Authorship Ethics: Issues and Suggested Guidelines for the Helping Professions

The authors review the literature and explore common ethical dilemmas related to publishing research. Varying standards are presented to assist professionals and students in their publication endeavors. Joint research collaboration in many graduate programs is encouraged and appears inevitable. Joint research activities may involve student–faculty collaboration or professional peer collaboration. Although many helping professions have ethics codes that address publication issues, there is no standard among them regarding the issue of authorship. Although it appears necessary to follow minimal codes of ethics regarding authorship, consideration of suggested guidelines and aspirational ethics may enhance the professional growth of mental health professionals and students in mental health programs.     

School counselors,leave home

This article discusses the dilemma of the “noncounseling counselor,” and suggests that the counselor be relocated at an organizational base external to the school since there are factors inherent in many school systems which influence the counselor to compromise his counseling objectives. Removed from the school, the counselor might operate more effectively as an agent of a more comprehensive community organization such as a human development center.     

A Differentiated Legal Approach to the Effects of Spousal Abuse on Children

Summary

In the past decade judges have started to recognize the destructive effects of spousal violence on children, but too many judges and justice system professionals still fail to take adequate account of spousal abuse when dealing with child related issues. Courts need to take a “differentiated” approach to spousal abuse, one that recognizes its different forms, nature and effects on adults and children, with a continuum of responses ranging from ordinary visitation, through supervision of exchanges or visitation, to termination of visitation. Canada should enact legislation that explicitly recognizes spousal abuse as a factor in child related disputes, increase education about domestic violence for judges and other justice system professionals, and provide more support for services such as supervised visitations programs. While this article focuses on Canadian developments and case law, there are similar issues in other countries.     

Adult Influence on the Participation of Peers Without Disabilities in Peer Support Programs

Three peers without disabilities who volunteered to serve as peer supports and were identified by general education teachers as having academic difficulties were studied across three conditions. In baseline, a peer without disabilities worked alone, while the student with severe disabilities was supervised by an adult. In the Peer Support condition, peers without disabilities worked with the student with severe disabilities, and both individuals were supervised by an adult. In the Adult Involvement condition, peers without disabilities were supervised by an adult as in the Peer Support condition, but peers worked separately from the student with severe disabilities. Dependent measures included the active engagement of peers without disabilities and students with severe disabilities, and social interactions between students and peers. Our data indicate that the Peer Support and Adult Involvement conditions resulted in higher, but similar, levels of active engagement for two of three peers without disabilities when compared to baseline. For the third peer, high levels of active engagement occurred across all conditions. Active engagement varied across students with severe disabilities, but was typically highest in conditions where peers without disabilities were involved. For all students with severe disabilities, social interactions were more frequent and longer in the Peer Support condition.     

Issues in Professional Training to Implement Evidence‐based Parenting Programs: The Preferences of Indigenous Practitioners

Indigenous children have elevated risk for poor health, behavioural, emotional, and social outcomes. Significant evidence exists that parenting programs can reduce family risk factors and improve outcomes for children and families; however, mainstream programs have had slower uptake in Indigenous communities than other communities. Culturally sensitive delivery of evidence‐based programs can enhance engagement of parents, yet the development of a workforce to deliver programs to Indigenous parents faces many obstacles. This project seeks to identify professional training processes that enhance Indigenous practitioners’ skills and confidence in delivering an evidence‐based parenting program. A survey of trained parenting practitioners via an online practitioner network assessed their views of the training and post‐training support processes they had experienced. Respondents were 57 Indigenous and 720 non‐Indigenous practitioners from 15 countries. Most training processes were rated equally helpful by Indigenous and non‐Indigenous practitioners. However, several training processes were identified as important for the delivery of culturally competent training, such as tailoring the pace of training and simplifying the language in teaching resources. Practitioners with higher ratings of the helpfulness of peer support following training reported higher program uptake and implementation. Qualitative themes also focused on the helpfulness of program resources, and having a peer support network and mentoring. Increasing access to appropriate, flexibly delivered training and post‐training support for Indigenous professionals will support the development of a skilled workforce with local knowledge and connections, and further increase the reach of evidence‐based services in Indigenous communities.     

Competitive Climates,Athletic Skill,and Children's Status in After-School Recreational Sports Programs

Relationships among competition, athletic skill, and social relationships among children have received considerable attention from social psychologists and have also sparked considerable public debate. Most studies of these relationships have concentrated on sports programs involving upper elementary or older boys. This field work study examined these relationships in three after-school recreation programs for children ages 5 to 8. Although all programs professed to stress skills development over competition, teams act varied substantially in competitive climates. Competitive environments heightened the tendency for athletic skill to function as a generalized status element in peer networks. After-school sports programs contributed to the reproduction of athletic skill as a basis of peer status, even for young children.     

Sex differences in the effects of disinhibition,perceived peer drinking,and delay discounting on drinking among Japanese college students

Disinhibition, perceived peer drinking, and delay discounting are considered significant predictors of drinking in young adults. This study examined whether perceived peer drinking and delay discounting mediate the association between disinhibition and drinking for young men and women. In this study, 258 Japanese college students (109 men and 149 women, mean age 19.17 (SD = 1.20) years old) completed a self-administered questionnaire that included four measures—the disinhibition subscale of the Sensation Seeking Scale for Japanese Adolescents, the proportion of friends who drink as an index of perceived peer drinking behaviors, the Monetary Choice Questionnaire, and participants’ own drinking behavior. In the multiple mediator models analyzed using structural equation modeling, for both sexes, perceived peer drinking had the largest direct effect on participants’ drinking, followed by disinhibition and delay discounting. However, the results of mediation analyses indicated that perceived peer drinking mediated the association between disinhibition and drinking for only women. The results of this study imply that it is important to consider sex differences in the association between personality traits and peer influence to develop programs aiming to reduce drinking among young adults in Japan.     

The Stability of Peer Sociometric Ratings Across Ecological Settings

Although children's peer relations extend beyond the classroom, researchers have focused almost exclusively on evaluting sociometric status within the school setting. In the present study, a roster-and-rating method was used to assess the relationship between the sociometric status of 20 fifth-grade students in the classroom and in adult supervised activity groups outside of school. In addition, the 6-month stability of peer sociometric ratings in school was assessed. The correlational results showed that a child's sociometric standing in the classroom was a strong predictor of his or her standing in outside groups, and that the 6-month stability of peer sociometric ratings at school was quite high. The results are encouraging for researchers who use classroom sociometric ratings as global indices of peer relations.     

Effects of cooperative learning on peer relations,empathy, and bullying in middle school

Although researchers have developed prevention programs to reduce bullying, the results are mixed, and this may be due to a degree of uncertainty in their theoretical foundation. In particular, these programs share an emphasis on empathy as a personal attribute that can be enhanced among students through the application of specific curricula that will, in turn, contribute to a reduction in bullying behavior. However, the link between empathy and bullying is unclear, as is the ability of bullying prevention programs to actually impact student empathy. In this study, we used a cluster randomized trial (N = 15 middle schools, 1,890 students, 47.1% female, 75.2% White) to evaluate the impact of cooperative learning on bullying, and we evaluated whether these effects were mediated by empathy and peer relatedness. Our results indicated that cooperative learning can significantly reduce bullying, and that some of this effect is transmitted via enhancements to affective empathy. Cooperative learning also demonstrated significant positive effects on cognitive empathy, but this did not have an effect on bullying. We also found that the effects of cooperative learning on cognitive and affective empathy were mediated by improvements in peer relatedness. These findings add a degree of clarity to the literature, and also represent the first time, as far as we are aware, that an antibullying program has been found to have significant effects on both cognitive and affective empathy.     

Needed: A Rededication to the Counselor's Primary Commitment

The counseling aspect of the counselor's role has been eroded recently by a number of negative influences. If this erosion is not halted the counselor will not have enough time to counsel because of an overinvolvement in noncounseling activities. Counselors must focus on and preserve counseling as their primary function if the counseling profession is to have a clear identity.     

The EARLY ALLIANCE Prevention Trial: An Integrated Set of Interventions to Promote Competence and Reduce Risk for Conduct Disorder, Substance Abuse, and School Failure

Describes the EARLY ALLIANCE interventions, an integrated set of four programs designed to promote competence and reduce risk for early-onset conduct disorder, substance abuse, and school failure. These interventions are evaluated as part of a prevention trial that begins at school entry and targets child functioning and socializing practices across multiple contexts (school, peer group, family) and multiple domains (affective, social, and achievement coping-competence). The paper presents the conceptual foundation of the four interventions, including a synopsis of the risk and protective factors associated with conduct disorder and related outcomes, and of the coping-competence model driving EARLY ALLIANCE. The developmental rationale, intended impact, and procedures are described for each intervention: a universally administered classroom program and indicated, peer, reading-mentoring, and family programs. Interventions are currently being tested in a prevention trial, which is briefly summarized.     

Researching self-help/mutual aid groups and organizations: Many roads, one journey

Self-help and mutual help groups are defined and the status of the literature described and reviewed. Self-help groups are different from peer and nonprofessional services under the supervision of professionals. Controlled studies of mutual help groups may be neither possible nor desirable as the method of choice by which to understand the phenomena of interest. Other approaches to research, including worldly evaluations, and ways of construing self-help organizations, that is, as normative communities and political action organizations rather than as psychological treatments, are discussed, and suggestions for future research are presented.     

Effects of parenting,father absence,and affiliation with delinquent peers on delinquent behavior among African-American male adolescents

This study examined the effects of different aspects of parenting, father absence, and affiliation with delinquent peers on delinquent behavior in a cohort of African-American male adolescents. One round of survey data was collected from the youths' mothers or mother surrogates (N = 175) and two rounds of survey data were collected from the adolescents themselves. Analyses revealed that mothers' perceived control of sons' behavior was a deterrent of delinquent behavior, while other aspects of parenting (e.g., mother-son communication and relations) were not. The effect of mothers' perceived control was not mediated by adolescents' affiliation with delinquent peers. The effects of mothers' parenting variables and peer affiliation did not vary significantly by family structure, but socioeconomic disadvantage was more strongly associated with delinquent behavior in father-absent families. Though parenting effects were modest, this study suggests that African-American male adolescents are less likely to engage in delinquent behavior if they are closely monitored and supervised by their parents.     

学校资源与早期青少年心理社会适应的关系：一项潜在转变分析

以1012名初一学生为被试进行3年的追踪研究, 采用潜在剖面分析与潜在转变分析考察了早期青少年心理社会适应的亚组分化与转变情况, 以及学校资源与性别在青少年发展适应中的作用。结果发现：(1)初一时青少年的心理社会适应分化成2个亚组：适应良好组与内化问题组, 初二与初三时青少年分化成4个适应亚组：适应良好组、内化问题组、外化问题组和同伴拒绝组; (2)从初二到初三, 适应良好组和内化问题组的青少年保持了较高的稳定性, 同伴拒绝组和外化问题组的青少年向适应良好组转变的概率最高; (3)拥有更多学校资源的青少年更可能处于或保留在适应良好组, 同时在初二时拥有更多学校资源的外化问题组和同伴拒绝组的青少年在初三时更可能向适应良好组转变; (4)初二时女生更大概率地进入内化问题组。研究结果有助于深化对早期青少年心理社会适应发展模式多样性的理解, 并提示教育人员有必要对青少年适应状况进行全面筛查和动态监测, 以便针对适应亚组和性别特点制定更为复杂的预防和干预方案。     

越轨同伴交往与青少年问题性网络使用的交叉滞后分析

本研究采用交叉滞后设计探讨越轨同伴交往与青少年问题性网络使用之间的双向关系。通过越轨同伴交往、问题性网络使用诊断工具对广东省某地区886名青少年（44.0%男生; M = 15.55）进行为期一学年的追踪研究。在控制性别后发现:（1）学年初始的越轨同伴交往可以显著正向预测青少年学年末的问题性网络使用（b1 = .05, SE = .03, p < .05）,即青少年在学年初始越轨同伴交往越多,学年末则表现出更多的问题性网络使用;（2）学年初始的青少年问题性网络使用可以显著正向预测其学年末的越轨同伴交往（b2 = .08, SE = .03, p < .05）。（3）越轨同伴交往与青少年问题性网络使用的双向关系存在性别差异。     

越轨同伴交往与青少年问题性网络使用的交叉滞后分析

本研究采用交叉滞后设计探讨越轨同伴交往与青少年问题性网络使用之间的双向关系。通过越轨同伴交往、问题性网络使用诊断工具对广东省某地区886名青少年（44.0%男生; M = 15.55）进行为期一学年的追踪研究。在控制性别后发现:（1）学年初始的越轨同伴交往可以显著正向预测青少年学年末的问题性网络使用（b1 = .05, SE = .03, p < .05）,即青少年在学年初始越轨同伴交往越多,学年末则表现出更多的问题性网络使用;（2）学年初始的青少年问题性网络使用可以显著正向预测其学年末的越轨同伴交往（b2 = .08, SE = .03, p < .05）。（3）越轨同伴交往与青少年问题性网络使用的双向关系存在性别差异。     

Seasoned Reflections: A Dialogue With Clayton A. Morgan

This article is an interview with Clayton A. Morgan, a distinguished rehabilitation counselor educator. The interview focuses on Dr. Morgan's experience and insight in areas such as the helping relationship, noncounseling variables in counseling, creative thinking and applied imagination, selection of graduate students, and communication.     

Impact of Peer Partner Support on Self Efficacy for Justice-Involved Parents: A Controlled Study of Juvenile Justice 101

Systems of care and other health-related initiatives have encouraged the proliferation of parent support policies in mental health, child welfare and education systems. However, the juvenile court system has relatively few programs that provide direct peer support for parents and little is known about the impact of parent support on families navigating the court process. Juvenile Justice 101 is one of only a few such programs. The present study examined the effect of the peer support element of Juvenile Justice 101 compared to video-only and no intervention conditions in a pre/post-test design. One hundred and ten parents agreed to participate in the study, 54 on a day with the peer support condition, 28 on a video-only day and 28 on a no-intervention day. Sixteen parents in the peer support condition were able to participate in the full program and seven parents in the video-only condition participated in the full video. Analyses disaggregate the effects of condition assignment and participation. Self-efficacy in navigating the juvenile court process improved for parents who participated in peer support but no improvement was observed for the other conditions. Parents in the peer support condition also rated peer partners higher than court staff on a dimension assessing process of care. The implications for practice and policy for peer support and family-driven services in juvenile court are discussed.