Challenges in Defining and Developing the Field of Rural Mental Disorder Preventive Intervention Research

An overview of selected issues and challenges in defining and developing the field of rural preventive intervention research is presented. One fundamental challenge is to clarify the distinguishing characteristics of prevention science in rural contexts. Other challenges are evident in the need to address: the lack of consensus on conceptual and methodological approaches to this field, limited empirical study to date, the tremendous diversity of rural populations, and inconsistencies in the usage of the term rural. This article suggests the organization of a work group to formulate and implement a clear research agenda. In addition, several general questions are discussed that, if addressed, might serve to better define and further develop the field. These questions concern the implications of multiple approaches to prevention science in rural contexts, the classification of rural populations, the functional relevance of rural residence in the etiology of specific disorders, the application of extant etiological models to interventions designed specifically for rural populations, the conduct of rural area prevention needs assessments, the development of models for collaboration between intervention researchers and rural community stakeholders, and strategies to engage rural residents in preventive interventions.     

Issues in group work with older lesbians

This article outlines considerations in group interventions with older lesbians. It is intended for mental health professionals who work—as leaders, supervisors, and consultants—with various kinds of groups in their professional practice, including therapy, psychoeducational, support, growth, recreational, and self-help groups. First, unique issues in the life circumstances of older lesbians are addressed. Next, five case examples are presented that illustrate the usefulness of group interventions with this population. The article concludes with recommendations for effective practice.     

The Effect of Active Supervision and Pre-correction on Minor Behavioral Incidents in a Sixth Grade General Education Classroom

This study examines the effect of using active supervision, pre-correction, and daily data review on occurrences of minor behavioral incidents in a sixth grade general education classroom. The results suggest a functional relationship between the use of the teacher-training package and concomitant decreases in minor behavioral incidents. The findings from this study extend the existing literature on the use of active supervision and pre-correction, and establish a useful model for bringing teachers in contact with proactive instructional strategies.     

Keeping the Spirit of Community Partnerships Alive in the Scale Up of HIV/AIDS Prevention: Critical Reflections on the Roll Out of DEBI (Diffusion of Effective Behavioral Interventions)

DEBI, or the Diffusion of Effective Behavioral Interventions is the largest centralized effort to diffuse evidence-based prevention science to fight HIV/AIDS in the United States. DEBI seeks to ensure that the most effective science-based prevention interventions are widely implemented across the country in community-based organizations. Thus, this is a particularly timely juncture in which to critically reflect on the extent to which known principles of community collaboration have guided key processes associated with the DEBI rollout. We review the available evidence on how the dissemination of packaged interventions is necessary but not sufficient for ensuring the success of technology transfer. We consider additional principles that are vital for successful technology transfer, which were not central considerations in the rollout of the DEBI initiative. These issues are: (1) community perceptions of a top-down mode of dissemination; (2) the extent to which local innovations are being embraced, bolstered, or eliminated; and (3) contextual and methodological considerations that shape community preparedness. Consideration of these additional factors is necessary in order to effectively document, manage, and advance the science of dissemination and technology transfer in centralized prevention efforts within and outside of HIV/AIDS.     

Treatment integrity of school-based interventions with children in the journal of applied behavior analysis 1991-2005

We reviewed all school-based experimental studies with individuals 0 to 18 years published in the Journal of Applied Behavior Analysis (JABA) between 1991 and 2005. A total of 142 articles (152 studies) that met review criteria were included. Nearly all (95%) of these experiments provided an operational definition of the independent variable, but only 30% of the studies provided treatment integrity data. Nearly half of studies (45%) were judged to be at high risk for treatment inaccuracies. Treatment integrity data were more likely to be included in studies that used teachers, multiple treatment agents, or both. Although there was a substantial increase in reporting operational definitions of independent variables, results suggest that there was only a modest improvement in reported integrity over the past 30 years of JABA studies. Recommendations for research and practice are discussed.     

Effectiveness of a Cognitive Behavioral Intervention for Young Adults with Cystic Fibrosis

This study examined the effectiveness of a cognitive behavioral intervention for young adults with cystic fibrosis (CF). Four young adults were referred for the therapy by medical staff because of perceived problems with anxiety, anger, or coping. Treatment impact was assessed on measures of anxiety, anger, perceptions of functional disability, and coping. A multiple baseline design across subjects was used. Overall, the impact of the cognitive behavioral intervention for young adults with CF was mixed. If participants had elevated baseline scores on anxiety, anger, or perceived functional disability, then some improvement was shown. However, only one participant had elevated baseline anxiety and anger scores, while two had higher functional disability scores. For coping, only one participant clearly displayed a greater use of approach relative to avoidance coping by the end of treatment. Results are discussed in terms of treatment implications, assessment, and coping issues.     

心理干预的优先获益者——来自发展可塑性的研究证据

近些年, 发展可塑性领域出现两个新模型--差别易感性模型和优势敏感性模型, 两个模型均表明个体从积极环境中的获益具有差异性。而心理干预作为一种特殊的积极环境被引入到该领域的研究中。已有的研究已经发现一些证据表明, 具备某些特征的当事人从心理干预中获益更多。这些特征包括人格和气质类、遗传类和生理类。本质上, 这些研究在处理“什么对谁最有效”的问题, 但现有研究仅能部分回答这个问题。因此, 心理干预的效果差异有多少可归于这些易感特征, 是有待继续回答的问题。     

Throwing a Wrench in the Work(s): Using Multicultural and Social Justice Competency to Develop a Social Justice–Oriented Employment Counseling Toolbox

This article presents a social justice toolbox from which employment counselors can draw when working with various populations at multiple levels. First, the authors introduce social justice and its relationship to employment counseling (the toolbox). Second, the skills and knowledge required to integrate social justice into employment counseling (the tools) are presented. Finally, strategies are offered to maintain social justice competency so that the tools can be maintained and applied ethically and effectively.