Empowering Latino Church Leaders to Deal with the HIV-AIDS Crisis: A Strengths-Oriented Service Model

Ideology and attitudes of Latino church leaders in the United States toward HIV/AIDS are explored. A qualitative approach utilized with emergent categories including: a desire within the Latino church for greater acceptance of HIV/AIDS sufferers, the supposed contaminating influence of HIV/AIDS individuals over other church members, and the feelings of helplessness many church members experience in relation to the HIV/AIDS crisis. Understanding ideological resistance that prevents engagement is here identified and a strategy of empowerment of church leaders is recommended to overcome it including: adopting a strengths-oriented service model that focuses on resources religious denominations already have, as opposed to a financially driven, medically oriented service model that highlights what churches often do not have; church leaders educating health care agencies on how to use religious beliefs to motivate church members to work on behalf of HIV/AIDS patients; the power of doctrinal ideology in affecting church and civil society’s response to HIV/AIDS.     

An examination of social and psychological influences on academic learning: a focus on self-esteem,social relationships,and personal interest

The present study focused on an examination of both global and domain-specific self-esteems in secondary mathematics learning. The extent to which self-esteem, in general, would account and explain educational success through social relationships with teachers and peers, and personal interest in learning tasks is the main inquiry of this correlational investigation. Two hundred and eighty-three year 10 students (128 girls, 155 boys) were asked to respond to a number of Likert-scale inventories. Causal modeling procedures, aided by the statistical software MPlus 7.3, were used to analyze the data and to test the hypothesized model. A series of a posteriori analyses yielded a modified model for discussion, producing a number of key findings, namely: (a) the differential influences of both global (e.g., →relationship with teachers) and domain-specific (e.g., →relationship with peers) self-esteems, (b) the positive influences of social relation with teachers (e.g., →exam result) and interest in learning tasks (e.g., →end-of-school term grade), and (c) the mediating functioning of relationship with peers and interest in learning tasks. This evidence, overall, provides additional theoretical insights into the operational nature and trajectories of effective learning.     

Mentoring Program Enhancements Supporting Effective Mentoring of Children of Incarcerated Parents

Children of incarcerated parents (COIP) are at risk for a range of negative outcomes; however, participating in a mentoring relationship can be a promising intervention for these youth. This study examined the impact of mentoring and mentoring program enhancements on COIP. Secondary data analyses were conducted on an archival database consisting of 70,729 matches from 216 Big Brothers Big Sisters (BBBS) local agencies to establish the differential effects of mentoring on COIP. A subset of 45 BBBS agencies, representing 25,252 matches, participated in a telephone interview about program enhancements for better serving COIP. Results revealed that enhanced program practices, including having specific program goals, providing specialized mentor training, and receiving additional funding resulted in better outcomes for COIP matches. Specifically, specialized mentor training and receiving additional funding for serving matches containing COIP were associated with longer and stronger matches. Having specific goals for serving COIP was associated with higher educational expectations in COIP. Results are discussed in terms of benefits of a relationship‐based intervention for addressing the needs of COIP and suggestions for program improvements when mentoring programs are serving this unique population of youth.     

An Investigation of Middle School Classroom Libraries

Given that much of the research on classroom libraries focus on elementary school classrooms, this study sought to examine classroom libraries at the middle school level. Access to books is especially important for middle school students given the persistent decline in reading engagement at this level. The research questions guiding this investigation focused on the nature of the libraries, the physical features of the libraries, the contributions made by the libraries to the literacy environment of the classrooms, the contents of the libraries, and teacher perceptions of their own classroom libraries. Findings indicate that teachers value classroom libraries for promoting literacy engagement and understand how these libraries provide students with immediate and easy access to books. The contents of the libraries that were examined varied in terms of genre, multicultural literature, and social justice issues.     

The development of relational competence among young high-risk fathers across the transition to parenthood

This study examined relationship factors associated with paternal functioning among young, high-risk fathers, with an emphasis on the role of a young mother's relational competence on her partner's paternal functioning. Participants included 60 young fathers and their coparenting partners, who were identified before childbirth and followed over 2 years. Fathers were identified as being at high risk for paternal failure based on a history of school dropout, psychopathology, and/or serial fatherhood. It was hypothesized that young men who were more relationally competent before childbirth would function more adequately as fathers, despite their high-risk status. Based on principles of family systems theory, it was also predicted that young men with more relationally competent partners would become more relationally competent, and therefore learn to function more positively as fathers. Relational competence was assessed using interview data collected before and 2 years post child birth, and coded with the Relational Competence Index. Paternal functioning was based on a composite score consisting of self-reported and observed parenting. Path analysis indicated that (1) high-risk fathers with relationally competent partners had higher relational competence scores over time, and (2) higher relational competence scores were associated with more positive paternal functioning scores.     

Changes in ecological momentary assessment reported affect associated with episodes of nonsuicidal self-injury

Although emotion regulation deficits have been frequently implicated in the incidence of nonsuicidal self-injurious behavior (NSSI), no research to date has examined in vivo change of affect associated with real-world NSSI behavior. The present study employed Ecological Momentary Assessment (EMA) to assess change in affect associated with episodes of experienced NSSI in a sample of 36 college students with a self-reported history of NSSI. Results indicated that individuals who reported NSSI behavior over the course of the study experienced increases in negative affect prior to an episode of NSSI that peaked during the episode and faded gradually in the hours following the episode, with affect change roughly approximating a quadratic curve. These changes in affect were detected only at times in which individuals engaged in NSSI and were absent for individuals who did not report NSSI over the course of the study. Moreover, changes in negative affect associated with NSSI were, on average, detectable hours prior to the NSSI event. These findings suggest that episodes of NSSI may be predicted through a careful examination of affect change long before actual NSSI behavior occurs.     

Exact and resampling probability values for measures of categorical variation and consensus

When analyzing categorical data, it is often important to assess the magnitude of variation, or consensus, among observations in unordered categories. Utilizing the theory of partitions, exact solutions for five commonly used measures of categorical variation are presented. When the number of partitions is very large, resampling methods provide close approximations to exact probability values.     

A measure of effect size for experimental designs with heterogeneous variances

A recent trend in the psychological literature has been to include measures of effect size when reporting probability values. The several measures of effect size associated with the Student t test for two independent samples are appropriate only when the variances are homogeneous. In this paper, commonly used measures of effect size are considered and compared, using four data sets. A chance-corrected measure of effect size is provided for two or more treatment groups characterized by either homogeneous or heterogeneous variances.     

The relationships among trauma, stress, ethnicity, and binge eating

The present study investigated whether trauma, stress, and discriminatory experiences influenced binge eating among 93 African American and 85 Caucasian women. Trauma and stress were significantly related to binge eating for both groups, although the stress- binge eating relationship was stronger for Caucasian women. Ethnicity did not moderate the relationship between trauma and binge eating, but did moderate the stress-binge eating relationship. Finally, the hypothesis that trauma and stress would influence binge eating through their effects on function of eating was partially supported; the relationship between stress and binge eating was partially mediated by function of eating among Caucasian women. The implications of these findings for our understanding of binge eating are discussed.