Breaking Confidentiality to Report Adolescent Risk-Taking Behavior by School Psychologists

School psychologists often break confidentiality if confronted with risky adolescent behavior. Members of the National Association of School Psychologists (N = 78) responded to a survey containing a vignette describing an adolescent engaging in risky behaviors and rated the degree to which it is ethical to break confidentiality for behaviors of varying frequency, intensity, and duration. Respondents generally found it ethical to break confidentiality when risky adolescent behaviors became more dangerous or potentially harmful, although there was considerable variability between respondents. Significant gender effects were found between male and female respondents for alcohol use, and a significant Form Type (i.e., male or female vignette) × Frequency/Duration interaction was observed for antisocial behaviors. School psychologists could benefit from further training in ethical decision making because these ethical dilemmas are not always clear-cut.     

Broadening (and narrowing) the scope of brand relationships

The Attachment–Aversion Relationship Model proposed by Park, Eisingerich, and Park represents the latest in a series of attempts to expand, refine, and validate the increasingly popular concept of brand relationships. We find much value in the effort. We suggest, however, that researchers should avoid indiscriminate use of the term and focus on identifying the unique contribution that the notion of brand relationships can make to theory and practice. We also note how the present model could be expanded to achieve this objective.     

Diverse Phases of Collaboration: Working Together to Improve Community-Based HIV Interventions for Adolescents

Although alliances between community-based organizations (CBOs) and university-based evaluators provide opportunities to enhance community-based interventions, such partnerships may be fraught with challenges and obstacles. This paper focuses on the "story" behind a collaborative partnership between a Latino-focused CBO and a team of university-based evaluators that was formed to evaluate HIV prevention interventions for Mexican American female adolescents and gay/bisexual/questioning (GBQ) Latino male adolescents. A developmental trajectory of the partnership is detailed, with a focus on the creation and enhancement of a reciprocal and mutually beneficial relationship. In tracing this history, the paper explores challenges that were faced and presents ways in which the partnership attempted to overcome obstacles. Recommendations are offered to assist in the formation and maintenance of collaborative partnerships between CBOs and university-based evaluators/researchers.     

The relationship between auditory discrimination and oral production of Spanish sounds in children and adults

The purpose of this study was to investigate the question of age in relation to second-language learning. Specific variables investigated were the auditory discrimination and oral production of Spanish sounds. Two test were constructed: (1) The auditory discrimination test used minimal pairs of Spanish sounds, and (2) the oral production test used words that differed in only one sound. Both tests were given individually to a group of randomly chosen English monolingual speakers. A group of children (1 st-graders) and a group of adults (12th-graders) were tested to determine if both tests taken together would show one group to have a higher foreign language aptitude than the other group. While it was hypothesized that children would perform better than adults, the multivariate analysis of variance indicated that, with both tests taken together, adults were superior in auditory discrimination and oral production, supporting the idea that adults because of their cognitive advantage and maturity are more efficient and successful in these two aspects of foreign-language learning. Children did not exhibit the facility that early-foreign-language-learning advocates have postulated.This article is based on a dissertation submitted by Alba A. Rosenman to the Department of Secondary, Higher, and Foundations of Education, Ball State University. The research was supported in part by a Graduate Student Research Grant from Ball State University. I am grateful to Dr. Larry Henriksen for his help in the statistical design and analysis of the data and to Dr. Herbert Stahlke for phonetic analysis.     

BEHAVIORAL AND STIMULANT TREATMENT OF HYPERACTIVE CHILDREN: A THERAPY STUDY WITH METHYLPHENIDATE PROBES IN A WITHIN-SUBJECT DESIGN

Eight hyperactive children were treated with a behavioral intervention focusing on teacher and parent training over a period of 5 months. Three times, before therapy and after 3 weeks and 13 weeks of intervention, children received methylphenidate during 3-week probe periods. Each week in a probe they received either a placebo, .25 mg/kg, or .75 mg/kg methylphenidate. Classroom observations of on-task behavior suggested that effectiveness of the behavioral intervention was between that of the two dosages of medication before therapy. Both dosages resulted in higher levels of on-task behavior when administered after 13 weeks of behavioral intervention than when administered before therapy. Teacher rating data showed equivalent effects of therapy and the low dosage of methylphenidate alone but a stronger effect of the high dose alone; only the high dose resulted in improved behavior after 13 weeks of behavioral intervention. As a group, only when they received the high dose of methylphenidate after 13 weeks of behavioral intervention did children reach the level of appropriate behavior shown by nonhyperactive controls. However, this level was also reached by two children with the low dose and by one child without medication, and it was not reached by one child. The results suggest that the combination of psychostimulant medication and behavior therapy may be more effective in the short-term than either treatment alone for hyperactive children in school settings. In addition, parent ratings and clinic observation of parent-child interactions suggested that children had improved in the home setting, highlighting the importance of behavioral parent training in the treatment of hyperactivity.     

Reflex conditioning in a spinal man.

A man with a completely transected spinal cord and a spastic neurogenic bladder was conditioned to void upon the presentation of an external stimulus. A classical conditioning paradigm was employed in which strong abdominal shock (unconditioned stimulus) was paired with an initially neutral mild electrical stimulation of the thigh (conditioned stimulus; CS). After the pairing trials, a reliable conditioned response of urination was elicited by the CS alone. The conditioned response did not extinguish over time, and the procedure left the bladder with clinically safe residual amounts of urine. Practical implications of the conditioning technique for the treatment of spastic neurogenic bladder conditions in spinally injured patients are discussed, as is the theoretical significance of conditioning at the reflex level in the absence of cortical involvement.     

A multiple change score comparison of traditional and behavioral college teaching procedures

Seventy-six students in a college-level course in human development were divided into an experimental and a control group of approximately equal size. Both groups were given a pretest composed of fill-in and multiple-choice items. The control group was exposed to conventional educational practices while the experimental group was treated in a manner similar to that described by Johnston and Pennypacker (1971), performing only on fill-in items. Post-test results showed significantly greater changes in the experimental group, regardless of the type of test item, although the difference was greater in the case of the fill-in items. The results are discussed in terms of their implications for both future research and tactics in the development of improved teaching technologies.     

Predictive factors of quality of life in acquired brain injury

Background/ObjectiveThe sequelae and the disability and dependence that follow an acquired brain injury (ABI) may result in a significant reduction in the quality of life (QoL) of those affected. The objective was to assess the QoL of a sample of Spanish patients with an ABI and analyze the influence of certain sociodemographic and injury-related variables on their QoL. Method: The sample comprised 421 adults (60% male; M_age = 53.12; SD = 14.87). Professionals and relatives assessed the patients’ QoL through the CAVIDACE scale, an ABI-specific tool based on the eight-domain QoL model. Results: Univariate analyses showed statistically significant differences in the QoL scores in several sociodemographic (age, civil status, education level, prior employment status, type of home, level of supports, loss of legal capacity, recognized dependence, and degree of dependence) and injury-related (time since the injury, location of the injury, and presence of post-traumatic amnesia) variables. The multiple linear regression showed that loss of legal capacity, time since the injury, prior employment status, location of the injury, and degree of dependence were significant QoL predictors. Conclusions: These findings provide knowledge for the development of programs aimed at reducing the negative impact of ABI on QoL.     

Evaluation of interactive computerized training to teach parents to implement photographic activity schedules with children with autism spectrum disorder

Training parents of children with autism spectrum disorder can be a challenge due to limited resources, time, and money. Interactive computerized training (ICT)—a self‐paced program that incorporates instructions, videos, and interactive questions—is one method professionals can use to disseminate trainings to broader populations. This study extends previous research on ICT by assessing the effect of ICT to teach three parents how to implement a photographic activity schedule using a systematic prompting procedure with their child. Following ICT, all parents increased their fidelity to implementation of an activity schedule during role‐play sessions with an adult. Fidelity remained high during implementation with their child and maintained during a 2‐week follow‐up.     

Expanding Possibilities: Flexibility and Solidarity with Under-resourced Immigrant Families During the COVID-19 Pandemic

The novel coronavirus has added new anxieties and forms of grieving to the myriad practical and emotional burdens already present in the lives of underserved and uninsured immigrant families and communities. In this article, we relate our experiences since the COVID-19 crisis to the lessons we have learned over time as mental health professionals working with families in no-cost, student-managed community comprehensive health clinics in academic-community partnerships. We compare and contrast the learnings of flexibility of time, space, procedures, or attendance we acquired in this clinical community setting during regular times, with the new challenges families and therapists face, and the adaptations needed to continue to work with our clients in culturally responsive and empowering ways during the COVID-19 pandemic. We describe families, students, professionals, promotoras (community links), and IT support staff joining together in solidarity as the creative problem solvers of new possibilities when families do not have access to Wi-Fi, smartphones, or computers, or suffer overcrowding and lack of privacy. We describe many anxieties related to economic insecurity or fear of facing death alone, but also how to visualize expanding possibilities in styles of parenting or types of emotional support among family members as elements of hope that may endure beyond these unprecedented tragic times of loss and uncertainty.