Intentional collaboration,predictable complicity,and proactive prevention: U.S. schools’ ethical responsibilities in slowing the school-to-deportation pipeline

ABSTRACT

In the United States, constitutional and statutory law reinforce the right of all children to receive an education, regardless of their citizenship or immigration status. In a time of heightened anti-immigrant sentiment and law enforcement, however, partnerships among school districts, local law enforcement, and the U.S. Departments of Justice and Homeland Security subject undocumented and unaccompanied minor students to indefensible levels of risk for detention and deportation. We identify three stances that U.S. schools may take in the face of a potential ‘school-to-deportation pipeline.’ Schools that engage in intentional collaboration actively increase detention and deportation by referring students to immigration officials for criminal, non-criminal, and even non-disciplinary activity. Schools that engage in predictable complicity may not intend to subject their undocumented and unaccompanied minor students to detention or deportation, but still put students at risk by involving police in school policies. We argue that U.S. schools should instead engage in proactive protection of immigrant students and families, including actively resisting federal policies when necessary.     

考试焦虑影响考试成绩的基本模式

以整合的思路、建构包括九个中介变量的考试焦虑影响考试成绩的结构方程模型。用AM和MG两种路径分析方式相结合的方法．发现考试焦虑对中介变量的影响甚于中介变量对考试成绩的影响。考试自我效能感、成绩-接近目标、认知干扰是受考试焦虑影响和影响考试成绩程度比较一致的中介变量(简称为“一致性”的中介变量),成绩-回避目标定向、担忧、学习和考试技能变量屑于“非一致性”的中介变量。掌握目标定向、情绪性和应付反应作为中介变量不具有实际意义。     

生命意义的内涵、测量及功能

研究者通常用目的和含义来定义生命意义,或者把它定义为多维度的结构。认知、动机和情感是被提及最多的生命意义的组成维度。动机和认知维度得到了较多研究者的认可,而情感维度存在较大争议。生命意义是幸福不可或缺的元素,它能够影响许多与幸福有关的变量。目前的研究对生命意义的动机维度(生命意义寻求)及如何获得和提高生命意义研究较少,今后的研究可针对这两方面开展。     

回报谨慎对谈判过程和谈判结果的影响

回报谨慎是人们害怕在人际关系中被他人利用的一种信念。研究考察了回报谨慎对谈判者的动机倾向、谈判行为及谈判结果的影响。184人组成92个两人小组参加了一项模拟商业谈判,谈判前研究者成功地进行了回报谨慎的操纵,谈判结束后,参加谈判的人完成谈判协议和谈判后问卷。研究者假设,低回报谨慎的谈判者比高回报谨慎的谈判者在谈判中更可能持有合作倾向、更多地与谈判对手分享信息,研究者还预测回报谨慎与谈判双方的联合收益以及谈判后对谈判对手的看法都有关系。研究结果支持了上述假设。研究对从事商业谈判的人具有实际意义。     

Relationship between psychological stress and lymphocytic 5′-ectonucleotidase

The relationship between psychological stress and lymphocytic 5-ectonucleotidase, an enzyme marker for lymphocyte differentiation, was studied. Lymphocytic 5-ectonucleotidase was decreased significantly by about twofold in persons experiencing psychological stress, with a corresponding change in Total Mood Disturbance scores of the Profile of Mood States. Enzyme values were reversible in that they returned to normal once the stress had been reduced. Administration of high doses of ascorbate to severely depressed patients also normalized 5-ectonucleotidase activities, and implied that low enzyme values in stressed persons may be mediated by oxygen radical damage. This finding was consistent with previous reports of heightened inflammatory responses occurring in depressed patients. The primary cause of lowered 5-ectonucleotidase during stress may be the breakdown in the homeostatic mechanisms of the hypothalamic-pituitary-adrenal axis and immune system resulting in lymphoid tissue resistance to corticosteroids. It is suggested that this lowering of lymphocyte 5-ectonucleotidase may contribute to stress-mediated immune suppression by inhibiting lymphocyte maturation.     

Building a Theoretical Model for Supporting Teens’ Autonomy Daily (STAND): A Network Analysis of Family-Perceived Changes

Little is known about processes through which behavior therapy (BT) for adolescent ADHD improves outcomes. The purpose of this study was to build a theoretical model for the processes through which a BT for adolescent ADHD (Supporting Teens’ Autonomy Daily; STAND) impacts functioning. Seventy-eight audio recordings from a standard therapeutic task in the final STAND session were analyzed as parents and adolescents (ages 11–16) reflected upon what changed during STAND and why. Qualitative coding sorted parent and teen statements into orthogonal categories of perceived changes. Network analysis examined inter-relations between categories. Results indicated twenty-one categories of perceived change areas. Parent use of behavioral strategies, adolescent motivation, and adolescent organization skills were central nodes in the network of perceived changes, with strong relations to academic and parent-teen relationship outcomes. A model is proposed in which skills training in STAND increases parent behavioral strategy use and teen organization skills, while Motivational Interviewing (MI) in STAND increase parent behavioral strategy use and initial adolescent motivation. In turn, parent behavioral strategy use is proposed to further reinforce teen motivation through contingency management, thereby increasing teen application of organization skills to daily life. As a result of improved teen motivation and organization skills, the model proposes that ADHD symptoms, academic problems, and parent-teen conflict abate. We discuss secondary mechanisms and outcomes in this model, the possibility of person-specific processes, implications for community-based adaptation of STAND, and plans to validate this conceptual model using sophisticated mediational models.