Training Community Members to Serve as Paraprofessionals in an Evidence-Based,Prevention Program for Parents of Preschoolers

Widespread dissemination of evidence-based programs for underserved populations may require non-traditional means of service provision. Collaboration with paraprofessionals from communities that are targeted for intervention holds promise as a delivery strategy that may make programs more accessible and acceptable, especially to parents living in low-income, urban neighborhoods. We describe a paraprofessional training program for individuals living in a community targeted for preventive intervention based on high levels of poverty and community violence. The design and implementation of the training program are described in the context of issues related to the use of paraprofessionals in community-based, preventive interventions with parents of young children. We also provide insight into lessons learned from a feasibility study as well as general guidelines for the development of paraprofessional training programs for delivery of evidence-based programs.     

An enriched teaching program for reducing resistance and indices of unhappiness among individuals with profound multiple disabilities

We evaluated an enriched teaching program for reducing resistance and indices of unhappiness displayed by 3 individuals with profound multiple disabilities during teaching sessions. The program involved presentation of preferred activities before, during, and after each teaching session, discontinuation of identified nonpreferred activities, and a brief break and preferred activity following occurrence of resistance. Implementation of the enriched teaching program was accompanied by reductions in resistance and indices of unhappiness for each participant. Results also indicated no negative impact of the program on participant performance of the teaching steps or staff teaching proficiency. Staff questionnaire responses provided a degree of social validation for the observed changes in that staff reported the participants liked the enriched teaching program more than the traditional teaching process. Directions for future research discussed include identifying critical aspects of the overall program and the potential relation between teaching proficiency and the program's enrichment effectiveness.     

Finding the space between east and west: the emotional impact of teaching in St Petersburg

The paper describes our experience of teaching analytical psychology to a group of graduates of the East European Institute of Psychoanalysis in St Petersburg, our developing partnership as we struggled to teach and learn, each with our own assumptions, preconceptions and projections about the other, and the emotional impact of our radically different social, intellectual and political histories. We had to be affected to become effective. It draws on contemporary Jungian ideas to unpack the interpersonal dynamics involved when there are culturally different styles of learning, which created a complicated transference/countertransference matrix. We believe we have by now witnessed a process of individuation among our students and at the same time they too have witnessed some change and growth in us.     

Students Aggress Against Professors in Reaction to Receiving Poor Grades: An Effect Moderated by Student Narcissism and Self‐Esteem

Laboratory evidence about whether students’ evaluations of teaching (SETs) are valid is lacking. Results from three (3) independent studies strongly confirm that "professors" who were generous with their grades were rewarded for their favor with higher SETs, while professors who were frugal were punished with lower SETs (Study 1, d = 1.51; Study 2, d = 1.59; Study 3, partial η² = .26). This result was found even when the feedback was manipulated to be more or less insulting (Study 3). Consistent with laboratory findings on direct aggression, results also indicated that, when participants were given a poorer feedback, higher self‐esteem (Study 1 and Study 2) and higher narcissism (Study 1) were associated with them giving lower (more aggressive) evaluations of the "professor." Moreover, consistent with findings on self‐serving biases, participants higher in self‐esteem who were in the positive grade/feedback condition exhibited a self‐enhancing bias by giving their "professor" higher evaluations (Study 1 and Study 2). The aforementioned relationships were not moderated by the professor's sex or rank (teaching assistant vs.professor). Results provide evidence that (1) students do aggress against professors through poor teaching evaluations, (2) threatened egotism among individuals with high self‐esteem is associated with more aggression, especially when coupled with high narcissism, and (3) self‐enhancing biases are robust among those with high self‐esteem. Aggr. Behav. 39:71‐84, 2013. © 2012 Wiley Periodicals, Inc.     

Young Adults on the Autism Spectrum: Perceived Effects of Participation in a University-Based Challenge Course Program in the Community

Researchers investigated perceived life effectiveness of young adults with autism who were partnered with student peers in an outdoor Challenge Course program on a university campus. Twenty-three adults ages 17–34 completed the Life Effectiveness Questionnaire before and after participating in the program. Paired samples t-tests of pre-scores and post-scores indicated significant increases in self-perceptions of effectiveness in task leadership and social competence factors. Perceptions of improved communication and high levels of satisfaction were reported by participants and parents. Occupational therapy intervention with community-dwelling young adults with autism using university-based peer partnerships is effective in promoting participation and life effectiveness.     

Method of Knowledge and the Challenges of the Planetary Society: Edgar Morin's Pedagogical Proposal

Edgar Morin is one of the most important contemporary European philosophers. His name has recently also become well known on the American continent, especially in South America, where his works have given rise to several interesting cultural initiatives. The analysis of his pedagogical proposal can be a stimulating adventure for educators and teachers alike. Morin's proposal to link methodologically what is disjoined suggests re-establishing the connection between thought and action, in order to re-establish on rational and critical bases the ethical principles of solidarity and responsibility and enable us to face the challenges of our times.     

Imitation of High-Interest Comic Strip Models' Appropriate Classroom Behavior:

Animated cartoons depicting aggressive behavior have been used widely in the investigation of reinforced and generalized imitation in the laboratory. Little research has examined the use of either animated or comic strip cartoons in the teaching and encouragement or desirable skills and activities in real-life settings. The present study employed comic strip drawings of high-interest cartoon models to symbolize and teach skills contributing to the social and educational development of children in a child care center. The results demonstrate that high-interest cartoon models are both effective and feasible agents for positive behavioral change when used within the generalized imitation framework. In addition, four alternative explanations of generalized imitation were tested: the failure to discriminate explanation, the variable-ratio schedule explanation, the demand characteristics explanation and the reinforcement value of stimulus similarity explanation. The findings contradicted the first three and offered evidence in support of the fourth.     

Evaluating Addictions Counseling Programs: Promoting Best Practices,Accountability, and Advocacy

Program evaluation offers several benefits to addictions counselors, including identifying best practices, providing accountability to stakeholders, and advocating for minority client populations. This article reviews the benefits of addictions counseling program evaluation and outlines main steps in the evaluation process.