The Practical Work of <Coding>: An Ethnomethodological Inquiry

While previous methodological studies have suggested that coding is a useful technique for analyzing qualitative data, there is a stark lack of discussion about the incongruities that inevitably arise as researchers accomplish the actual work of coding. This article explores the complexities of the coding process, and how incongruities get resolved as researchers accomplish the practical work of coding. Three primary themes emerged from this study: <creating agreement>, <maintaining the integrity of the codes>, and <completing the work>. These three activities are grounded in the naturally evolving work of coding, and are rendered visible through an ethnomethodological investigation into this work.     

Promoting “Healthy Futures” to Reduce Risk Behaviors in Urban Youth: A Randomized Controlled Trial

There is increasing evidence of the interconnection between educational and health outcomes. Unfortunately wide disparities exist by both socioeconomic status and race/ethnicity in educational and vocational success. This study sought to promote urban youths’ career readiness as a way to reduce involvement in risk behaviors. Two hundred primarily African‐American youth (ages 14–21) were recruited from a pediatric primary care clinic. Youth randomized to the intervention received three motivational interviewing sessions focused around expectations and planning for the future. Baseline and 6‐month follow‐up assessments included measures of career readiness and risk behavior involvement (i.e., physical fighting, alcohol and marijuana use). At 6‐months, youth randomized to the intervention condition showed increased confidence in their ability to perform the behaviors needed to reach their college/career goals. Additionally, youth randomized to the intervention arm showed decreased fighting behavior (adjusted rate ratio: .27) and marijuana use (adjusted rate ratio: .61). Assisting urban youth in thinking and planning about their future holds promise as a way to reduce their involvement in risk behaviors. This study also demonstrated that motivational interviewing could be used to promote positive behaviors (i.e., career readiness).     

Systemic Barriers to Family Involvement in Transition Planning for Youth with Disabilities: A Qualitative Metasynthesis

Family involvement is particularly important to the postschool success of young adults with disabilities who typically experience fewer education and employment opportunities after leaving high school than their same age peers without disabilities. Despite mandates for family involvement, school-home partnerships remain elusive, particularly for low-income and culturally and linguistically diverse families. This metasynthesis of findings from 22 qualitative studies examines family perceptions of barriers to transition from school to adulthood and involvement in transition planning. This metasynthesis adds to the literature on family involvement in special education by utilizing Bourdeuian social reproduction theory and Bronfenbrenner's ecological systems theory to frame the discussion and inform recommendations for research and practice that focus on schools and adult service systems rather than deficiencies in families.     

THE OUTCOME OF SHORT‐TERM PSYCHODYNAMIC ART THERAPY COMPARED TO SHORT‐TERM PSYCHODYNAMIC VERBAL THERAPY FOR DEPRESSED WOMEN

The primary aim of this randomized controlled clinical trial was to compare the outcome from two types of short‐term psychodynamic psychotherapy. The participants were thirty‐nine women with depression. Half of the participants (n = 18) received art psychotherapy and the other half received verbal psychotherapy (n = 21). Data was collected before and after psychotherapy, and at a 3‐month follow‐up using self‐rating scales and interviewer‐based ratings. Results showed that art and verbal psychotherapies were comparable, and at follow‐up, the average participant in both groups had few depressive symptoms and stress‐related symptoms. The conclusion was that short‐term psychodynamic art therapy could be a valuable treatment for depressed women.     

What Does it Mean to be Trauma-Informed? A Multi-System Perspective from Practitioners Serving the Community

The increased awareness of the detrimental consequences of trauma exposure has led researchers to focus their attention in identifying best practices on integrating trauma-informed approaches (TIAs) to child and family services. Yet, terms related to TIAs are often utilized without an adequate definition, and most importantly, without concrete and specific strategies to ensure that services are in fact trauma-informed. Using a multi-methods approach, this project examined important practice considerations that support successful implementation of TIA in school and community-based behavioral health settings. Key informant interviews and electronic surveys were conducted with child and family systems practitioners; interviews inquired about training, current practices, and barriers to service engagement. Data was analyzed, organized, and synthesized in accordance with core domains and specific components proposed by Hanson and Lang’s (2014) trauma-informed care framework. Findings suggest that practice of TIA differed by system and was largely driven by experiential and informal learning experiences. Practitioners also report challenges unique to each system hinder the utilization of screening and intervention best practices. Salient differences included those related to knowledge and accessibility to training, utilization of evidence-based practices, application of screening tools, and availability of resources within their systems. This brings to light the importance of considering both general and system-specific practice mechanism for the successful implementation and sustainability of TIA frameworks. We suggest system-specific strategies to help integrate trauma into services, including prioritizing capacity building efforts within each system by leveraging their natural supports and identifying systems-specific assets for both screening and intervention practices.