBCL/6–18) and self-ratings on the Youth Self-Report (YSR) for 25,643 11–18-year-olds. Separately for each sample, we computed correlations between p-scores obtained for each pair of models, cross-informant correlations between p-scores for each model, and Q-correlations between mean item x p-score correlations for each pair of models.Results were similar for all models, as indicated by correlations of .973–.994 between p-scores for Models 1–4, plus similar cross-informant correlations between CBCL/6–18 and YSR Model 1–4 p-scores. Item x p correlations had similar rank orders between Models 1–4, as indicated by Q correlations of .957–.993.The similar results obtained for Models 1–4 argue for using the simplest model – the unit-weighted Total Problem score – to measure p for clinical and research assessment of youth psychopathology. Practical methods for measuring p may advance the field toward transdiagnostic patterns of problems. [ABSTRACT FROM AUTHOR]

Objective: Although the significance of the general factor of psychopathology ( p) is being increasingly recognized, it remains unclear how to best operationalize and measure p . To test variations in the operationalizations of p and make practical recommendations for its assessment, we compared p -factor scores derived from four models., Methods: We compared p scores derived from principal axis (Model 1), hierarchical factor (Model 2), and bifactor (Model 3) analyses, plus a Total Problem score (sum of unit-weighted ratings of all problem items; Model 4) for parent- and self-rated youth psychopathology from 24 societies. Separately for each sample, we fitted the models to parent-ratings on the Child Behavior Checklist for Ages 6-18 (CBCL/6-18) and self-ratings on the Youth Self-Report (YSR) for 25,643 11-18-year-olds. Separately for each sample, we computed correlations between p- scores obtained for each pair of models, cross-informant correlations between p -scores for each model, and Q -correlations between mean item x p -score correlations for each pair of models., Results: Results were similar for all models, as indicated by correlations of .973-.994 between p -scores for Models 1-4, plus similar cross-informant correlations between CBCL/6-18 and YSR Model 1-4 p -scores. Item x p correlations had similar rank orders between Models 1-4, as indicated by Q correlations of .957-.993., Conclusions: The similar results obtained for Models 1-4 argue for using the simplest model - the unit-weighted Total Problem score - to measure p for clinical and research assessment of youth psychopathology. Practical methods for measuring p may advance the field toward transdiagnostic patterns of problems.

Aim and method The present university-based outpatient clinic, cross-sectional study assessed cognitive performance in a sample of 137 adults, with the primary objective of determining differences in cognitive performance as a function of gender and hypertension status in a type 2 diabetes cohort.Results Approximately 64% of the sample was 65 years old and younger, and 50 subjects had > 13 years of education. Global mental ability scores were relatively similar by age grouping, and higher-ordered cognitive functioning and reading literacy were strongly correlated, r (98) = 0.62, P < 0.01. Approximately 30% of the sample posted global mental ability scores in the slow learner range on tasks measuring attention, immediate memory and verbal reasoning. Males achieved higher cognitive functioning scores compared to females on multiple mental ability tasks. The presence of hypertension was associated with significantly worse cognitive performance compared to those subjects without hypertension, t = 2.11, P = 0.03. Approximately 57% of the hypertension group was classified as mild cognitive impaired.Conclusion While approximately half of the general population can be expected to demonstrate an average range of performance on cognitive ability measures, such an expectation could be inappropriately generalised to persons diagnosed with type 2 diabetes, even among those who were high school educated.