Using Small-Group Instruction to Improve Students' Reading Fluency: An Evaluation of the Existing Research

Reading fluency is necessary for reading comprehension, but approximately 40% of U.S. fourth-grade students have inadequate reading fluency skills. Because small-group (SG) instruction is often used as a first line of intervention for struggling readers, SG instruction targeting deficiencies in text reading fluency ought to be part of every school's intervention toolbox. The authors summarize the existing research on instruction and interventions that specifically targets reading fluency and is implemented by an adult with 3 or more students at once. Key findings revealed that most studies used a single-case design, nearly all studies were rated positively in terms of methodological quality, and the majority of participants significantly improved as a result of receiving SG intervention. Furthermore, of the five studies examining comparable SG and 1-on-1 interventions, 79% of the students performed equally well from both interventions. Implications and several recommendations for future research are discussed.     

Fight,Flight, or Remain Silent? Juggling Multiple Accountabilities throughout the Formative Stage of a Neighborhood Revitalization Initiative

This paper describes the experiences of a research team as they navigated uncertain ethical and political terrain throughout the formative stage of a public housing redevelopment project. Specifically, we discuss the challenges related to balancing multiple accountabilities and the tensions among the various roles and responsibilities that emanated from different accountabilities. Due to contractual obligations to our funding source, established relations with community partners, and an ethical imperative to align with those holding the least power, we grappled with embodying multiple and often conflicting roles. Without oversight provided by our university institutional review board or a clear ethical framework for community psychology research and action, our team was left to negotiate the challenges that emerged through critical reflection and financial considerations. Throughout the case example presented in this paper, we highlight our difficulty in ethical decision‐making with respect to the principles of obligation, disclosure, consent, commitment, and professionalism. Community psychologists often straddle the realms of academia, community partnerships, and conscious engagement with little guidance in navigating often conflicting roles and value systems. We present our narrative to highlight the complexity of scholar‐activism in the context of community psychology and the necessity for developing ethical standards and guidelines tailored to meet the unique needs of community psychologists.     

Self-stereotyping in the context of multiple social identities

This research examines self-stereotyping in the context of multiple social identities and shows that self-stereotyping is a function of stereotyped expectancies held in particular relationships. Participants reported how others evaluated their math and verbal ability and how they viewed their own ability when their gender or ethnicity was salient. Asian American women (Experiment 1) and European Americans (Experiment 2) exhibited knowledge of stereotyped social expectancies and corresponding self-stereotyping associated with their more salient identity. African Americans (Experiment 3) exhibited some knowledge of stereotyped social expectancies but no corresponding self-stereotyping. Correlational evidence and a 4th experiment suggest that self-stereotyping is mediated by the degree to which close others are perceived to endorse stereotypes as applicable to the self.     

Social Work Education in Suicide Intervention and Prevention: An Unmet Need?

Research shows that social work graduate programs offer little education in suicide prevention and intervention, yet social workers' experiences and attitudes regarding suicide education are unknown. This Web-based survey of 598 social workers found that almost all respondents had worked with at least one suicidal client, but most received little, if any, training in suicide prevention or intervention while in graduate school. Respondents largely viewed their social work program's training in suicide prevention and intervention as inadequate. Implications for social work education and practice are discussed.     

Self-determination as a moderator of demands and control: Implications for employee strain and engagement

Does job control act as a stress-buffer when employees’ type and level of work self-determination is taken into account? It was anticipated that job control would only be stress-buffering for employees high in self-determined and low in non-self-determined work motivation. In contrast, job control would be stress-exacerbating for employees who were low in self-determined and high in non-self-determined work motivation. Employees of a health insurance organization (N = 123) completed a survey on perceptions of role overload, job control, work self-determination, and a range of strain and engagement indicators. Results revealed that, when individuals high in self-determination perceived high job control, they experienced greater engagement (in the form of dedication to their work). In addition, when individuals high in non-self-determination perceived high job demands, they experienced more health complaints. A significant 3-way interaction demonstrated that, for individuals low in non-self-determination, high job control had the anticipated stress-buffering effect on engagement (in the form of absorption in their work). In addition, low job control was stress-exacerbating. However, contrary to expectations, for those high in non-self-determination, high job control was just as useful as low job control as a stress-buffer. The practical applications of these findings to the organizational context are discussed.     

Shallow Gratitude: Public and Private Acknowledgement of External Help in Accounts of Success

Subjects furnished public or private accounts of major recent success experiences. Public accounts contained many references to receiving help from other people, whereas private accounts were relatively devoid of such acknowledgements. Thus, expressions of gratitude and other references to external help may often be a superficial concession to self-presentational norms, expectations, and other interpersonal factors' that restrict the typical operation of self-serving biases.     

the relationship between pain and coping styles among hiv-positive men and women

Abstract

Pain in HIV/AIDS patients is associated with compromised quality of life and emotional adjustment. Although previous findings support a relationship between coping styles and subjective pain for various groups of chronically-ill persons, little research has examined the associations between coping and pain in HIV-positive or AIDS patients. The purpose of this study was to explore the relationship between pain and coping styles among 105 HIV-positive participants (32 women and 73 men) in a randomized clinical trial designed to examine the effect of group psychotherapy on quality of life and health behavior. Participants completed the Brief COPE, the pain scale from the Medical Outcomes Study-HIV, and a demographic and medical questionnaire. Multiple regression analysis, with pain as the dependent variable, showed that participants who reported coping through denial reported greater pain severity (p < 0.0001). These results suggest that denial as a coping strategy appears to be signficantly associated with pain for persons with HIV/AIDS. However, further research is necessary to determine the causal relationship between pain and coping through denial. These findings also point to the possibility of psychological intervention in order to modify maladaptive coping styles and to ameliorate pain in this population.