An advocacy intervention program for women with abusive partners: Initial evaluation

Experimentally tested the hypotheses that (1) battered women are in need of numerous community resources upon exit from a domestic violence shelter, (2) working with advocates increases women's effectiveness in obtaining needed resources and social support, and (3) success in obtaining resources and social support increases women's levels of life satisfaction and decreases their risk of further abuse. The initial findings of a short-term intervention project designed to provide postshelter advocacy services to women with abusive partners are presented. One-hundred forty-one battered women were interviewed immediately upon their exit from a domestic violence shelter as well as 10 weeks thereafter. Half the sample was randomly assigned to receive the services of trained advocates who assisted them in accessing needed community resources. Women who worked with advocates reported being more effective in accessing resources and had higher levels of social support and overall quality of life postintervention. Although all women reported some decrease in postshelter abuse, there were no differences between those with and those without advocates, and abuse continued to be a problem for many women.     

Second order change and evidence‐based practice

Since its inception, family therapy (FT) has been distinguished by its explicit theoretical and practical focus on families and relationships as systems, with an emphasis on second order rather than first order change. As a result of these conceptual underpinnings we suggest that FT needs to look for manifestations of change which differ from individually focused disciplines such as clinical psychology. Studies of second order change have most commonly appeared in the form of conceptual papers and doctoral dissertations. We begin by revisiting the conceptual underpinnings of second order change. Building on this framework, we develop these aspects of change within the framework of recent developments in the empirical study of change. Finally, we point towards some promising directions for further evaluative work of FT as well as ways to incorporate some of these principles into training of FT students.     

Dissociation between magnitude comparison and relation identification across different formats for rational numbers

ABSTRACT

The present study examined whether a dissociation among formats for rational numbers (fractions, decimals, and percentages) can be obtained in tasks that require comparing a number to a non-symbolic quantity (discrete or else continuous). In Experiment 1, college students saw a discrete or else continuous image followed by a rational number, and had to decide which was numerically larger. In Experiment 2, participants saw the same displays but had to make a judgment about the type of ratio represented by the number. The magnitude task was performed more quickly using decimals (for both quantity types), whereas the relation task was performed more accurately with fractions (but only when the image showed discrete entities). The pattern observed for percentages was very similar to that for decimals. A dissociation between magnitude comparison and relational processing with rational numbers can be obtained when a symbolic number must be compared to a non-symbolic display.     

Predictors of Mental Health Among College Students in Guam: Implications for Counseling

The authors investigated sociodemographic predictors of the mental health status of college students (N = 308) in Guam. Results indicated prevalence rates of 17.8%, 40.2%, and 25.6% for moderate or more severe levels of depression, anxiety, and stress, respectively. Psychological distress was found to be predicted by gender, ethnicity, living arrangement, and academic level. Comparisons with college students in the U.S. mainland and Hong Kong were also examined. Implications for counseling services and strategies are discussed.     

The relationship between family aggression history and expressed aggression among college males

The relationship between family of origin aggression and aggression across numerous relationship types was examined among a sample of 197 college‐aged males. Participants completed a self‐report questionnaire assessing the frequency and severity of family aggression (aggression between parents, parental aggression directed toward participants), as well as the frequency and severity of participants' aggression across a number of relationship types (dating, friends, strangers, people in bars, co‐workers, bosses, police officers). The results of the present study indicate that a substantial proportion of college‐aged males report a history of aggressive behavior, both in dating/spousal relationship and other‐relationship types. Analyses revealed that observing parental aggression and receiving aggression from parents was related to aggression in dating relationships. However, only received aggression from parents was related to more general aggressiveness in other non–dating/spousal relationship types. The pattern of findings also suggest that it is important to assess the aggressive behavior of both parents to get a better understanding of the link between family aggression and later expressed aggression. Aggr. Behav. 25:255–267, 1999. © 1999 Wiley‐Liss, Inc.     

Utilizing Latinx Cultural Wealth to Create a College-Going Culture in High School

Capitalizing on Latinx students’ aspirational, linguistic, social, navigational, familial, resistant, perseverant, and spiritual community cultural wealth (CCW) can help school counselors empower Latinx students. We outline and integrate critical race theory and CCW and demonstrate how communities of color bring assets and protective factors with them to their educational settings. We also examine how school counselors can utilize these eight forms of CCW to promote postsecondary opportunities for Latinx youth. Aprovechar las ventajas que ofrece la riqueza cultural de la comunidad (CCW, por sus siglas en inglés) de estudiantes latinxs y su capital aspiracional, lingüístico, social, familiar, espiritual, de navegación, de resistencia y de perseverancia puede ayudar a los consejeros escolares a empoderar a estudiantes latinxs. Perfilamos e integramos la teoría crítica de la raza y el modelo de CCW y demostramos cómo las comunidades de color aportan recursos y factores de protección a sus entornos educativos. También examinamos cómo los consejeros escolares pueden utilizar estas ocho formas de CCW para potenciar las oportunidades disponibles para jóvenes latinxs después de su educación secundaria.     

Children with SED and Their Families in an Urban Public Mental Health System: Characteristics, Needs, and Expectations

We present information with implications for the design of comprehensive systems of care for children with severe emotional disturbance and their families. Combining quantitative data derived from children and caregivers on multiple standardized assessments and qualitative data based on the caregivers' personal comments, we provide a detailed account of child clinical status, service needs, involvement in normative childhood activities, aspects of family coping and functioning, and expectations of mental health services. Research participants were from a random sampling of children, 9 to 11 years of age, receiving an above average number of services from a large urban public mental health system. Results from this comprehensive needs assessment demonstrate the serious nature of the children's disabilities, illuminate the corresponding challenges for families, and provide direction for enhancing the system of care. The caregivers rated recreation and after school programs as their first priority. Since traditional mental health services are fairly well articulated and evolved, we concentrate on using information about child functioning and family context to inform the development of recreation and after school programs that can accommodate children with extremely challenging behaviors.     

Stimulus factors in the isolation-induced aggression of Bobwhite quail and Khaki Campbell ducklings

Two studies examined the relative abilities of conspecific-derived visual and tactile stimulation to modulate the occurrence of isolation-induced aggression in Bobwhite quail and Khaki Campbell ducklings. In Experiment 1, subjects were permitted visual stimulation from conspecifics but were deprived of conspecific tactile stimulation. In both species, these subjects subsequently showed significantly less aggression towards conspecifics than birds that had been deprived of both visual and tactile stimulation from conspecifics. In Experiment 2, one group of subjects was permitted conspecific tactile stimulation but was deprived of conspecific visual stimulation. Again for both species, these subjects subsequently exhibited significantly less aggressive behavior towards conspecifics than did subjects that had been both visually and tactually de-prived. In sum, the present research suggests that both tactile and visual stimulation from a conspecific are individually sufficient to reduce isolation-induced aggression in these precocial buds.     

Effects of reprimands and praise on appropriate behavior in the classroom

The effects of positive consequences on appropriate behavior at the beginning of a classroom experience were examined during an academic program for students with behavioral and academic difficulties. The results showed that the use of reprimands alone was associated with high levels of on-task behaviors during the initial days of the class. The addition of praise produced no change in the rate of on-task behaviors or the level of academic performance. The withdrawal of all consequences caused significant decreases in on-task behavior and academic productivity. The subsequent use of praise alone led to an initial increase followed by a dramatic decline in on-task performance, resulting in no change in the average rate of on-task behavior relative to the use of no consequences. These results are consistent with previous findings indicating the importance of reprimands for maintaining appropriate classroom behavior. Speculations regarding potential roles of praise are briefly discussed.The authors wish to thank classroom teacher Bonnie Chatterton for her exceptional cooperation and effort, Mark Gunning for his valuable assistance in the data collection, and Ann Abramowitz for her helpful editorial comments.