Reconstructing Poverty-Related Shame Among Urban Seniors in China: an Exploration of Their Narrated Experiences and a Reflection on Anti-Poverty Interventions

Poverty is an objective state, as well as a set of subjective experiences. This study explored how low-income seniors in urban China make meaning under the pressures of poverty-related shame. Based on two rounds of in-depth interviews with participants in Beijing, spanning 9 years, the researchers concluded that low-income seniors feel deprivation, experiences of being belittled and inferior and a sense of self-deprecation due to material scarcity. Under such pressures, the seniors actively reconstruct poverty-related experiences, demonstrating that older people living in poverty have a powerful meaning-making system, which serves as evidence of their resilience. However, reconstructing experiences of poverty should not be taken for granted, but be regarded as an appeal for dignity-oriented social policies. This rich meaning-making system could be a foundation upon which anti-poverty advocates adopt and advance various strengths-based interventions. These findings also point to implications for quality of life research with older people living in poverty and anti-poverty measures for this population in other developing contexts.

     

Top-Down,Bottom-Up,and Around the Jungle Gym: A Social Exchange and Networks Approach to Engaging Afterschool Programs in Implementing Evidence-Based Practices

This paper uses concepts from social networks and social exchange theories to describe the implementation of evidence-based practices in afterschool programs. The members of the LEGACY Together Afterschool Project team have been involved in conducting collaborative research to migrate a behavioral strategy that has been documented to reduce disruptive behaviors in classroom settings to a new setting—that of afterschool programs. We adapted the Paxis Institute’s version of the Good Behavior Game to afterschool settings which differ from in-school settings, including more fluid attendance, multiple age groupings, diverse activities that may take place simultaneously, and differences in staff training and experience (Barrish et al. in J Appl Behav Anal 2(2):119–124, 1969; Embry et al. in The Pax Good Behavior Game. Hazelden, Center City, 2003; Hynes et al. in J Child Serv 4(3):4–20, 2009; Kellam et al. in Drug Alcohol Depend 95:S5–S28, 2008; Tingstrom et al. in Behav Modif 30(2):225–253, 2006). This paper presents the experiences of the three adult groups involved in the implementation process who give first-person accounts of implementation: (1) university-based scientist-practitioners, (2) community partners who trained and provided technical assistance/coaching, and (3) an afterschool program administrator. We introduce here the AIMS model used to frame the implementation process conceptualized by this town–gown collaborative team. AIMS builds upon previous work in implementation science using four phases in which the three collaborators have overlapping roles: approach/engagement, implementation, monitoring, and sustainability. Within all four phases principles of Social Exchange Theory and Social Network Theory are highlighted.     

The Influence of a Community-Based Service-Learning Experience on the Development of Occupational Therapy Students' Feelings of Civic Responsibility

This qualitative study examined the influence of service-learning on the development of Students' feelings of civic responsibility while involved with a community-based organization. Occupational therapy students involved in a semester-long service-learning experience maintained weekly reflective journals. Six such reflective journals were randomly selected for analysis. Findings revealed that while engaged in service-learning the six participants voiced themes of increased self-awareness, awareness of homeless individuals as persons, awareness of social issues, and professional self-efficacy. These developing competencies are associated with the skills required for health care professionals to participate in civic engagement and client advocacy.     

Patients who come back: Clinical characteristics and service outcome for patients re‐referred to an IAPT service

Aims: Patients who are referred more than once to a Primary Care Mental Health Improving Access to Psychological Therapies (IAPT) Service raise questions about those patients' clinical characteristics, the appropriateness of the interventions offered and their capacity to make use of them. IAPT treatments are based on National Institute for Health and Clinical Excellence (NICE) guidelines for the treatment of common mental health problems. NICE recommendations are based on evidence gained from clinical trials, in particular Randomised Controlled Trials (RCTs), which tend to exclude the sort of patient with complex and co‐morbid conditions who often present in practice. Method: Using data routinely collected from the IAPTus clinical database, re‐referral patterns and level of complexity of 50 patients who were referred on more than one occasion to a Primary Care Mental Health (Improving Access to Psychological Therapies) Team from 2009–2010, were analysed. Results: The evidence presented in this study indicates patients who re‐refer exhibit complex environmental, historical and psychological problems. Implications for practice: Although further research is required to compare the characteristics of this patient group with those who are referred only once, this study provides limited evidence that such patients may be more likely to engage and complete treatments that offer regular, structured and one‐to‐one interventions.     

Academic Misconduct among Business Students: A Comparison of the US and UAE

A survey of 345 undergraduate business students from a medium-sized southeastern regional university and 164 undergraduates from a medium-sized university in the United Arab Emirates found that 71 % of all respondents admitted to academic misconduct in a recent 1-year period, a percentage similar to McCabe’s (2005) finding that an average of 70 % of undergraduate students admitted to recent academic misconduct. Business students from the Middle East were significantly less likely to perceive various academic misconduct behaviors as forms of serious cheating compared to business students from the US. Hofstede’s (2001) cultural dimension of individualism/collectivism and Ajzen’s (Organizational Behavior and Human Decision Processes 50, 179–211, 1991) theory of planned behavior are discussed as likely explanations of reported academic misconduct differences between the two countries.     

The Role of Virtue Ethics Principles in Academic Integrity Breach Decision-Making

This paper contends that principles of virtue ethics have the potential to both supplement and complement academic integrity policy in the adjudication of undergraduate student academic integrity breaches. The paper uses elements of grounded theory to explore responses from 15 Academic Integrity Breach Decision Makers (AIBDMs) at an Australian university, and in particular, the process they use to determine outcomes for student breaches of academic integrity. The findings indicate that AIBDMs often use principles of virtue ethics to help provide nuanced judgement on sometimes complicated breaches of ethical behaviour. The findings demonstrate that many AIBDMs supplemented their knowledge of institutional academic integrity policy with a deep commitment to their own virtuous behaviour.     

Health Related Quality of Life and Social Support in Pediatric Patients with Pacemakers

Prior research evaluating health-related quality of life (HRQOL) among pediatric patients with internal cardiac devices has primarily focused on children with cardiac defibrillators, with scant attention devoted to pacemaker recipients. Social support has been conceptualized as a protective factor that partially accounts for differences in HRQOL. This study compares the HRQOL of children with pacemakers with that of healthy children, and examines associations between HRQOL and social support. Twenty-seven pediatric pacemaker recipients completed measures of HRQOL and social support. Their parents also completed measures of child HRQOL. High concordance was found for child and parent-proxy reports of child HRQOL. Children with pacemakers and their parents both reported relatively low child HRQOL when compared to published normative data for healthy children and parents of healthy children. Family and friends emerged as the sources of support positively associated with the greatest number of HRQOL domains. In conclusion, these findings suggest that pediatric pacemaker recipients experience lower levels of HRQOL compared to healthy peers, and that social support from those closest to the child is associated with their perceived HRQOL.     

Intact spatial updating with severely degraded vision

Critical to low-vision navigation are the abilities to recover scale and update a 3-D representation of space. In order to investigate whether these abilities are present under low-vision conditions, we employed the triangulation task of eyes-closed indirect walking to previously viewed targets on the ground. This task requires that the observer continually update the location of the target without any further visual feedback of his/her movement or the target’s location. Normally sighted participants were tested monocularly in a degraded vision condition and a normal vision condition on both indirect and direct walking to previously viewed targets. Surprisingly, we found no difference in walked distances between the degraded and normal vision conditions. Our results provide evidence for intact spatial updating even under severely degraded vision conditions, indicating that participants can recover scale and update a 3-D representation of space under simulated low vision.     

Sentence-final word completion norms for European Portuguese children and adolescents

This study presents a set of sentence contexts and their cloze probabilities for European Portuguese children and adolescents. Seventy-three sentence contexts (35 low- and 38 high-constraint sentence stems) were presented to 90 children and 102 adolescents. Participants were asked to complete the sentence contexts with the first word that came to mind. For each sentence context, responses were listed and cloze probabilities of the words that were chosen to complete the sentence context were computed. Additionally, idiosyncratic and invalid responses (structural and semantic errors) were analyzed. A high degree of consistency in responses among the two age samples (children and adolescents) was found, along with a decrease of idiosyncratic and invalid responses in older participants. These results shed light on age-related changes in the effects of linguistic context on word production, and also in knowledge’s representation. The full set of norms may be downloaded from http://brm.psychonomic-journals.org/content/supplemental.