Facilitators and barriers to the implementation of motivational interviewing for bullying perpetration in school settings

Bullying is a perplexing and persistent problem with negative consequences for all involved. Schools are assigned considerable responsibility for the management of bullying because of its prevalence amongst youth. Despite considerable efforts over decades to curtail bullying through the use of anti-bullying policies and other school-based interventions, the rates of young people who frequently bully has not decreased significantly. Motivational Interviewing (MI) is a relational and affirming conversational method that strengthens an individual's motivation and commitment to change, overcoming ambivalence toward the problem. The aim of the current study was to provide preliminary insight into the feasibility of incorporating MI into student service repertoires for addressing bullying. Ten staff participants from six secondary schools, who had roles in bullying intervention within their respective schools, were offered training in MI and invited to use and monitor this method in their practice as an intervention for students who perpetrate bullying. Results indicated a number factors which influenced the uptake of MI in schools. Facilitators enabling the use of MI included practitioner's professional background, administrative support, training and implementation of MI. Barriers to the use of MI included time pressure and administrative expectations, school roles and system limitations, and preconceptions and the stigma of bullying.     

Gender and History of Suicidality: Are These Factors Related to U.S. College Students’ Current Suicidal Thoughts,Feelings, and Actions?

Gender and history of suicidality (HS vs. NoHS) were related to current symptoms of depression, reasons for living, and reports of self-destructive and life-threatening behavior in a college student sample. Overall, college men reported engaging in more life-threatening and potentially suicidal behavior than college women on the Life Attitudes Schedule (LAS). No gender effects were obtained on the symptoms of depression and reasons for living measures. Results suggest that the LAS may be a particularly effective way to identify college students at risk for self-destructive and suicidal behavior. As expected, HS individuals were more depressed, had fewer reasons for living, and reported engaging in more current suicidal and life-threatening behavior than NoHS participants. However, gender and history of suicidality were found to interact. NoHS women reported avoiding a variety of injury-producing and health-diminishing behaviors that were common for all other groups of college students. Meanwhile, HS women endorsed fewer current reasons for living than did NoHS women, NoHS men, and NoHS men. These findings were interpreted both with regard to cultural and gender-specific expectations for the expression of self-destructive, suicidal, and life-threatening behavior. Implications for the prevention of college women's and men's suicidal behavior were also noted.     

A Hermeneutic Phenomenological Study of the Lived Experience of Spiritual Conversion in a Neo-Charismatic Evangelical Context

Journal of Religion and Health - Hermeneutic phenomenology was used to illuminate the lived experience of posttraumatic, born-again conversion among members of a Neo-Charismatic Evangelical church...     

Modality effects: Do they fall on deaf ears?

The present study tests the assumption of the PAS theory of echoic memory (Greene & Crowder, 1984) that the representation of acoustic features is necessary in producing modality effects. Performance by deaf subjects was compared to hearing subjects on serial and free-recall tasks with vocalizing and non-vocalizing conditions. For the serial tasks, typical modality and acoustic similarity effects were observed with hearing subjects, and no such effects were found with deaf subjects. However, for the free-recall task, modality effects were found for both deaf and hearing subjects. It is unlikely that phonological coding resulting from gestural cues mediates the modality effect, as phonological confusion errors for deaf and hearing subjects did not correlate with the size of this effect.     

Research on Teaching the Psychology of Women

Research into the impact of psychology of women courses (and women's studies, generally) has been conducted only infrequently. The literature consists largely of anecdotal reports of changes in attitudes toward women as a function of participating in such courses. Existing quantitative studies are usually limited to measures of pre-course to post-course attitude changes, and occasionally such changes are related to demographic factors. The purpose of this article is to review current studies and to suggest additional research approaches in this area. At least three methods are recommended for studying the effect of psychology of women courses. First, there is a need for comparative studies of two types: psychology of women course vs. other course comparisons, and psychology of women course vs. other related experiences (consciousness-raising groups, feminist therapy, etc.). Second, there is a need for follow-up assessment of students in these courses. Finally, in both the comparative and follow-up studies, behavioral measures should be used.