Families and Schools Together: an experimental analysis of a parent-mediated multi-family group program for American Indian children

The goals of this randomized intervention study were to: (a) increase academic performance among American Indian children ages 4-9 years and (b) reduce classroom problem behaviors. To achieve these goals, the multi-family group program called Families and Schools Together (FAST) was adapted with three American Indian Nations in Wisconsin. Over 3 years, seven multi-family group cycles of FAST were implemented, each lasting 8 weeks. In collaboration with the College of Menominee Nation, this parent intervention approach was adapted to express tribal values while maintaining its core components. Fifty pairs of universally recruited American Indian students at three schools who were assessed, matched on five variables, and then randomly assigned to either the FAST or non-FAST control condition. Pretest, posttest, and 9- to 12-month follow-up data were collected by American Indian staff and university students on multiple indicators of academic and behavioral performance. Of the 50 families that attended FAST meetings at least once, 40 graduated (80%) from the 7 FAST cycles. On the immediate posttest, statistically significant differences in improvement, favoring FAST participants were found on the Aggressive Behavior scale of the teacher-rated Child Behavior Checklist (CBCL) and on the parent-rated Withdrawn scale of the same instrument. On the 1-year follow-up assessment, parent CBCL ratings indicated that FAST students had maintained their less withdrawn status and teacher ratings on the Social Skills Rating Scale (SSRS) revealed that FAST participants had exhibited relatively greater improvement in their academic competence. Parent surveys of the graduated students generally showed satisfaction with the program. Implications of the present results and future research directions are discussed.     

Poverty Among Adults with Disabilities: Barriers to Promoting Asset Accumulation in Individual Development Accounts

Adults with disabilities disproportionally experience poverty. We examine one novel strategy to promote economic well-being among adults with disabilities living in or near poverty, namely Individual Development Accounts (IDAs). IDAs are designed to help individuals save money and subsequently accumulate assets. Although adults with disabilities account for the majority of IDA participants, scant attention has been paid to their IDA saving performance. We describe the significance of accumulating assets, particularly as it relates to adults with disabilities. We then map the nature of IDA programs and analyze barriers to participation in IDAs and asset accumulation related to conflicting federal policies and a lack of sensitivity to disability-specific needs. We conclude by offering policy recommendations from our analysis, including the need to eliminate the means-tests used in welfare policies, de-linking participation in IDAs from employment status, and involving people with disabilities in designing and evaluating asset accumulation policies and programs.     

Multiracial Identity,Color‐Blind Racial Ideology,and Discrimination: Professional Counseling Implications

Because of the expansive multiracial population growth in the United States, the authors explored multiracial identity integration (MII), color‐blind racial ideology (CBRI), and discrimination using regression analyses with 288 individuals. CBRI and discrimination significantly correlated and predicted MII, with 15.3% of the variance explained by discrimination and CBRI. Moderation analysis revealed that CBRI did not moderate the relationship between discrimination and MII. Continued research among multiracial individuals is recommended to better understand the CBRI and racial identity link.     

School phobia: An overview

This article discusses general features of school phobia and specific clinical and familial traits and characteristics. Included are overviews of theoretical explanations, types of school phobia, suggested methods of treatment, and their efficacy.