Language Shift and the Inclusion of Indigenous Populations in Large-Scale Assessment Programs

Indicators of academic achievement for bilingual students can be inaccurate due to linguistic heterogeneity. For indigenous populations, language shift (the gradual replacement of one language by another) is a factor that can increase this heterogeneity and poses an additional challenge for valid testing. We investigated whether and how indigenous populations can be validly included in a large-scale assessment program. We gave Mexican preschool Mayan students aged 5 to 6 years the same set of mathematics items in three versions: (1) original in Spanish, (2) Mayan translation, and (3) content equivalent, developed from scratch in Mayan. Also, we collected information on the students’ and the teachers’ use of Spanish and Mayan, and on the communities’ support of the two languages. Students performed poorly on the three versions. Generalizability theory-based analyses revealed considerable performance inconsistency across items and language versions and low generalizability and dependability coefficients. This performance instability appears to stem from a dwindling support of the Mayan language in Mayan schools and communities. Fair, valid assessment of indigenous populations in either their languages or their countries’ dominant languages appears to be difficult to accomplish with current testing models and policies.     

The Social Context of Clinical Practice With Sexual Minority Clients: Commentary on the Special Issue

Clinical research with sexual minority clients has evolved and has contributed to recognition and affirmation of sexual minorities. This commentary traces a history of research that was at one time based on heteronormative biases, what we refer to as a “first wave” to a movement through a “second wave” of research comparing sexual minorities to heterosexual counterparts in order to adapt existing clinical practices and advocate for them in the context of political challenges and social opposition. We look at the articles in this special issue as exemplary of what may be considered the “third wave” of this research that begins with the assumption that sexual minority populations are unique and valued subcultures and proposes best practices with these populations.     

History Assessments of Thinking: A Validity Study

This article reports a validity study of History Assessments of Thinking (HATs), which are short, constructed-response assessments of historical thinking. In particular, this study focuses on aspects of cognitive validity, which is an examination of whether assessments tap the intended constructs. Think-aloud interviews with 26 high school students were used to examine the thinking elicited by 8 HATs and multiple-choice versions of these tasks. Results showed that although both HATs and multiple-choice items tapped historical thinking processes, HATs better reflected student proficiency in historical thinking than their multiple-choice counterparts. Item format also influenced the thinking elicited, with multiple-choice items eliciting more instances of construct-irrelevant reasoning than the constructed-response versions. Implications for history assessment are discussed.     

Career maturity: A latent means and covariance structure analysis of Daidalos

A latent means and covariance structure analysis was conducted to assess the construct validity and construct comparability in the measuring of career maturity across boys and girls. The career maturity inventory has been coined Daidalos. The sample consisted of 2,443 high school students recruited from one county in Norway. Of these, 1,132 were males, and 1,311 were females. The mean age of the participants was 17 years of age. Goodness-of-fit statistics provided support for a five-factor first-order model in which the factor loadings, factor covariances and item intercepts were invariant across groups. Additionally, ΔS-B χ² was shown to be non-significant for the testing of invariance of the measurement model. Three significant differences in latent means were detected, with boys scoring higher on negative attitudes toward school or dropout intentions, and girls scoring higher on career uncertainty and need for world-of-work information.     

The Process of Coping Among Ethnic Minority First-Generation College Freshmen: A Narrative Approach

Abstract

Using a narrative approach, the authors explored the process of coping among ethnic minority college students. Participants were 30 freshmen, predominantly the 1st members of their families to attend college, who wrote journals once a week for 3 weeks on their ways of coping with stress. They also completed a survey of background information. Those who were more successful in coping, compared to those who were less successful, expressed a greater sense of self-efficacy and did not feel that they lacked needed social support. However, those who were more successful in coping did not differ on demographic variables, including ethnicity, gender, country of birth, and parental education. The narratives provide evidence of the complex and interactive process of coping among ethnic minority college students.     

A Healthy Lifestyle Program for the Treatment of Obesity in Minority Men

Historically, minority males have had limited success in programs designed to reduce weight. Twenty-five obese minority males participated in a healthy lifestyle program designed to treat essential hypertension, hyperlipidemia, type II diabetes, obesity, and hypothyroidism. Coined the LE ³ AN Lifestyle Program (emphasizing healthy lifestyles, realistic exercise, reasonable expectations and emotions, attitudes, and nutrition), the program offered a treatment model that involved reasonable low-intensity short exercise regimens, instruction, and extensive practice in making healthy food choices, behavior modification, and self-monitoring techniques coupled with guidance on realistic weight loss and exercise expectations. The participants were able to lose 13 Ib during the inpatient plus day treatment phases of the program and continued to maintain a 19-lb weight loss at 12 months. A program overview, case examples, and suggestions to improve outcome efficacy with difficult to manage obese, minority, male patients are provided.     

School Context and Ethnic Minority Adolescent Religiosity: A Longitudinal Study

Previous research has shown that ethnic school composition can have an impact on a number of outcomes for pupils. The influence ethnic school composition has on pupils’ religiosity, however, has not received much attention. Furthermore, the few previous studies that have examined this relationship have relied on cross‐sectional data, thus being unable to separate selection effects from causal effects. In this research note we use longitudinal data collected among pupils in the third (2011–2012) and sixth grade (2014–2015) of secondary schools in Flanders, the northern part of Belgium. We examine changes in religiosity among pupils using cross‐classified multilevel analyses. The results show that there is a positive impact of ethnic school composition on ethnic minority religiosity. This does not mean, however, that pupils become more religious in schools with a higher share of ethnic minority pupils. We rather see that a decline in religiosity among highly religious pupils is attenuated in schools with more ethnic minority pupils.     

Psychometrics in Support of a Valid Assessment of Linguistic Minorities: Implications for the Test and Sampling Designs

In this study, we propose that the unique needs and characteristics of linguistic minorities should be considered throughout the test development process. Unlike most measurement invariance investigations in the assessment of linguistic minorities, which typically are conducted after test administration, we propose strategies that focus on the early stages of test development. Our approaches involve considering linguistic minorities in the selection of the test and sampling designs. We posit that joint consideration of these issues preemptively can strengthen the claims derived from tests used to assess linguistically diverse populations. This also will contribute to more psychometrically robust assessments, which can yield accurate and valid score-based inferences for linguistic minorities. To this end, we provide various examples and methodological approaches that can be used in the selection of the test and sampling designs that take these issues into consideration.     

Developing Character Identity: A New Framework for Counseling Adults in Transition

Counselors working with adults in transition can integrate the principles of character development with talk therapy, creating a framework for dialogue about the relationship between clients' character identity and their personal struggles and successes. Intervention strategies are proposed focusing on developing character identity for more effective decision making and authentic living.     

Dilemmatics in Public Sector Assessment: A Framework for Developing and Evaluating Selection Systems

This research examined the effects of a break (incubation) on solutions to a geometric insight problem. Experiment 1 showed that subjects receiving an analogical hint during incubation obtained more solutions than continuously working controls. Experiment 2 tested the hypothesis that incubation effects are due to the total time (including intermittant problem solving during incubation) spent on a problem. Subjects given relaxation instructions and no task during a problem-solving break were more successful than those who worked continuously for 20 min or were given demanding mental work as an intervening task. Self-report data supported the explanation that incubation effects are a result of covert effort and that the effectiveness of an analogical hint depends on the solver's ability to relate it to the problem.     

Social Context in HCl: A New Framework for Mental Models,Cooperation, and Communication

This article considers current research in computer-supported cooperative work (CSCW), computer-mediated communication (CMC), and distributed artificial intelligence (DAl). These areas need an articulated model of social contexts to bridge the persisting gap between social and technological dimensions in computer system design and use. A conceptual model of context is presented to account for both cooperation-conflict and communication-negotiation processes. The model conceives of contexts as including not only physical objects and other people but also social norms which influence both individuals and organizations. It assumes that computer system use occurs in social scenarios in which the features cannot be reduced to any type of input or data in the world that designers and users can process along with other information coming from the current task. The model is built on three levels: from social contexts as normative order (Level 1), to specific and intrinsically complex situations (Level 2), to person-computer interactions for the performance of particular tasks (Level 3). The model has three main implications. First, Human-Computer Interaction (HCl) studies—especially scenario-based design—may profit from a fresh topdown approach to designers' and users' mental models taking into account normative social processes which have been neglected in previous research. Second, CSCW may realize how deeply discrepant perspectives affect multi-agent environments and why in real working life negotiation is intertwined with cooperation. Designers may use this insight to design systems allowing more place for negotiation among actors. Third, we should dismiss the view that CMC lacks adequate social cues and fosters impulsive behavior. Cognitive processes such as categorization, stereotype construction, and social identification can make electronic environments even more strongly sensible to social norms than face-to-face communication. Context, according to our model, is not restricted to the physical copresence of other people but consists mainly of processes providing situations with socially recognizable meaning.     

A Public Health Framework for Preventing Mental Disorders in the Context of Pandemics

The COVID-19 pandemic has universally threatened the building blocks of mental health, well-being, and quality of life, namely, expectations of safety, connectedness, hope, and individual and societal efficacy. Consequently, unprecedently large numbers of individuals are significantly stressed and many are at risk for relapse of mental health problems, exacerbations of existing mental and behavioral health problems, and new onset clinical problems. Because of the scope of the problem, a population-based public health perspective is needed, which in the context of disasters has well-established theories and prevention approaches. Public health approaches to disasters and pandemics focus on preventing subclinical problems from becoming clinical disorders, in comparison to clinical care approaches that focus on treating established disorders. Fortunately, specialty care clinicians who typically think about assessing and treating established disorders have the training and clinical competencies to deliver prevention-focused interventions. This paper is designed to help specialty care clinicians who use cognitive-behavioral strategies to understand the biopsychosocial impacts and resource deficits associated with COVID-19-related stressors and the public health perspective to address them. We also provide ways clinicians can help people who are suffering from significant stress and resource deficits bounce back and regain functioning. We describe psychological first aid, stress management, repeated ecological assessment, writing about stressors, problem-solving, and behavioral activation approaches to assist individuals at risk for enduring stress-linked problems.     

Developing Successful Communication Strategies: A Test of an Integrated Framework for Effective Communication1

In studies of advertising, many communication strategies have been formulated, but little research has been carried out on the process of deciding what strategy can be used best in a particular situation. In social psychology, models have been developed that specify a number of behavioral determinants. Though communication practitioners often use these models, scientific proof of the effectiveness of persuasive messages based on these models is largely absent. In this study, knowledge from advertising studies and social psychology is combined in an integrated framework for effective communication. In an experiment on chocolate‐bar buying behavior, we prove that by making use of this framework, we can predict which advertising strategy is the most effective.     

Context Matters for Social-Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate

This paper examines whether three dimensions of school climate—leadership, accountability, and safety/respect—moderated the impacts of the INSIGHTS program on students’ social‐emotional, behavioral, and academic outcomes. Twenty‐two urban schools and N = 435 low‐income racial/ethnic minority students were enrolled in the study and received intervention services across the course of 2 years, in both kindergarten and first grade. Intervention effects on math and reading achievement were larger for students enrolled in schools with lower overall levels of leadership, accountability, and safety/respect at baseline. Program impacts on disruptive behaviors were greater in schools with lower levels of accountability at baseline; impacts on sustained attention were greater in schools with lower levels of safety/respect at baseline. Implications for Social‐Emotional Learning program implementation, replication, and scale‐up are discussed.     

Connecting Personal History and Organizational Context: Suggestions for Developing Educational Programs for Youth Soccer Coaches

Literature underscores the complex role of coaches in sport organizations, especially in youth sectors. Their need for support, not only on the technical level, is emerging. In recent years an interesting international debate has evolved regarding what education is most suitable to support coach development. The article intends to enter this debate by proposing an educational model for youth soccer coaches. This educational proposal is the outcome of reflection that originated from various experiences with about 110 Italian youth soccer coaches over the past six years. The first part is dedicated to a review of the literature on coaching education, and the second to the educational model presented (e.g., theoretical background, characteristics, setting, outcomes, and considerations regarding the management of this educational process). The strength of this model was precisely to have put some recurrent issues in dialogue with the specific organizational contexts in which the educational programs were implemented.     

Genetics Education for Health Professionals: A Context

Education of health professionals about genetics is essential to the integration of genetics into mainstream health care, but there are a number of associated challenges. By virtue of their training, genetic counselors are well suited to address many of those challenges and to assume a variety of roles related to genetics education for health professionals. This paper provides a brief overview of the status of genetics education for non-genetics health professionals and reviews the context in which educational efforts are likely to occur.     

The Linguistic Therapy of Evaluation: A Treatment Plan for Silvia

This paper describes the treatment of a depressed woman, Silvia (I. Caro, 2001), treated with the linguistic therapy of evaluation. The linguistic therapy of evaluation is a type of cognitive psychotherapy developed from the theory of general semantics. The theory and the treatment are based on the use of language and the role this plays in the development of emotional problems such as anxiety and depression. We briefly describe the main conceptual and assessment issues of the therapy and the procedure followed in the case of Silvia. The aim of the therapy is to change patients' evaluations, that is, to help them to develop an extensional orientation instead of an intensional orientation, which is assumed to be at the core of emotional problems. The paper ends with a brief review of the process and outcome research that has demonstrated the efficacy and the clinical process of the linguistic therapy of evaluation.     

Collaborative Helping: A Practice Framework for Family-Centered Services

This article offers a framework for collaborative family-centered practice that can reinvigorate our work with families who have not responded to more traditional approaches. Collaborative Helping is grounded in family-centered principles that include: striving for cultural curiosity, believing in resourcefulness, working in partnership, and making our work more accountable to the clients we serve. The article introduces collaborative inquiry as an organizing metaphor for clinical practice and offers a five-step practice framework with clinical illustrations and sample questions. The framework draws from appreciative inquiry, motivational interviewing, the signs of safety approach to child protection work, and solution-focused and narrative therapies.