Coping with long-term unemployment

As very little research has focused on the experiences of long-term unemployed people, 38 females and males attending a Skillshare were invited to complete a short survey and participate in an in-depth interview. Both of these research methods were designed to provide information on the experience of this group with respect to how people who have been experiencing unemployment for over one year cope. GHQ cut-off scores and qualitative responses converged on the notion that this sample should be considered as two discrete groups: those who were coping relatively effectively with unemployment and those who were not. Coping themes identified in the group associated with negative well-being included keeping busy, emotional release, and withdrawal. These coping processes were generally viewed as transient and ineffectual. Conversely, coping strategies of those associated with positive well-being could be grouped into four themes, including keeping busy, having a positive outlook, religious faith, and re-evaluating expectations. Research and practice implications are considered. © 1998 John Wiley & Sons, Ltd.     

Classwide Teacher Implementation of Self-Regulated Strategy Development for Writing with Students with E/BD in a Residential Facility

One promising intervention to support the writing skills of students with and at risk for emotional and behavioral disorders is self-regulated strategy development (SRSD). The purpose of this study was to extend this line of inquiry to a residential setting with teachers serving as interventionists and determine the effects of the SRSD using the STOP and DARE mnemonic for persuasive writing on the writing performance (Correct Word Sequences, Essay Elements, and Essay Quality), and academic engagement of secondary students. In addition, this study extended this line of inquiry by looking at implementation of the intervention only 2 days per week, a lower treatment intensity than previous research has used to find statistically significant gains in writing. Results of a piecewise hierarchical linear model suggest statistically significant gains were made over the course of the intervention in writing and academic engagement when compared to baseline. In addition, student variables such as writing achievement, externalizing/internalizing behavior patterns, age, and attendance predicted writing and engagement. Results of generalization, fidelity, and social validity also are reported.     

Parent–Child Conflict Moderates the Relationship Between Executive Functioning and Child Disruptive Behaviors in Youth with T1D

Journal of Clinical Psychology in Medical Settings - Executive function (EF) skills, parent–child conflict, and high blood glucose (BG) may impact child externalizing behaviors. We examined...     

The pastoral counselor as specialist within ministry

The article attempts to demonstrate the continuity of the specialized ministry of pastoral counseling with all Christian ministry. By the use of a case fragment from a pastoral counseling case, it attempts to raise three central issues which, in terms of how they are dealt with, can determine whether or not a particular experience of counseling is Christian ministry. These issues are: the role of the minister and the context for ministry; the way in which the method of counseling can be shown to be related to a norm for Christian ministry; and the way in which the counseling process is interpreted and understood.His article is an extensive revision of an address given to the annual convention of the American Association of Pastoral Counselors in April, 1980.