Parental involvement in a science program

Conclusion The response of the parents to the request for yet more of their time to take part in the evaluation indicates the commitment of these parents to their involvement in the life of the school. This in itself argues for the effectiveness of their participation. One would hope that the nature of the evaluation in which the evaluator sought to establish not just what they gave to, but also what they gained from, the program would contribute to them feeling valued members of the school community.     

Stressors, anxiety, acculturation and adjustment among international and North American students

The acculturation process generally contributes greatly to stress and anxiety levels among international students. The objectives of the present study were: (1) to see whether international students experience more anxiety, irritability, and stress from being apart from family and friends, pressure from school, difficulties with language, work and finances than students with permanent US residency, and (2) to investigate the same stressors in groups within the international student population. Surveys were distributed to 246 students aged 17–51 at an ethnically diverse community college in Southern California, US. Analysis of variance was conducted to investigate group differences between students: permanent US residents vs. international students, and, permanent US residents vs. European and Asian students, respectively. No significant differences were found between international students and students with permanent US residency. However, when the international student population was sub-grouped by above cultural regions a different pattern emerged. Difficulties of not being able to work and of socially related problems were perceived as more severe for the European and the Asian groups, while finance problems were hard for all three groups. The variable of language difficulties was harder for Asian students, while that of stress of being apart from family was harder for students from Europe. Findings are not only congruent with prior research results on international students but also demonstrate that international students with culturally diverse needs should not be considered as one homogenous group. It is suggested that educational systems need to properly adapt in order to accommodate international students’ unique cultural needs.     

An Introduction to Proposed Human Sexuality Counseling Competencies

The presentation of human sexuality information within counselor education programs seems inconsistent, leaving counselors typically underprepared to handle the sexuality-related components of many clients’ distress. Addressing this gap, the present article, using guidance from the American Association of Sexuality Educators, Counselors, and Therapists (AASECT), proposes 10 human sexuality counseling competency domains to aid counselors in working more effectively and comprehensively with clients. These domains are: Ethical/Professional Behavior, History and Systems, Anatomy/Physiology, Sexual Identity, Sexual Development, Intimacy and Interpersonal Relationships, Pleasure and Sexual Lifestyles, Sexual Functioning, Health/Medical Factors, and Sexual Exploitation. Clinical implications are discussed and include improved case conceptualization and developing counselor competence. Opportunities for future research are presented as they relate to counselor education and training.