A multilevel treatment approach for culture shock experienced by sojourners

This article describes culture shock as an adjustment reaction syndrome which affects sojourners intellectually, emotionally, behaviorally, and physiologically. A brief review of the literature shows that while various theories regarding the etiology of culture shock have been proffered, and many crosscultural training methods developed for dealing with different aspects of culture shock, to date no treatment has been designed which responds to the needs of sojourners experiencing stress in the four areas mentioned. Therefore a treatment was designed which integrates various cross-cultural training methods with psychotherapeutic techniques in order to provide sojourners with coping skills for dealing with the multilevel impact of culture shock. The treatment was implemented with 64 North Americans who had recently arrived in Costa Rica to study Spanish. A group of students, designated the control group, received no treatment. The next group of students to arrive at the school was offered the 6 week treatment. Both groups of subjects were tested at the end of 12 weeks, using the SCL-90-R, a multidimensional self-report inventory designed to measure symptomatic psychological distress. Treatment and control group subjects were matched on eight control variables and their scores on the SCL-90-R were compared using the t test for correlated samples. Statistical analysis yielded a significant difference between groups with p < .01. It may therefore be inferred that the treatment model described here is effective in reducing symptoms of psychological distress for sojourners similar to those in this study.     

Future Models for the Study of Individual Differences in Motivation During Infancy

In this article, we propose a model for framing the influences on variation in infant spontaneous mastery at 12 months of age. Using the perspective of our model, we discuss the differences and similarities that our work shares with that of the other authors in this Special Issue. We hope that using our model in this way can foster integration and expansion of ideas for future studies of motivation in infancy. In addition, our model provides a roadmap for the study of important variables in risk groups. Empirical examination of the wide variation in infant capabilities and maternal emotional resources in risk groups and developmental transformations across the first two years of life can highlight important touchpoints for intervention.     

Accuracy and feasibility of video analysis for assessing hamstring flexibility and validity of the sit-and-reach test

The accuracy of video analysis of the passive straight-leg raise test (PSLR) and the validity of the sit-and-reach test (SR) were tested in 60 men and women. Computer software measured static hip-joint flexion accurately. High within-session reliability of the PSLR was demonstrated (R > .97). Test-retest (separate days) reliability for SR was high in men (R = .97) and women R = .98) moderate for PSLR in men (R = .79) and women (R = .89). SR validity (PSLR as criterion) was higher in women (Day 1, r = .69; Day 2, r = .81) than men (Day 1, r = .64; Day 2, r = .66). In conclusion, video analysis is accurate and feasible for assessing static joint angles, PSLR and SR tests are very reliable methods for assessing flexibility, and the SR validity for hamstring flexibility was found to be moderate in women and low in men.     

Teachers’ Perspectives on a Professional Development Intervention to Improve Science Instruction Among English Language Learners

Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools. In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher workshops, effectively promoted students’ science learning, along with English language development and mathematics learning. Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated into our on-going intervention efforts and offer insights into features of effective professional development initiatives in improving science achievement for all students.

Preparing GTAs for Active Learning in the General Chemistry Lab: Development of an Evidence-Based Rehearsal Module for a Mixed-Reality Teaching Simulator

Journal of Science Education and Technology - There is an assumption that graduate teaching assistants (GTAs) have mastery of the chemistry content they are teaching and preparation to instruct...     

Paraprofessional home visitors’ perspectives on addressing poor mental health,substance abuse,and domestic violence: A qualitative study

This research was conducted to understand paraprofessional home visitors’ perceptions of their training in addressing poor mental health, substance abuse, and domestic violence, and their actions in working with families in addressing these issues. Five focus groups were conducted with a total of 28 paraprofessional home visitors. Three main themes emerged from qualitative analysis. Home visitors experienced tension between addressing families’ more pressing needs such as housing or utilities and addressing poor mental health, substance abuse, and domestic violence. Home visitors felt that they received extensive training in these risk areas, but that this training focused heavily on knowledge acquisition rather than skill development. Home visitors also desired more guidance in addressing families’ poor mental health, substance abuse, and domestic violence concerns—namely, more clarity on the extent to which they should address these issues during visits and more and varied supervision. Home visitors need more training on how to initiate conversations about mental health, substance abuse, and domestic violence, including how to transition conversations from other client needs. Home visiting programs must clarify home visitors’ roles in addressing clients’ poor mental health, substance abuse, and domestic violence and provide additional and varied supervision to home visitors.