Self‐Reported Career Interests Among Adjudicated Male Adolescents: A Pilot Study

Using J. L. Holland's (1985) Self‐Directed Search, this study compared the career interests of 28 adjudicated male adolescents with a normative high school male sample. The mean Artistic score of the adjudicated adolescents was significantly higher, and the authors found that this group endorsed fewer Investigative items and more Artistic items than the normative sample. The adjudicated sample showed poor differentiation and significantly higher intercorrelations among the Holland codes.     

American Indian Youth: Who Southwestern Urban and Reservation Youth Turn to for Help with Mental Health or Addictions

We illustrate the addictions and mental health service use of American Indian adolescents. Interviews concerning mental health need and service configurations with 401 Southwestern American Indian (AI) youth used questions from the Diagnostic Interview Schedule (DIS) and the Service Assessment for Children and Adolescents (SACA). Seventy-nine percent had mental health or addiction problems, with half meeting criteria for at least one diagnosis. One in 4 youth met criteria for drug dependence'abuse or conduct disorder, 1 in 5 for depression, and 1 in 8 for alcohol dependence'abuse. Most youth were helped by a combination of providers. Youth meeting more diagnostic criteria were increasingly likely to use service configurations with adults, nonspecialist professionals, and specialists, respectively. Regardless of disorder, youth were least likely to use configurations with traditional healers or specialists and there was little difference in rates of use between the two. The lack of services from specialist providers was potentially offset by use of an extensive range of informal adults, nonspecialist professionals, and peers. Since informal helpers, peers, and nonspecialist providers, but not specialists, are providing the bulk of services they must be given support and skills so they can function effectively.     

Accreditation Standards for University and College Counseling Centers

The accreditation standards outlined in the article are used by the International Association of Counseling Services as the basis for the formal accreditation of college and university counseling programs throughout the United States, Canada, and Australia. They reflect the program elements and practice standards that are deemed essential in a counseling center that provides high‐quality services to students.     

Introduction: The many faces of context

This paper introduces a special issue of the journal Personal Relationships dealing with context and relationships. It reflects on the state of the literature and discusses five approaches to the interplay of context and relationships.     

The Role of a Merit Principle in Distributive Justice

The claim that the level of well-beingeach enjoys ought to be to some extent afunction of individuals' talents, efforts,accomplishments, and other meritoriousattributes faces serious challenge from bothegalitarians and libertarians, but also fromskeptics, who point to the poor historicalrecord of attempted merit assays and theubiquity of attribution biases arising fromlimited sweep, misattribution, custom andconvention, and mimicry. Yet merit-principlesare connected with reactive attitudes andinnate expectations, giving them some claim torecognition and there is a widespread beliefthat their use indirectly promotes thewell-being of all. After critically evaluatingarguments for and against assigning a prominentrole to merit in a distributive protocol, it isargued that an entitlement to the ``doubtful andspeculative' but not the ``known andpresumptive' components of well-being can flowfrom perceived relative merit. However,statistical equality of outcome with respect togroups is mandatory. Semi-meritocracies aredefensible institutions, but existing rewardschemes by and large do not meet the conditionsof social justice.     

Phonological similarity in free and serial recall: The effect of increasing retention intervals

The phonological similarity effect (or acoustic confusion effect) consists of poor serial recall performance for lists composed of similar‐sounding words compared to lists of dissimilar‐sounding items. Building on the work of Nairne and Kelley (1999), the extent to which this classical verbal short‐term memory effect changes over the course of a retention interval was investigated. The impact of the phonological similarity on memory performance over time was compared in three paradigms: order reconstruction, serial recall, and free recall. Participants were presented with two blocks of 15 lists composed of five monosyllabic words, one block containing phonologically similar words and the other phonologically distinct words. Recall occurred either after 2, 8, or 24 seconds retention interval filled with a digit shadowing task. Our results confirmed and extended those of Nairne and Kelley. In order reconstruction and serial recall tasks, a classical phonological similarity effect (i.e., decrement in performance with similar lists) was observed for the 2‐s retention interval. This effect disappeared after a brief period of digit shadowing (i.e., 8‐s delay) and a beneficial effect of similarity was observed for the 24‐s retention interval. In the free recall task, the phonological similarity produced better performance whatever the delay between presentation and recall. Those results are discussed in the light of Nairne's (1990a) feature model and confirm the role of item‐specific and inter‐item processes in order reconstruction, serial recall, and free recall. L'effet de similarité phonologique se manifeste par une performance de rappel plus faible lorsque les listes sont composées de mots dont la sonorité est proche que lorsque les mots sont de sonorité éloignée. Sur la base de la recherche de Nairne et Kelley (1999), nous nous sommes intéressés à la manière dont évolue cet effet classique de mémoire à court terme verbale dans le temps, C'est‐à‐dire à L'issue d'intervalles de rétention de durées variables. L'impact de la similarité phonologique sur la performance mnésique a été évaluée sur la base de trois paradigmes, la reconstruction de L'ordre, le rappel sériel et le rappel libre. Les participants ont été soumis à deux blocs de 15 listes comportant 5 mots monosyllabiques, un bloc comprenant des mots similaires phonologiquement et un bloc comprenant des mots dissimilaires phonologiquement. Le rappel est demandé après un intervalle de rétention d'une durée de 2, 8 ou 24 secondes durant lequel une tâche de shadowing de chiffres est proposée. Nos résultats confirment et étendent ceux obtenus par Nairne et Kelley. Pour les tâches de reconstruction de L'ordre et de rappel sériel, un effet de similarité phonologique classique (i.e., chute des performances pour les listes similaires) est observé avec un intervalle de rétention de 2 secondes. Cet effet disparaît après une courte période consacrée au shadowing de chiffres (i.e., 8 secondes) et un effet bénéfique de la similarité est observé pour un intervalle de rétention de 24 secondes. En rappel libre, la similarité phonologique provoque une amélioration des performances quel que soit le délai entre présentation et rappel. Ces résultats sont discutés à la lumière du modèle des traits de Nairne (1990a). Ils confirment le rôle des traitements spécifiques à L'item et des traitements inter‐items lors de tâches telles que la reconstruction de L'ordre, le rappel sériel et libre. El efecto de la similitud fonológica (o efecto de confusión acústica) se manifiesta en fallas en el recuerdo de series para las listas compuestas por palabras que tienen sonidos similares en comparación con aquéllas que poseen elementos distintos. Con base en el trabajo de Nairne en Kelley (1999), se investigó la medida en la que este efecto clásico de memoria reciente cambia a lo largo del curso de un intervalo de retención. El impacto de la similitud fonológica sobre el desempeño de la memoria a lo largo del tiempo se comparó en tres paradigmas, reconstrucción del orden, recuerdo de series y recuerdo libre. Se presentó a los participantes dos bloques de 15 listas compuestas por 5 palabras monosilábicas, un bloque contenía palabras fonológicamente similares y, el otro, palabras fonológicamente distintas. El recuerdo ocurrió después de un intervalo de retención de 2, 8 ó 24 segundos lleno de una tarea digital de sombreado. Los resultados confirmaron y extendieron los de Nairne en Kelley. En las tareas de reconstrucción del orden y en la recuerdo de series, se observó un efecto clásico de similitud fonológica para el intervalo de retención de 2 segundos (es decir, disminución de la ejecución con listas similares). Este efecto desapareció después de un breve periodo de sombreado digital (es decir, un retraso de 8 segundos) y se observó un efecto benéfico de similitud para el intervalo de retención de 24 segundos. En la tarea de recuerdo libre, la similitud fonológica produjo mejor ejecución independientemente del retraso entre la presentación y el recuerdo. Tales resultados se discuten a la luz del modelo de Nairne (1990a) y confirman el papel que desempeñan los procesos de reactivo específico e interreactivo en la reconstrucción del orden, y en el recuerdo de series y libre.     

A quantitative review of overjustification effects in persons with intellectual and developmental disabilities

The overjustification hypothesis suggests that extrinsic rewards undermine intrinsic motivation. Extrinsic rewards are common in strengthening behavior in persons with intellectual and developmental disabilities; we examined overjustification effects in this context. A literature search yielded 65 data sets permitting comparison of responding during an initial no‐reinforcement phase to a subsequent no‐reinforcement phase, separated by a reinforcement phase. We used effect sizes to compare response levels in these two no‐reinforcement phases. Overall, the mean effect size did not differ from zero; levels in the second no‐reinforcement phase were equally likely to be higher or lower than in the first. However, in contrast to the overjustification hypothesis, levels were higher in the second no‐reinforcement phase when comparing the single no‐reinforcement sessions immediately before and after reinforcement. Outcomes consistent with the overjustification hypothesis were somewhat more likely when the target behavior occurred at relatively higher levels prior to reinforcement.     

Pathways to Housing Policy: Translating Research to Policy to Achieve Impact on Well Being

Policy emerges from the legislative, agency, and practice levels and from several pathways, including litigation; high profile or tragic events; community‐based service provision and practice innovations; and research evidence. This commentary places an emphasis throughout on discussions of the articles included in this issue. It explores pathways that influenced the development of housing policy targeting child and family well being and provides examples to illustrate each pathway. The article further highlights how research on housing and child well being has influenced policy and practice and notes gaps for further research. It concludes with suggestions for structuring research to more effectively assist policymakers to make informed decisions that achieve positive change for children, youth, and families.