Emancipatory education versus school-based prevention in African American communities

Schools have become strategic settings for the work of community psychologists. In a review of 177 primary prevention programs for children and adolescents, Durlak and Wells (1997) found that 129 (72.9%) were based in schools. The literature in community psychology describes many school-based prevention programs targeting problems such as substance abuse, school maladjustment, delinquency, and violence (e.g. C. A. Mason, A. M. Cauce, L. Robinson & G. W. Harper, 1999). A large number of these programs are based in schools in African American communities and include social–cognitive, decision making, affective education, and other skills-building modules along with direct instruction. In this paper, it is argued that ideas from emancipatory education (e.g. Freire, 1998) and African-centered education (e.g. H. Madhubuti & S. Madhubuti, 1994; M. J. Shujaa, 1995) should guide school-based interventions in communities of people of African descent. There is an extensive and distinguished history of emancipatory schools and school-based programs in African American communities. Included in this history are the freedom schools during reconstruction, the SNCC Freedom Schools, the Liberation Schools of the Black Panther Party, the Malcolm X Academy in Detroit, Sankofa Shule in Lansing, the Institute for Positive Education/New Concept Development Center in Chicago, the Benjamin E. Mays Institute in Hartford, and the schools affiliated with the Council of Independent Black Institutions (CIBI) to name just a few. This paper will first provide a brief, critical review of the role of schools and social oppression. Second, primary prevention programs in communities of people of African descent will be examined, questioning some of the dominant methods and assumptions. Next, underlying assumptions about relationships between African identity, educational success, and healthy outcomes for young people will be addressed. This will be followed by a discussion of African-centered emancipatory education, focusing specifically on the role of students as agents of social change and the importance of critical reflection on African cultural resources. The Benjamin E. Mays Institute will be presented as an example of how ideas from an African-centered emancipatory approach to education have been incorporated within a school serving a community of people of African descent in Hartford, Connecticut.     

Healing after Columbine: reflections of psychoanalytic responders to community trauma

Following the shootings at Columbine High School on April 20, 1999, the Denver Psychoanalytic Society provided both immediate and long-term interventions to those closely impacted by the tragedy. In this effort, analytically trained volunteers faced many personal challenges and role adjustments. To address these issues a reflective study group was formed twenty months after the traumatic event. Group discussions revealed a surprising number of residual symptoms from secondary trauma, as well as opportunities for shared coping among analysts. Little has been written about the very human and subjective responses of analysts in such circumstances. These experiences may be helpful to others in today's world of terrorism and unexpected violent events.     

Does class size in first grade relate to children's academic and social performance or observed classroom processes?

This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were somewhat less likely to be engaged. Teachers in smaller classes rated typical children in those classes as more socially skilled and as showing less externalizing behavior and reported more closeness toward them. Children in smaller classes performed better on literacy skills. Larger classrooms showed more group activities directed by the teacher, teachers and children interacted more often, and children were more often engaged. Lower class sizes were not of more benefit (or harm) as a function of the child's family income. First-grade class size in the range typical of present-day classrooms in the United States predicts classroom social and instructional processes as well as relative changes in social and literacy outcomes from kindergarten to first grade.     

Metaphor: Bridging embodiment to abstraction

Embodied cognition accounts posit that concepts are grounded in our sensory and motor systems. An important challenge for these accounts is explaining how abstract concepts, which do not directly call upon sensory or motor information, can be informed by experience. We propose that metaphor is one important vehicle guiding the development and use of abstract concepts. Metaphors allow us to draw on concrete, familiar domains to acquire and reason about abstract concepts. Additionally, repeated metaphoric use drawing on particular aspects of concrete experience can result in the development of new abstract representations. These abstractions, which are derived from embodied experience but lack much of the sensorimotor information associated with it, can then be flexibly applied to understand new situations.     

The Language of Violence: Chiastic Encounters

In her recent book, Violence and the Philosophical Imaginary (2012), Ann Murphy suggests that the philosophical imaginary, in particular that of contemporary continental philosophy, is imbued with images of violence (2012, 117). The concept of the philosophical imaginary is drawn from the work of Michèle Le D?uff to explore the role of images of violence in philosophy. Murphy sets the language of violence, reflexivity, and critique against that of vulnerability, ambiguity and responsibility. Her concern is that images of violence have become and may become more ‘neutralised, domesticated or eroticised’ in objectionable ways (2012, 3). There is no doubt Murphy has isolated and highlighted a striking feature of the continental imaginary in a clear and thoughtful way. My paper takes Murphy’s argument further by elaborating a Le D?uffian argument that theorises the reversal of priority from violent language to the violence of language. I take Murphy’s injunction for attention and sensitivity seriously by examining the language of violence and exposing that which is unfamiliar, what has become incorporated and what is revealed by the language that is used. The language of the third Reich and the language of the Rwandan genocide will be briefly compared to demonstrate these points. Our responsibility is to recognise the use of euphemism and metaphor to sometimes cover and sometimes blatantly advertise the horrifying truth. The focus on violence in philosophical language can lead us away from the violence of genocidal language and other violent language that philosophers, like all responsible people, are called to witness.     

Explicitly Pressing Send: Impact of Sexting on Relationship Satisfaction

Given that few researchers have addressed sexting among adult samples, we sought to evaluate the prevalence of adults who sext, their sexting behaviors, and how it impacted relationship satisfaction. Analyses on the sample (N = 1171) revealed that heterosexual women are negatively impacted if they do not reciprocate a sext message; yet nonheterosexual women, and men in general, are not negatively impacted. This finding can be best understood within the framework of relational cultural theory (RCT). Implications for future research and for the practice of mental health providers are discussed.     

RESPONSE ALLOCATION IN CONCURRENT CHAINS WHEN TERMINAL‐LINK DELAYS FOLLOW AN ASCENDING AND DESCENDING SERIES

Eight pigeons were trained in a concurrent‐chains procedure in which the terminal‐link immediacy ratio followed an ascending or descending series. Across sessions, one terminal‐link delay changed from 2 s to 32 s to 2 s or from 32 s to 2 s to 32 s, while the other was always 8 s. For all pigeons, response allocation tracked changes in delay and was biased towards the 8‐s alternative on the descending series, indicating a hysteresis effect, and was more sensitive to changes in the terminal‐link delay ratio for relatively long (> 8 s) than short (< 8 s) delays. Both the hysteresis and effect of delay duration were predicted by an extended version of Grace and McLean's (2006) decision model. The extended decision model provided an overall better account of the results than a simple linear‐operator model (Grace, 2002), and holds promise for an integrated account of choice in concurrent chains for both acquisition and steady‐state conditions.     

Liberating and Empowering Effects of Critical Reflection on Collective Action in LGBT and Cisgender Heterosexual Individuals

Critical consciousness represents the transformation from a passive target of oppression to an active actor with an increased capacity to analyze and negotiate conditions of oppression. It is considered as an antidote for oppression that can liberate people from oppressive ideologies and empower them to resist social injustice. Building on the theory of critical consciousness and the Social Identity Model of Collective Action, this paper examined the liberating and empowering effects of critical reflection on collective action for minority rights. Results of a cross-sectional study in 1,050 LGBT individuals (Study 1) showed that critical reflection was associated with lower levels of internalized oppression and higher levels of collective efficacy, which in turn were associated with greater intentions to undertake collective action for LGBT rights. Findings from a prospective longitudinal study in 428 cisgender heterosexual individuals (Study 2) indicated that critical reflection was associated with lower levels of internalized domination and heightened levels of efficacious beliefs, which positively predicted actual participation in collective action at a subsequent wave. The findings supported the effects of critical reflection on collective action mobilization and offered leads for future research and praxis on how to orient different sectors of society to work toward social equity.     

Interspecific aggression and reactivity in rats: Effects of selective raphe lesions and additional olfactory bulb ablation

Large depletion of brain 5 HT has been shown to induce mouse-killing behavior in the rat. Selective lesions of the raphe nuclei have been investigated in order to determine whether the various components of the 5 HT system exert some specific control over this aggressive behavior. Electrolytic lesions of the dorsal or the median raphe nucleus do not induce mouse killing, whereas combined lesions of these nuclei elicit this behavior in about 40% of naive rats. Consequently, it appears that serotonergic neurons originating in the dorsal and median raphe nuclei work synergistically in mediating inhibitory control over mouse-killing behavior. Loco-motor activity is increased in novel environments by each of the selective lesions and to a larger extent by combined raphe lesions; 24 hours activity in resting conditions is unchanged during the light period, and increased during the dark period of the daily cycle by the various lesions. As it has been shown previously that hyper-activity in response to novelty following raphe lesions is not directly related to the 5 HT decrease in the brain, it appears that interspecific aggression and motor responsiveness must not be dependent on the same neural substrate within the raphe nuclei. The raphe lesions do not facilitate the elicitation of mouse killing by further olfactory bulb ablations, in contrast to earlier results where bulbectomy facilitated the induction of this behavior by raphe lesions.