Ensuring Community Participation During Program Planning: Lessons Learned During the Development of a HIV/STI Program for Young Sexual and Gender Minorities

HIV/STI incidence has shifted to a younger demographic, comprised disproportionately of gay and bisexual men, transgender women, and people of color. Recognizing the importance of community organizing and participatory engagement during the intervention planning process, we describe the steps taken to engage diverse constituents (e.g., youth and practitioners) during the development of a structural‐level HIV/STI prevention and care initiative for young sexual and gender minorities in Southeast Michigan. Our multi‐sector coalition (MFierce; Michigan Forward in Enhancing Research and Community Equity) utilized a series of community dialogues to identify, refine, and select programmatic strategies with the greatest potential. Evaluation data (N = 173) from the community dialogues highlighted constituents’ overall satisfaction with our elicitation process. Using a case study format, we describe our community dialogue approach, illustrate how these dialogues strengthened our program development, and provide recommendations that may be used in future community‐based program planning efforts.     

Developmental Transition of Motherhood: Treating Postpartum Depression Using a Feminist Approach

During the developmental lifeline for women, some individuals are affected by postpartum depression. This article describes the treatment of a Latina woman experiencing postpartum depression. The authors illustrate the feminist approach using counseling interventions that incorporate the client's developmental level, cultural background, and gender. They discuss supporting research for this approach and provide its implications and recommendations.     

Early adolescents' values about their pets

The essays of adolescent boys and girls (N = 354) explaining their decisions to save a pet in the event of a fire were examined by content analysis for the adolescents' underlying value orientations. Hedonistic utility, a moral value characteristic of the second of Kohlberg's (1976) moral development stages, was the primary value underlying adolescents' choices.     

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.     

Does teaching an omnibus mand preclude the development of specifying mands?

When problem behavior is controlled by a synthesized reinforcement contingency, a simple omnibus mand that yields access to all reinforcers simultaneously has been shown to effectively replace problem behavior. The question arises as to whether teaching an omnibus mand will preclude the acquisition of specifying mands for each of the combined reinforcers. In this study, after 3 students diagnosed with autism acquired an omnibus mand (“My way, please”) that yielded all identified reinforcers simultaneously, specifying mands (e.g., “All done,” “May I have my toys?” “Play with me”) were taught to yield each individual reinforcer (e.g., escape, tangibles, attention). Problem behavior was immediately eliminated for all children, and the omnibus mand was acquired quickly. Teaching an omnibus mand did not preclude acquisition of specifying mands for any learner and instead allowed for the acquisition of specifying mands once problem behavior had been effectively reduced.     

A multivariate analysis of social dominance in children

The social dominance behavior of dyads of unacquainted, same-sex 31/2 year-olds was observed in a familiar laboratory playroom under two conditions: A free play situation and a situation where candy was introduced. In each of the two conditions, a principal components analysis was used to explore two issues: the usefulness of the multivariate approach in devising a definition of dominance, and the cross-situational stability of the construct. In the free play session, the first principal component that emerged was consistent with a theoretical definition of dominance. This picture was disrupted by the introduction of candy in the second condition. However, a high correlation was found between the dominance hierarchies established in each situation. It was concluded that the multivariate analysis is a useful method for the study of dominance. The generalizability of social dominance across settings was discussed as a possible explanation for the high cross-situational stability.     

The Lunchroom Behavior Game: A Single-Case Design Conceptual Replication

Inappropriate behaviors often occur in non-classroom settings, such as lunchrooms, due to the increased volume of students with fewer supervising adults. As such, there is a need for effective and efficient behavior management interventions that can be implemented in these environments. To address frequent disruptions in an urban elementary lunchroom, McCurdy et al. (J Sch Psychol 47:39–54, 2009) developed a team-based interdependent group contingency called the Lunchroom Behavior Game (LBG) and observed decreased disruptions, while staff and students found the intervention highly acceptable. Given this success, we replicated the LBG in an elementary school in a mid-sized Southeastern city. LBG implementation was staggered across three lunch periods using a multiple-baseline design across subjects. The rate of disruptive behaviors decreased in all lunches following LBG implementation and remained at lower levels during maintenance observations; however, implementation fidelity and student acceptability were low. Specific implementation issues encountered and recommendations for future research are discussed.

     

Teaching Creative Writing Skills to Primary School Children in Hong Kong: Discordance Between the Views and Practices of Language Teachers

Although creativity has been valued in ancient and contemporary Chinese literature, the degree to which creativity is valued and incorporated into teaching by Chinese language teachers is not known. This information is important given that creativity has been increasingly recognized in the education literature as a component of effective writing. The purpose of this study was to compare the views of Chinese language teachers in Hong Kong about creativity and the acquisition of creative writing skills by primary school children, and their teaching practices. A total of 449 Chinese language teachers, employed at primary schools throughout Hong Kong completed a survey questionnaire. The 14‐item questionnaire focused on teachers' views of creativity, their perceptions of how to develop students' creativity, their awareness of creative writing strategies, and teaching practices related to creative writing. With respect to the definition of creativity, teachers identified imagination foremost, followed by inspiration, and original ideas. Teachers identified developing students' confidence, and providing an open atmosphere as essential means of fostering creativity. Despite the apparent value of creativity expressed by the teachers and their familiarity with methods for enhancing creativity, the majority reported using traditional methods of teaching writing. Strategies are recommended for reconciling this discrepancy, and promoting creative writing skills by primary school teachers in Hong Kong and other Chinese speaking societies.