What about African American older women and depressive symptoms?

ABSTRACT

Depression is a major problem among African American older women; however, they also tend to be understudied as members of a multiple minority and oppressed group. As matriarchs and grandmothers in their families and communities, depression often emerges and becomes a detrimental problem for these older African American women. This study, a secondary data analysis, utilized the Health and Retirement Study (HRS) 2010 database to examine depression among older African American women. This article discusses the joint impact of age, social support, religion, caregiving, and physical health on depression among older community dwelling African American women. Findings indicate that age, physical health, and marital status as an aspect of social support were significant predictors of whether or not an older African American woman had ever had depression and whether or not she felt depressed in the past year. Receiving help from relatives as an aspect of social support also remained significant for participants who were feeling depressed in the past year. Implications for research, theory, and policy are offered.     

The development and validation of a primary science curriculum delivery evaluation questionnaire

This study describes the processes involved in the development and statistical validation of a primary science curriculum delivery evaluation instrument, the Science Curriculum Implementation Questionnaire (SCIQ), used to identify factors influencing science programme delivery at the classroom and school level. The study begins by exploring the themes generated from several qualitative studies in the New Zealand context pertaining to the phenomenon of primary science delivery. Building on the findings from the qualitative studies, quantitative procedures used to develop and validate both a five‐scale, 35‐item SCIQ and a seven‐scale, 49‐item SCIQ are presented. Finally, current applications of the seven‐scale, 49‐item SCIQ as a foundation for data collection, staff discussion and collaborative decision‐making for the purpose of primary science delivery are briefly discussed.     

Elementary Teachers' Knowledge and Self-Efficacy for Measurement Concepts

Educational standardized testing impacts millions of children and educational professionals each year. In the current accountability climate, an effective educational system depends on professionals who are literate in assessment and can take the appropriate actions in response to test results. Measurement researchers should begin to focus more attention on how teachers use assessment results, what skills teachers possess, and what teachers believe they can do in working with test results. This study examined elementary teacher knowledge and self-efficacy in measurement concepts through a random sample of teachers in the state of Washington. Teachers had greater success with skills related to basic measurement concepts compared to using test scores for informed decisions. No relationship was found between years of teaching and measurement knowledge or self-efficacy. However, teachers showing interest in resources for communicating test results to parents had lower self-efficacy compared to teachers not interested in resources.     

Self‐harm through cutting: evidence from a sample of schools in the north of England

This project explored the prevalence of self‐harm by cutting in a geographically circumscribed area of the North of England, using a school‐based survey. Twenty‐three per cent of the young people reported they had cut themselves at least once, with no major changes evident at different age groups or with gender. There were clear differences in rates between schools, and statistically significant differences when comparing the coping mechanisms used by young people who cut themselves with those of their peers.     

A Constructivist Perspective for Integrating Spirituality Into Counselor Training

Significant efforts have been made in recent years to integrate training in spirituality and religion into counselor training programs. This article highlights issues that may be encountered by some trainees and suggests that constructivist teaching principles be used to mitigate these concerns. The authors present recommendations and activities in the context of the Association for Spiritual, Ethical, and Religious Values in Counseling (2009) Spiritual Competencies.     

Halting progress: some comments on recent British educational policy and practice

The Thatcher governments have invented very little in respect of current educational policy. Long standing struggles over central‐local control and the ‘naturalness’ of academic selection are central features around which policies advance and retreat. The economic and social policies of Thatcherism have, however, accentuated the rhetoric and reality of vocationalism as a widely acceptable counterpoint to an expansion of de facto selective provision which rewards the fractions of capital and class from which it expects support. There are few grounds for expecting an early reverse to these tendencies.