Education Faculty Research and Publications

Low-Income Pregnant Adolescents and Their Infants: Dietary Findings and Health Outcomes

Robert Fox — Tue, 14 May 2013 13:37:00 PDT

Milestone Reinforcer Survey

Robert Fox et al. — Tue, 07 May 2013 13:23:32 PDT

Abstract: The Milestone Reinforcer Survey was developed to assess reinforcer preferences of adults with mild to profound retardation living in a variety of community settings. The survey, which includes 42 items in three categories-primary, secondary, and self reinforcers, can be administered by all levels of staff in about ten minutes. Psychometric properties of the survey were established with 120 adults, 15 males and 15 females representing each level of retardation. The total reinforcer scores for the survey are internally consistent (r = .90), consistent across raters (r = .68) and stable over time (r = .93). The potential uses for this survey for research and practice are discussed.

Exploring Living-Learning Communities as a Venue for Men’s Identity Construction.

Jody Jessup-Anger et al. — Fri, 01 Feb 2013 09:10:37 PST

THIS QUALITATIVE STUDY EXPLORED how male undergraduate students experienced living-learning community environments. Findings revealed that living-learning communities provided men a "safe haven" from rigid gender role expectations, offered a plethora of involvement opportunities, and fostered relationships with faculty and peers. The findings highlight the potential of living-learning communities to provide men with the support they need to reject rigid gender expectations and develop a healthy identity. Recommendations for practice are discussed.

Social Justice Begins at Home: The Challenges and Successes of a Social Justice Living-Learning Community

Jody Jessup-Anger et al. — Wed, 30 Jan 2013 10:25:45 PST

This article describes the development of the Dorothy Day Social Justice Community, a sophomore, social justice-focused living–learning community at Marquette University. The authors describe the administration of the community, discuss various elements of the community, and share assessment results. They also detail lessons learned from three years of administering the community, namely that support should be built throughout the university, barriers removed to student participation, a voice given to students in the administration of the community, and assessment done to guide practice

Development and Initial Validation of the Quick Discrimination Index

Joseph G. Ponterotto et al. — Mon, 26 Nov 2012 14:42:18 PST

A series of empirical studies was conducted to develop and validate the Quick Discrimination Index (QDI), a 30-item, Likert-type self-report inventory. The QDI measures attitudes toward racial diversity (multiculturalism) and women's equality and is appropriate for late adolescents and adults. The instrument has applicability across racial/ethnic groups. Exploratory factor analyses examining both orthogonal and oblique rotations indicate that the QDI is best conceptualized as a tridimensional measure of attitudes. Three oblique factors emerged: (a) general (cognitive) attitudes about racial diversity and multiculturalism, (b) affective attitudes regarding racial diversity related to one's personal life, and (c) general attitudes regarding women's equity issues. The QDI total score and subscale scores were found to be internally consistent, to be stable over a 15-week test-retest period, and to have promising indexes of face, content, construct, and criterion-related validity. A confirmatory factor analysis examining competing factor solutions supported the three-factor oblique extraction.

Enhancing Undergraduate Education: Examining Faculty Experiences During Their First Year in a Residential College and Exploring the Implications for Student Affairs Professionals

Jody Jessup-Anger et al. — Wed, 21 Nov 2012 13:26:26 PST

The article discusses the results of a study on the experiences and insights of faculty members in a new residential college. The researchers used a constructivist, case study method to determine how faculty made meaning of their experiences in a residential college at a major, land-grant research university in the Midwest U.S. The findings of the study indicate that the residential college environment did not ameliorate the time pressures experienced by faculty.

Validity and Reliability of the Lesbian, Gay, Bisexual Working Alliance Self-Efficacy Scales

Alan Burkard et al. — Tue, 20 Nov 2012 12:59:41 PST

In this paper, the authors report on the development and initial psychometric evaluation of the Lesbian, Gay, and Bisexual Working Alliance Self-Efficacy Scales (LGB-WASES) with data collected from two studies and 534 counseling trainees. Exploratory factor analysis results yielded a 32-item scale with a three-factor model (a) Emotional Bond, (b) Establishing Tasks, and (c) Setting Goals. LGB-WASES scores were internally consistent and remained stable over a 3-week period. Construct validity evidence suggests the LGB-WASES scores were (a) positively related to general perceptions of counseling self-efficacy and multicultural counseling competency, (b) negatively related to attitudes toward lesbians and gay men, and (d) unrelated to social desirability. Recommendations for future research are also discussed.

Lesbian, Gay, and Bisexual Affirmative and Non-Affirmative Supervision

Alan Burkard et al. — Tue, 20 Nov 2012 12:51:02 PST

Lesbian, gay, and bisexual (LGB) supervisees were interviewed regarding their experiences of LGB-affirmative and nonaffirmative supervision. Supervisees were asked to describe one of each type of event (i.e., affirmative, nonaffirmative) from their past supervision. In LGB-affirmative supervision, all supervisees felt supported in their LGB-affirmative work with clients. Supervisees perceived that the affirming events also positively affected the supervision relationship, client outcomes, and themselves as supervisees. In LGB nonaffirming supervision, supervisees perceived supervisors to be biased or oppressive toward supervisees' clients or themselves on the basis of LGB concerns or identity. From supervisees' perspectives, the nonaffirming events negatively affected the supervision relationship, client outcomes, and supervisees. Implications for research and supervision are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Corrective Relational Experiences in Psychotherapy

Sarah Knox et al. — Tue, 20 Nov 2012 07:59:47 PST

Supervisors’ Reports of the Effects of Supervisor Self-Disclosure on Supervisees

Sarah Knox et al. — Mon, 19 Nov 2012 14:47:38 PST

Using consensual qualitative research, researchers interviewed 16 supervisors regarding their use of self-disclosure in supervision. Supervisors reported that their prior training in supervisor self-disclosure (SRSD) came via didactic sources and encouraged judicious use of SRSD. Supervisors used SRSD to enhance supervisee development and normalize their experiences; supervisors did not use SRSD when it derailed supervision or was developmentally inappropriate for supervisees. In describing specific examples of the intervention, SRSD occurred in good supervision relationships, was stimulated by supervisees struggling, was intended to teach or normalize, and focused on supervisors’ reactions to their own or their supervisees’ clients. SRSD yielded largely positive effects on supervisors, supervisees, the supervision relationship, and supervisors’ supervision of others.

Supervisor Responsiveness and Unresponsiveness in Cross-Cultural Supervision

Alan Burkard et al. — Mon, 19 Nov 2012 14:32:58 PST

Thirteen supervisees' of color and 13 European American supervisees' experiences of culturally responsive and unresponsive cross-cultural supervision were studied using consensual qualitative research. In culturally responsive supervision, all supervisees felt supported for exploring cultural issues, which positively affected the supervisee, the supervision relationship, and client outcomes. In culturally unresponsive supervision, cultural issues were ignored, actively discounted, or dismissed by supervisors, which negatively affected the supervisee, the relationship, and/or client outcomes. European American supervisees' and supervisees' of color experiences diverged significantly, with supervisees of color experiencing unresponsiveness more frequently and with more negative effects than European American supervisees. Implications for research and supervision practice are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Implications of a NICU Perinatal Follow Through Program for the Primary Care Physician

Stephen C. Ragatz et al. — Mon, 19 Nov 2012 14:03:20 PST

Neonatal intensive care unit follow-through programs provide early evaluation information for the primary care physician. This article describes such data for 339 graduates of St Joseph's Special Care Nursery, 78% of whom were preterm and 70% were of low birth weight. At six months, 7% of the infants were diagnosed with cerebral palsy, based on a 15-month follow-up. Other neurological and respiratory problems were common. A normal neurodevelopmental outcome was found for the majority of the infants. Referrals to medical specialists (eg, ophthalmology) and early intervention programs were required for many infants. The case management role of the primary physician is highlighted along with specific recommendations for care of the medically at-risk or developmentally delayed infant. Wis Med J 1990;89(3):111-114.

Discussions of Racial Difference and the Effect on Client Ratings of the Working Alliance and Counselor

Naijian Zhang et al. — Mon, 19 Nov 2012 11:51:17 PST

Fifty-one clients were surveyed to examine the effect of counselor discussion of racial and ethnic differences in counseling. Analyses revealed that White counselors who discussed these differences with their clients of color were rated as more credible and as having stronger working alliances than those who did not discuss such differences. Se entrevistó a cincuenta y un clientes para examinar los efectos de la discusión por parte del consejero de las diferencias raciales y étnicas en consejería. L os análisis revelaron que los consejeros Blancos que discutieron estas diferencias con sus clientes de color fueron valorados como más fiables y con alianzas de trabajo más sólidas que aquellos que no discutieron tales diferencias.

Minority Student Perceptions of Professional Pscyhology Application Packets: A Qualitative Study

Joseph G. Ponterotto et al. — Mon, 19 Nov 2012 11:37:17 PST

This article reports the results of a qualitative study designed to determine issues salient in Black and Hispanic American students' review and evaluation of program-application packets in professional psychology. The study served as an extension to the Yoshida et al. (1989) quantitative investigation. Students interested in pursuing doctoral studies in counseling or school psychology (N = 22) served as the sample. The qualitative methodology incorporated a think-aloud procedure and semistructured interviews. A theme analysis of transcribed interviews identified both major and minor themes central to participants' evaluation of the packets. Major themes included financial aid, program requirements and course descriptions, demography of the student body, and the quality and clarity of application material. Specific suggestions on developing an application packet to send to inquiring prospective students are put forth. It is recommended that such a packet could serve as a costeffective minority-recruitment strategy.

Corrective Relational Experiences in Supervision

Nicholas Ladany et al. — Mon, 19 Nov 2012 10:25:17 PST

Recent Developments in the Assessment of Racial Identity, Ethnic Identity, and the Multicultural Personality

Alan Burkard et al. — Mon, 19 Nov 2012 09:44:38 PST

Christian School Discipline: A Collaborative Approach to Improving Student Behavior

Robert Fox et al. — Wed, 14 Nov 2012 12:17:56 PST

A Catholic elementary school systematically developed a comprehensive discipline program with input from the administrator, teachers, students, parents, and other members of the parish community. Developed around the themes of respect, spirituality, and responsibility, the program was systematically evaluated over the first year of a three-year period of implementation. Survey results of parents, teachers, and students indicate positive perceptions of the project by aU three groups.

Teen Pregnancy Service: Infant Outcomes Through Two Years of Age

Mary Jo Baisch et al. — Tue, 13 Nov 2012 14:20:00 PST

Health Education and the Developmentally Disabled

Rebecca Cogwell Anderson et al. — Mon, 12 Nov 2012 11:42:42 PST

This article addresses the need for health education programs tailored to meet the needs of the developmentally disabled. Educational aspects of prevention of developmental disabilities are discussed. Tailoring of health assessment and educational techniques for the developmentally disabled is discussed and recommended. In addition, the need for training of professionals who work with the developmentally disabled is defined and encouraged.

Raising Young Children: Parental Perceptions

Donald L. Platz et al. — Mon, 12 Nov 2012 10:28:02 PST

Summary.-Parents' perceptions of raising young children were examined using the Parent Behavior Checklist. The sample included 44 married couples with children between one and four years of age. Parents completed the checklist twice, first based on how each parent was raising one own child and second based on how each perceived the spouse was raising the same child. The results indicated that fathers and mothers had similar developmental expectations for their young children. Fathers tended to be more disciplinarian and mothers more nurturing. Mothers perceived fathers as having higher expectations than did fathers, and fathers perceived mothers as more disciplinarian than did mothers. Correlation coefficients computed to assess agreement between mothers' and fathers' perceptions of their parenting averaged .68, which is comparable to those found for other rating scales completed by parents. Implications are discussed.