LGBTQ student experiences in schools from 2009–2019: A systematic review of study characteristics and recommendations for prevention and intervention in school psychology journals

The present systematic review analyzes ways in which empirical studies in the field of school psychology have studied the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in the past decade (2009–2019). Results from 23 studies revealed an over-representation of quantitative studies conducted mostly in the United States and an over-representation of majority White, cisgender, and high school participants across studies. Results also showed that studies in the last decade have: (a) focused on exploring negative attitudes and behaviors toward LGBTQ students and the outcomes of these attitudes and behaviors, (b) provided direction on how to support LGBTQ students in schools, and (c) analyzed the effects of bystanders and perpetrators on the well-being of LGBTQ students. In addition, this review revealed ways in which studies in school psychology journals present prevention and intervention practices for creating a safe environment for LGBTQ students, including: (a) policies that focus on the inclusion and protection of LGBTQ students, (b) training for faculty and other school staff to promote LGBTQ students' safety, and (c) curriculum and extracurricular activities that address LGBTQ issues. We provide recommendations for improving the experiences of LGBTQ students in schools such as involving community stakeholders in drafting affirming policies.     

Incorporating Emic Perspectives in Defining Social Competence: Validation of Parental Assessment of Peer Play Interactions at Home for Low-Income Chinese-Heritage Children

Early Childhood Education Journal - Despite the rapid growth of the Chinese immigrant population in the United States, little is known about the social behaviors of Chinese-heritage,...     

The Reliability and Permanence of Vocational Interests of Adolescents

The University of San Francisco is conducting a 5-year evaluation of its new baccalaureate professional nursing education curriculum. Graduates of the old and the new curriculum are being compared, and one class (1972) is being followed from the freshman year to one year following graduation. There are approximately ninety students in each class (1969-1974) . The Q-technique is one of the devices being used to assess student perceptions of the curriculum. The 72-item Q-sort is administered to each class (sophomore, junior, senior) in the spring of each year and is sorted twice by each respondent at one sitting: first, in terms of the curriculum as it is; second, as the students would like it to be. This double sort at one sitting is unique. A rank ordering of the items by mean scores and intercorrelations of cluster findings are presented. Use of the double Q-sort as a research tool appears to be an effective device for measuring the degree of agreement and diversity of student perceptions of the curriculum.     

Motion Pictures

Gerald Mast and Marshall Cohen (eds.) Film Theory and Criticism: Introductory Readings (New York: Oxford University Press, 1974 -- $4.95, paper)

Jump Cut (3130 West Schubert, Chicago, Ill. 60647 -- $3.00 per year for Six issues)

Sam Ewing and R.W. Abolin's Professional Filmmaking (Blue Ridge Summit, Pa.: TAB Books, 1974 -- $9.95)

David Coynik's Movie-Making, (Chicago: Loyola University Press, 1974 -- $3.50 (2.63 to schools), paper with a teacher guide at $1.00, paper)

Lewis Yablonsky's George Raft (New York: McGraw-Hill, 1974 -- $8.95)

Al DiOrio, Jr.'s Little Girl Lost: The Life and Hard Times of Judy Garland (New Rochelle, N.Y.: Arlington House, 1974 -- $8.95)

Eileen Hsu-Balzer, Richard H. Balzer and Franciz K.J. Gsy's China Day by Day (New Haven: Yale University Press, 1974 -- $15.00/7.95)     

Developmental Change in Infants' Responses to Stress

Infant stress responses to a well-baby physical examination and inoculation were observed longitudinally at 2, 4, and 6 months of age. In general, there were cortisol increases over base to the procedures. Cortisol level and cortisol response decreased with age. These data indicate a developmental shift in adrenocortical functioning between 2 and 6 months of age. Further evidence for this shift was seen in the stability of individual responses between 4 and 6 months of age. Individual differences in both cortisol and behavioral responses showed the most stability between these 2 ages. Moreover, diurnal variation in baseline cortisol level was present only at 6 months of age. While a sizable minority of infants showed stress-related cortisol decreases to the procedures at a given age, there was no evidence for cross-age consistency in individual infants showing these cortisol decreases.     

Children Use Gesture to Interpret Novel Verb Meanings

Children often find it difficult to map verbs to specific referents within complex scenes, often believing that additional features are part of the referents. This study investigated whether 3‐year‐olds could use iconic gestures to map novel verbs to specific referents. One hundred and twenty children were taught verbs that could be interpreted as change‐of‐state or manner verbs while presented with manner, end‐state, or no iconic gestures. Children were then presented with a choice that forced them to generalize either on the basis of manner or end state. Results showed that children who saw manner gestures showed a stronger manner bias compared to the other groups. Thus, the specific feature of an event encoded in gestures guides children's interpretations of novel words.