Initial hospitalization and community tenure outcomes of intensive case management for children and youth with serious emotional disturbance

Since 1988 New York State's Children and Youth Intensive Camse Management (CYICM) program has enrolled more than 1,700 children. The program goal is to maintain children in the least restrictive environment approriate to their needs. This linkagke and advocacy focussed program uses a small caseload and flexible service money to meet its goal. We review the program model, describe the enrolled children, highlight some of the problems associated with determining program outcomes, and present the outcomes related to hospitalization and community tenure. Using two analytic techniques, CYICM was shown to be associated with fewer hospital admissions and fewer days in the hospital over a two-year period following the intervention of CYICM than prior to enrollment.     

Case method and casuistry: The problem of bias

Case methods of reasoning are persuasive, but we need to address problems of bias in order to use them to reach morally justifiable conclusions. A bias is an unwarranted inclination or a special perspective that disposes us to mistaken or one-sided judgments. The potential for bias arises at each stage of a case method of reasoning including in describing, framing, selecting and comparing of cases and paradigms. A problem of bias occurs because to identify the relevant features for such purposes, we must use general views about what is relevant; but some of our general views are biased, both in the sense of being unwarranted inclinations and in the sense that they are one of many viable perspectives. This reliance upon general views to determine relevancy creates additional difficulties for defenders who maintain that case methods of moral reasoning are not only useful, but more basic, reliable or prior to other forms of moral reasoning. If we cannot identify the case's relevant features and issues independently of our general views or biases, we need further explanation about why a case method or casuistry should be viewed as prior to or more basic or reliable than other forms of moral reasoning. Problems of bias also arise for other methods of reasoning. In medical science, case reviews are regarded as an unreliable way to form generalizations, and methods such as clinical trials are used to address bias.     

Pedagogical cliff‐jumping

This article chronicles how Introduction to the Study of Religion has become my favorite course to teach. In it, I narrate my process of pedagogical reinvention and syllabus redesign. Framed by professional and personal backstories, I share my pedagogical desires, list some pedagogical cues I took, and articulate pedagogical decisions and associated wagers. (Along the way, I draw on a range of disciplinary, interdisciplinary, and pedagogical materials as guides.) Then I tell how my Intro course realized these elements in its design and its execution. By doing so, I make a case for taking pedagogical risks and for reinventing Intro courses as performative responses to the practical and disciplinary question “how might we study religion?”     

Hyperactivity,Impulsivity, Inattention (HIA) and Conduct Problems among African American Youth: The Roles of Neighborhood and Gender

This study replicated and extended prior research by examining neighborhood context as a moderator of the relation between the constellation of hyperactivity, impulsivity, and attention (HIA) difficulties and conduct problems among African American youth (11–16 years old; 55% girls) from single mother homes (N = 193). Using audio computer-assisted interview (ACASI) software, mother-child dyads provided ratings of HIA difficulties and two domains of conduct problems: aggression and rule-breaking. In addition, both subjective (mother-report) and objective (census data) indices of neighborhood context were assessed. Findings revealed that both subjective and objective indices of neighborhood context moderated the relation between HIA and conduct problems, but the pattern of moderation differed depending on the index and combination of reporters. Future research directions and implications of the findings are discussed.

Case method strategies for teaching sexual ethics to relativists and skeptics

Many undergraduates are culturally shaped to avoid making ethical judgments. They spontaneously adopt relativist and skeptical strategies such as “It all depends,” or “Whose morality?” or “Who's to say?” as ways of fending off the challenge of making moral decisions. The current tsunami that is washing away traditional sexual norms is both a result and a cause of this cultural shift. Case studies can mitigate this decline and help students to grow in both confidence and ability to make good ethical judgments. The case method, used with a Socratic pedagogy, engages imagination and counters the deficits in empathy found in many contemporary students. It moves students toward understanding morality itself. Against skepticism, it assists students in exercising practical reason, culminating in decision. Five cases invite students to overcome extreme relativism, to look for and evaluate relevant differences, and to enter into ethical discussion with other students on the sexual issues they face in their college years.     

Using the dual‐criteria methods to supplement visual inspection: An analysis of nonsimulated data

The purpose of our study was to examine the probability of observing false positives in nonsimulated data using the dual‐criteria methods. We extracted data from published studies to produce a series of 16,927 datasets and then assessed the proportion of false positives for various phase lengths. Our results indicate that collecting at least three data points in the first phase (Phase A) and at least five data points in the second phase (Phase B) is generally sufficient to produce acceptable levels of false positives.     

Asymmetrical stabilization and mobilization exploited during static single leg stance and goal directed kicking

The motor control properties of the right and left legs are dependent on the stabilization and mobilization features of the motor tasks. The current investigation examined the right and left leg control differences – interlateral asymmetries – during static single leg stance and dynamic goal directed kicking with an emphasis of the asymmetrical stabilization and mobilization components of movements. Ten young, healthy, right-leg preferred individuals with minimal kicking experience completed both tests on each limb. During static single leg stance, participants were requested to stand as still as possible with one leg in contact with a force platform. Interlateral asymmetries of the standing leg were quantified using postural variability measures of the center of pressure (COP) standard deviation in the anterior-posterior (SD-COP_AP) and medial-lateral (SD-COP_ML) directions, resultant COP length and velocity, and 95% COP elliptical area. During dynamic goal directed kicking, participants stood on two adjacent force platforms in a side-by-side foot position and kicked a soccer ball toward three different directions as soon as they received an auditory cue of kicking. Three targets were located −30°, 0° or 30° in front and 3.05 m away from the participants’ midline. Participants kicked the ball toward the targets with each of their feet. The vertical ground reaction force (vGRF) of the kicking leg was used to define the preparation (from above two standard deviations of vGRF baseline to toe-off) and swing (from toe-off to toe-return) phases of dynamic kicking. To determine the presence of interlateral asymmetries during dynamic kicking, the magnitude and timing of the anticipatory postural adjustments (APA) during the preparation phase of kicking were quantified using the lateral net COP (COPnet-ML) time series derived from both force platforms. Postural variability measures of the support leg and the kinematic joint range of motion (JROM) trajectories of the kicking leg were also used to examined interlateral asymmetries. During static stance, no between-leg significance was identified for all dependent measures of COP variability suggesting symmetrical stabilization. During the preparation phase of kicking, both right and left leg kicking exhibited a similar level of APA magnitude, although the left leg kicking was shown to reach its maximum APA magnitude earlier than the right leg. In the support leg role, the right leg showed greater COP variability in the ML direction as compared to the left support leg and greater COP variability was observed when kicking in the ipsilateral direction compared to the center and contralateral directions. For mobilization control, the left kicking leg showed greater JROM displacements at the distal (knee and ankle) joints and reduced JROM primarily with hip frontal plane movements compared to the right kicking leg. The reported interlateral asymmetries during kicking may reflect a behavioral adaptation that results in differential stabilization between the right and left legs. Overall, the findings suggest that novel tasks, such as dynamic goal directed kicking, appear to be more sensitive than static balance in identifying interlateral asymmetries.     

The Multidimensional Model of Broaching Behavior

The multidimensional model of broaching behavior (MMBB) is introduced as a heuristic that addresses multicultural counseling and social justice competence. The MMBB includes humanistic skills that allow counselors to broach clients’ racial, ethnic, and cultural (REC) concerns in an effort to develop strong therapeutic alliances and alleviate distress. This article provides illustrative examples of the 4 MMBB dimensions: intracounseling, intraindividual, intra-REC, and inter-REC. Implications for the counseling profession and practice are described, and directions for future research are presented.     

Adaptive Changes in Grain-size in Morphological Processing

Substantial neurobiological data indicate that the dominant cortical region for printed-word recognition shifts from a temporo-parietal (dorsal) to an occipito-temporal (ventral) locus with increasing recognition experience. The circuits also have different characteristic speeds of response and word preferences. Previous evidence suggested that grain-size increased with word repetition. In the present experiment, we examined morpheme boundaries imposing a limitation on steadily increasing grain-size within a word. We manipulated the type font within a word so that it either emphasized or disguised the word’s morphemic structure. The results showed that, even after several repetitions, morphemic structure had an effect on word recognition, although eventually it did become nonsignificant. Thus, the spread of grain-size with repetition does not appear to cross morpheme boundaries easily. These results suggest that skilled, experienced, word recognition may achieve its speed, substantially, by unitizing the word’s letters within but not across its morphological units.