Combining Career and Couples Counseling for College Students: A Narrative Approach

Career and personal counseling have been dichotomized as distinct practices in much of the counseling literature. However, many college students seek counseling for career development and romantic relationship issues occurring concomitantly. A model for addressing career and relationship issues with heterosexual college couples in a group format is presented. An approach grounded in narrative theory is described, and case examples are provided to illustrate the model.     

Latino Adolescents’ Ethnic Identity: Is There a Developmental Progression and Does Growth in Ethnic Identity Predict Growth in Self‐Esteem?

The current longitudinal study of 323 Latino adolescents (50.5% male; M age = 15.31 years) examined whether ethnic identity exploration, resolution, and affirmation demonstrated significant growth over a 4-year period and whether growth in ethnic identity predicted growth in self-esteem. Findings from multiple-group latent growth curve models revealed that exploration, resolution, and affirmation all increased significantly from middle to late adolescence for Latina girls. For Latino boys, only affirmation increased significantly. Furthermore, only growth in exploration predicted growth in boys' and girls' self-esteem. This research indicates that patterns of growth in ethnic identity vary by adolescent sex. Furthermore, findings underscore the need to examine the unique contributions of each ethnic identity component, rather than using a composite ethnic identity score.     

Wrist-based cut-points for moderate- and vigorous-intensity physical activity for the Actical accelerometer in adults

Wrist-based accelerometers are increasingly used to assess physical activity (PA) in population-based studies; however, cut-points to translate wrist-based accelerometer counts into PA intensity categories are still needed. The purpose of this study was to determine wrist-based cut-points for moderate- and vigorous-intensity ambulatory PA in adults for the Actical accelerometer. Healthy adults (n = 24) completed a four-phase treadmill exercise protocol (1.9, 3.0, 4.0 and 5.2 mph) while wearing an Actical accelerometer on their wrist. Metabolic equivalent of task (MET) levels were assessed by indirect calorimetry. Receiver operating characteristics (ROC) curves were generated to determine accelerometer counts that maximised sensitivity and specificity for classification of moderate (≥3 METs) and vigorous (>6 METs) ambulatory activity. The area under the ROC curves to discriminate moderate- and vigorous-intensity ambulatory activity were 0.93 (95% confidence interval [CI]: 0.90–0.97; P < 0.001) and 0.96 (95% CI: 0.94–0.99; P < 0.001), respectively. The identified cut-point for moderate-intensity ambulatory activity was 1031 counts per minute, which had a corresponding sensitivity and specificity of 85.6% and 87.5%, respectively. The identified cut-point for vigorous intensity ambulatory activity was 3589 counts per minute, which had a corresponding sensitivity and specificity of 88.0% and 98.7%, respectively. This study established intensity-specific cut-points for wrist-based wear of the Actical accelerometer which are recommended for quantification of moderate- and vigorous-intensity ambulatory activity.     

Mapping the margins and searching for higher ground: examining the marginalisation of black female graduate students at PWIs

The number of Black females enrolled in colleges and universities has grown in recent years, particularly at predominately white institutions (PWIs). Currently, research on the rise of Black females at PWIs is limited and fails to adequately address the emotional, social, and mental well-being of these students. Recent studies also largely ignore the critical roles that natural and formal Black female faculty play in serving as a buffer between Black female graduate students (BFGS) and PWIs more broadly. From a critical perspective using counter-narrative, we address the limitations of the scholarly literature on BFGS and other challenges faced by BFGS. We come to the disappointing – albeit unsurprising – conclusion that PWIs should do more to make the academy a welcoming place for BFGS, however, the ways in which PWIs function make support for BFGS unlikely. We conclude with a discussion about the implications of continued marginalisation of BFGS at PWIs for individuals, families, communities, disciplines, and for PWIs across the nation.     

Integrating Critical Approaches to Technology and Service-Learning Projects

Discussions of service learning emphasize opportunities for students to gain real world experience through work in community contexts. Less attention, however, has been given to the role of technology in these projects. Incorporating critical reflection on the rhetorical and social dimensions of technology throughout students' collaborations with clients can help to situate their practices within larger public contexts. This sort of reflection can encourage student engagement on a variety of levels: professional, rhetorical, intellectual, personal, and civic.     

Exploring Social Norms as a Framework to Understand Decisions to be Physically Active

In light of public health concerns surrounding the consequences of sedentary behavior and physical inactivity, exploring ways to encourage physically active lifestyles has become a critical concern for researchers. Social norms, conceptualized as how individuals perceive the beliefs and behaviors of significant others, have the potential to be a powerful influence on individuals. The investigation of social norms, initially grounded in theory of planned behavior, evolved to be the focal point of the focus theory of normative construct and the theory of normative social behavior. This more complex conceptualization of social norms provided insight into how perceptions of social norms influence decisions about health-related behaviors. The purpose of this review is to present social norm theories as a viable framework to investigate how environments can be structured to promote physical activity.     

From Silence to #WhyIStayed: Locating Our Stories and Finding Our Voices

Domestic violence is a serious public health issue in the United States. In the digital age, social media platforms like Twitter provide users with the opportunity to anonymously share short, 140-character narratives. Following the Ray Rice domestic violence scandal, thousands of women took to Twitter to share their abuse stories using the hashtag #WhyIStayed. Building on existing domestic violence research, we conduct what is, to our knowledge, the first assessment of women utilizing Twitter to share their lived experiences with abusive relationships and reasons for staying. Findings revealed four themes: (lack of) resources, responsibility for abuse, fear, and gender-linked power. The results suggest that Twitter functions as a space where women can share lived experiences about domestic violence, which then fosters discussion about a stigmatized topic. Thus, Twitter functions as a connective mechanism where women can understand the lived experiences of domestic violence and access a large community where information and support can be exchanged.     

PERSUASION FROM BELOW?

Guided by the belief that anonymity inevitably breeds the kind of uncivil discourse that hurts their readers, many news organizations have chosen to ban anonymous comments sections on their websites in recent years. Unfortunately, little empirical research has been conducted to assess whether exposure to anonymous comments actually does influence people's attitudes. In this paper, we address this oversight by asking: do anonymous comments posted on a newspaper website shape how internet users feel about the media? Using an online experiment to systematically manipulate exposure to anonymous comments attached to a “hard news” report, we find strong evidence that exposure to non-attributed posts—regardless of their tone—leads internet users to feel more negatively towards specific news organizations and the media in general.     

A family affair: Library opportunities to connect with parents and families

Parents are important aspects of our students' academic lives, and as such, should be acknowledged and considered as allies and potential partners with libraries. This article presents ideas for many ways in which libraries can engage with parents and families, while also exploring the benefits of such efforts. The broad areas in which these efforts fall include 1) overall student success, 2) connecting with other student-supporting and student-reaching entities on campus, and 3) supporting the critical efforts of student recruitment and retention. In this article, examples of different parent engagement opportunities are also discussed, including involvement in campus events, engaging with parent associations, considerations of legacy engagement, and collaboration with other campus units. The results of these parent-library initiatives and connections can help accomplish a variety of things including supporting student academic success, ensuring that the library is involved in other university student outreach efforts, contributing to development and fundraising activities and finally, supporting the recruitment and retention of students.     

Designing effective interventions for children at‐risk for antisocial behavior: An integrated model of components necessary for making valid inferences

Children demonstrating antisocial behavior patterns are at‐risk for a host of negative outcomes including school failure, peer and teacher rejection, academic difficulties, and future delinquency. These children are undoubtedly in need of effective and appropriate interventions to address problem areas in both behavioral and academic domains. To ensure that academic and sociobehavioral interventions will be more successful, three main components: (a) social validity, (b) treatment integrity, and (c) generalization and maintenance must be addressed when designing the interventions. The purpose of this article is to (a) describe the pertinent characteristics (e.g., definition, application, and assessment issues) of each of these components as they relate to school‐based interventions, and (b) introduce an integrated model that illustrates the interrelatedness of these essential intervention components. © 2001 John Wiley & Sons, Inc.