It Takes a Village: The Effects of 10th Grade College-Going Expectations of Students, Parents, and Teachers Four Years Later

Adolescents are surrounded by people who have expectations about their college-going potential. Yet, few studies have examined the link between these multiple sources of college-going expectations and the actual status of students in postsecondary education years later. The study draws on data collected in the 2002–2006 Educational Longitudinal Study and employs an underutilized statistical technique (cross-classified multilevel modeling) to account for teacher reports on overlapping groups of students (typical of high school research). Results showed that positive expectations of students, parents, English, and mathematics teachers in the 10th grade each uniquely predicted postsecondary status 4 years later. As a group, the four sources of expectations explained greater variance in postsecondary education than student characteristics such as socioeconomic status and academic performance. This suggests positive expectations are additive and promotive for students regardless of their risk status. Teacher expectations were also found to be protective for low income students. Implications for future expectancy research and equity-focused interventions are discussed.     

The Position of Metapsychology in the Formation of Psychoanalytic Knowledge and the Concept of “I” (Ego)

Psychoanalysis is unique in that competence in the field can be achieved only through applying the method to oneself. Different psychoanalytic schools differ in their understanding of the unconscious, about how to approach it, or how to define the specificity of the psychoanalytic interaction. Consequently, there are differences in the criteria for the definition of the ‘good-enough analysis’. There are many different opinions about how to select candidates, organise the curriculum and length of training. To define psychoanalytic talent is difficult; the uncertainty in the definition of criteria to use for selection is great; the problematic overlap between personal analysis and training is constantly present; to achieve conditions in which learning and creativity can develop is complicated by trainee, supervisor and their relationship to the Institute. Confrontations about training are often heated and divergent, as well as repetitive. Systematic studies about psychoanalytic education are very few. After a short discussion of the different concerns about selection, personal versus training analysis and the ambiguities of the supervisory situation, the author gives a review of three studies on how psychoanalytic education—as viewed by trainers and trainees—is conducted and experienced at the Swedish Psychoanalytic Institute. Training is felt to be well grounded in theory and tradition; nonetheless most do not have a sufficiently clear picture of training as a whole. Both candidates and trainers see the development of a psychoanalytic identity as the goal of training, where the competencies to be acquired are equated with important personality qualities. The candidates have a feeling of “being chosen"; they “wish to belong to a group who share an interest and fascination for psychoanalytic thinking and theory". All praise the warm and open atmosphere, and the mutual and continuous evaluations and the deep involvement of all. The surge to be rooted in an overreaching psychoanalytic ethic, the culture of gratitude within the Institute and the devotion to the task to train psychoanalytic clinicians for the future may preserve an idealised image of psychoanalysis and the fantasy that psychoanalysts are exceptional persons and give a mystifying colour to the psychoanalytic profession. This might also stand in the way of a more radical change in the traditions of training—according to the rather drastically changing climate in which psychoanalysts of the future will have to work.     

Different Pedagogy,Different Politics: High School Learning Opportunities and Youth Political Engagement

Using data from an original two‐wave panel survey of California high school students and a two‐wave panel survey of high school students in Chicago, we find that different pedagogical approaches influence different forms of civic and political engagement. Specifically, controlling for prior levels of engagement and demographic factors, we find that open discussion of societal issues promotes engagement with political issues and elections. In contrast, service learning opportunities increase community‐based and expressive actions. Both kinds of opportunities promoted commitments to participatory citizenship. These patterns can teach us about the kinds of opportunities (both in school and out) that can shape adolescents' civic and political development.     

AMPing Racial Attitudes: Comparing the Power of Explicit and Implicit Racism Measures in 2008

In 2008, ANES included for the first time—along with standard explicit measures of old‐fashioned and symbolic racism—the Affect Misattribution Procedure (AMP), a relatively new implicit measure of racial attitudes. This article examines the extent to which four different measures of racial prejudice (three explicit and one implicit) predict public opinion during and after the 2008 election, including Americans' views towards several racial policy issues, their evaluations of, and feelings toward, Barack Obama, and their attitudes toward a Black president in general. Oversamples of African American and Latino respondents in the 2008 ANES enable us to broaden our tests of these measures beyond traditional White samples. We find that racial prejudice played an important role for all racial/ethnic groups but that the traditional explicit measures of racism are by far the stronger predictors for all of our dependent variables (compared to the new implicit measure) for both White and Black respondents. Surprisingly, the AMP adds clear explanatory power only to models in the Latino sample.     

Community Organization and Planning Consultation

This paper focuses upon the role of the occupational therapist as a health agent with resultant responsibilities for participation in health planning and preventative program development. Included is a discussion of community problem solving methods, an overview of community organization, and principles of preventative intervention. A community-wide assessment methodology upon which to base planning decisions is presented. The principles of prevention, community assessment, and occupational therapy program development are emphasized through a discussion of a mental health model which evolved in a military community.     

Homophobia in physical education and sport: The role of physical/sporting identity and attributes,authoritarian aggression,and social dominance orientation

We examined levels of, and reasons for, anti‐gay and anti‐lesbian prejudice (homophobia) in pre‐service physical education (PE) and non‐physical education (non‐PE) university students. Participants (N = 409; 66% female; N = 199 pre‐service physical educators) completed questionnaires assessing anti‐gay and lesbian prejudice, authoritarianism, social dominance orientation (SDO), physical/athletic identity and self‐concept, and physical attributes. ANCOVAs revealed that PE students had higher levels of anti‐gay (p = .004) and lesbian prejudice than non‐PE students (p = .008), respectively. Males reported greater anti‐gay prejudice (p < .001), but not anti‐lesbian prejudice, than females. Authoritarian aggression was positively associated with greater anti‐gay (β = .49) and lesbian prejudice (β = .37) among male participants. Among females, higher authoritarian aggression and SDO was associated with greater anti‐gay (β = .34 and β = .25, respectively) and lesbian (β = .26 and β = .16, respectively) prejudice. The physical identity‐related constructs of athletic self‐concept (β = .?15) and perceived upper body strength (β = .39) were associated with anti‐gay attitudes among male participants. Physical attractiveness (β = ?.29) and upper body strength (β = .29) were also associated with male participants’ anti‐lesbian prejudice. Regression analyses showed that the differences between PE and non‐PE students in anti‐gay and lesbian prejudice were largely mediated by authoritarianism and SDO. The present study is the first to examine the relationship between investment in physical/sporting identity and attributes and anti‐gay and lesbian prejudice in PE/sport participants. In the present sample, anti‐gay and lesbian prejudice was greater in pre‐service PE students than non‐PE students, but these differences appear to be explained by differences in conservative ideological traits. Additionally, physical identity and athletic attributes based around masculine ideals also appear to contribute to this prejudice in males.     

Does high educational level protect against intellectual decline in older adults?: A 10‐year longitudinal study

This study examined the relation between educational level and intellectual change in Japanese older adults. Participants (age = 65–79 years, n = 593) comprised the first‐wave participants of the National Institute for Longevity Sciences‐Longitudinal Study of Aging (NILS‐LSA). They were followed for 10 years and were tested six times. Educational levels were divided into two groups (low‐educated or high‐educated), and intellectual changes for the 10 years were assessed using the Japanese Wechsler Adult Intelligence Scale‐Revised Short Forms (JWAIS‐R‐SF); subtests included Information, Similarities, Picture Completion, and Digit Symbol. General linear mixed‐model analyses revealed that education had not affected 10‐year changes of the Information, Similarities, and Picture Completion subtest scores. In contrast, education was significantly associated with a change in the Digit Symbol subtest score; individuals with higher levels of education showed greater decline than those with less education, although they had higher ability at every time point. These findings suggest that higher education does not protect against intellectual decline in late life, although it is associated with long‐term individual differences in intelligence.     

Religion,Volunteering, and Educational Setting: The Effect of Youth Schooling Type on Civic Engagement

Research on civic engagement shows that volunteering rates decline as young people move from adolescence into emerging adulthood. Using panel data spanning this period of the life course, we examine the impact of secondary schooling type—public, Catholic, Protestant, private nonreligious, and homeschool—on sustaining volunteering into emerging adulthood. We apply a framework that posits pathways between secondary schooling and sets of opportunities to volunteer embedded in institutions and social networks. We also posit a link between schooling type and durable motivational dispositions to volunteer. Results indicate substantial differences by schooling type, although our measures of opportunity structure and motivation do not adequately account for these differences. Those educated in Protestant secondary schools are considerably more likely than other young people to continue to volunteer, even accounting for potential spurious influences. Those schooled at home or in private nonreligious settings are significantly less likely to continue volunteering. We conclude by discussing two alternative accounts that should be addressed in further research: one focused on the role of habituated social practices and the other focused on differences in organizational efforts to link adolescent volunteering to emerging adult volunteering.     

Occupational Therapy Students' Development of Therapeutic Communication Skills During a Service-Learning Experience

This qualitative study examined the effect community-based service-learning experiences had upon occupational therapy students' therapeutic communication skills and their application of theoretical concepts. After their semester-long course was completed, six students de-identified and voluntarily submitted their weekly reflective journals for retrospective analysis in accordance with Giorgi's strategies (1985 Giorgi , A. ( 1985 ). Phenomenology and psychological research . Pittsburgh , PA : Duquesne University Press . [Google Scholar], 1997 Giorgi , A. ( 1997 ). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure . Journal of Phenomenological Psychology , 28 , 235 – 261 .[Crossref] , [Google Scholar]). Two analysts identified eight themes: developing trust, establishing boundaries, communication, client-centered care, breakdown of preconceptions, increased self-awareness, power of pride, and power of occupation. Educators are urged to use service-learning experiences to facilitate student interpersonal skill development and integration of theoretical knowledge.     

Service User Perception of and Satisfaction with Programs Having Higher Education and Employment Goals for People Diagnosed with Mental Illness

This study examined quantitative and qualitative outcomes of service users’ perceptions of and satisfaction with a program having higher education and employment goals. In a one-group post-test design, 48 participants with various mental health diagnoses completed a quantitative questionnaire and 29 of those participated in qualitative focus groups. Participants identified positive and negative aspects of the program and provided recommendations for change. Results indicated that service users with higher education and employment goals benefit from a multi-faceted program that includes person-centered individualized care, concrete, goal-directed activities, practitioners who are compassionate and knowledgeable, and plans addressing setbacks and obstacles.