Mental Health Research in K–12 Schools: Translating a Systems Approach to University–School Partnerships

The authors discuss the challenges that researchers from university and community systems face in gaining access to and partnering with K–12 school systems to conduct research. Borrowing from Szapocznik, Hervis, and Schwartz's (2003) brief strategic family theory and therapy and Bronfenbrenner's (1979, 1986) ecological systems theory, the authors outline a model for diverse research communities in the United States that can be used by counselors and other mental health services researchers who plan to conduct research in K–12 schools.     

WHO NEEDS ARAB-JEWISH IDENTITY? FRAGMENTED CONSCIOUSNESS, “INESSENTIAL SOLIDARITY,” AND THE “COMING COMMUNITY”1 (PART 1)

The title, as the study itself, has been inspired by four theoretical contributions: first, Stuart Hall's essay “Introduction: Who Needs ‘Identity’” (in Questions of Cultural Identity, ed. Stuart Hall and Paul Du Gay. London: Sage, 1996); second, Paul Gilroy's The Black Atlantic: Modernity and Double Consciousness, which opens with the sentence: “Striving to be both European and black requires some specific forms of double consciousness. But saying this, I do not mean to suggest taking on either or both unfinished identities necessarily exhausts subjective resources of any particular individual” (Cambridge, MA: Harvard University Press, 1993, 1). Third, Diane Davis's question: “Is there a way to activate a sense of solidarity among singularities – a way to say ‘we’ – that doesn't automatically exclude, that doesn't just ask for trouble by simultaneously feeding this craving for … Gemeinschaft (in the name of which any number of ‘we's have committed the most horrific atrocities in recorded history)?” (“‘Addicted to Love’; Or, Toward an Inessential Solidarity,” in Jac: A Journal of Composition Theory 19.3 (1999), 639); and fourth, Giorgio Agamben's The Coming Community (Minneapolis: Minnesota Press, 1993). The article consists of four sections, the first is a short theoretical background to the notion of identity. The second section is an examination of four major collective processes, two of them collective exclusionary operations and erasure, which Arabized Jews have undergone. The third section deals with the globalization and the search for inessential solidarities among Arabized Jews. The fourth section is the conclusion to the study, in which the notion of Arab-Jewish identity is revisited.     

Secularity,gender, and emancipation: thinking through feminist activism and feminist approaches to the secular

In this article, I engage with feminist discussions about secularity, gender, and emancipation. The feminist study of the secular was spurred by interventions of Saba Mahmood [2005. The Politics of Piety: The Islamic Revival and the Feminist Subject. Princeton: Princeton University Press], and can be seen as a critical engagement with at least one basic assumption that underlies much of progressive thinking – that secularism is beneficial for women and LGBTQ subjects. I begin by exploring how the Belgian feminist activist platform Baas Over Eigen Hoofd! (Boss Over One’s Own Head!) builds a locally suited theory and practice of emancipation. I analyse how BOEH! raises questions about gender and secularity. Second, I zoom-out by mapping feminist studies of the secular in Western European contexts, distinguishing various analytical approaches and visions on social-political secular emancipatory alternatives. To conclude, I relate local feminist activism to feminist academic discussions, and argue that there is a continued need for thinking about shared emancipatory futures.     

Did I turn off the gas? Reality monitoring of everyday actions

Failing to remember whether we performed, or merely imagined performing, an everyday action can occasionally be inconvenient, but in some circumstances it can have potentially dangerous consequences. In this fMRI study, we investigated the brain activity patterns, and objective and subjective behavioral measures, associated with recollecting such everyday actions. We used an ecologically valid “reality-monitoring” paradigm in which participants performed, or imagined performing, specified actions with real objects drawn from one of two boxes. Lateral brain areas, including prefrontal cortex, were active when participants recollected both the actions that had been associated with objects and the locations from which they had been drawn, consistent with a general role in source recollection. By contrast, medial prefrontal and motor regions made more specific contributions, with supplementary motor cortex activity being associated with recollection decisions about actions but not locations, and medial prefrontal cortex exhibiting greater activity when remembering performed rather than imagined actions. These results support a theoretical interpretation of reality monitoring that entails the fine-grained discrimination between multiple forms of internally and externally generated information.     

The Relationship Between Sluggish Cognitive Tempo and Impairment in Children With and Without ADHD

This study examined impairment in multiple domains of functioning in children with and without ADHD who present with high or low levels of sluggish cognitive tempo (SCT) while taking into account the total symptom ratings of ADHD. Participants were 584 children in kindergarten through eighth grade (55.7 % male, 91.7 % Caucasian), drawn from five archival datasets. Two, 2 (SCT groups: high and low) x 3 (ADHD Status: ADHD-I, ADHD-C, and non-ADHD) MANCOVAs were conducted with the total ADHD symptom ratings and child age as covariates. One MANCOVA was conducted on scores on the teacher Impairment Rating Scale (IRS; Fabiano et al. Journal of Clinical Child and Adolescent Psychology 35:369–385, 2006) and the other on the 6 scores on the parent IRS. The results indicated that the presence of SCT symptoms was associated with greater functional impairment at home according to parent report while it was associated with less functional impairment at school according to teacher report. Thus, the relationship between SCT symptoms and impairment differs depending on the informant and the context in which impairment is evaluated.     

Identifying Emergent Social Networks at a Federally Qualified Health Center-Based Farmers’ Market

Identifying potential mechanisms connecting farmers’ market interventions with health, economic, and community outcomes could inform strategies for addressing health disparities. The present study used social network theory to guide the in-depth examination of naturally occurring social interactions at a farmers’ market located at a federally qualified health center located in a rural, low-income community. Trained observers recorded 61 observation logs at the market over 18 weeks. Thematic analysis revealed a range of actors and nonhuman facilitators instrumental to the farmers’ market context. These actors connected with one another for communication and relationship development, economic and financial exchange, education, resource sharing, community ownership of the farmers’ market, and conflict resolution. These interactions provided opportunities for social networks to develop among attendees, which may have facilitated the acquisition of social supports related to improved health, economic and community outcomes. Results provide insight into the role social networks may play in mediating the relationship between a farmers’ market intervention and individual benefits. Findings also contribute to defining the typology of social networks, which may further disentangle the complex relationships between social networks and health outcomes. Future research should identify strategies for purposefully targeting social networks as a way to reduce diet-related health disparities.