The Integration of Health and Counseling Services on College Campuses: Is There a Risk in Maintaining Student Patients’ Privacy?

The formation of integrated centers on college campuses that combine health services and counseling provide clear advantages for students. There is currently no “best practices” model that informs integrated centers’ operational procedures. The “continuity of care” requirement of medical providers can conflict with the strict confidentiality guidelines of counselors, especially as it pertains to the sharing of patient information. Current informed consent procedures also contain deficiencies that should be addressed in integrated centers. Centers might refer to Health Insurance Portability and Accountability Act (HIPAA) standards which accord psychotherapy notes special status, excluding them from medical records. As we consider the stigma that is still attached to pursuing counseling services, we need to establish a system within integrated centers that does not pose additional barriers to students’ help-seeking behaviors. Despite the challenges, positive collaboration can occur between medical providers and mental health personnel in devising documentation and record sharing procedures that safeguard student patients’ privacy interests.     

The impact of friendship on synchronous collaborative retrieval tasks in the primary school

Two experiments aim at describing the impact of friendship during a synchronous collaborative information retrieval (SCIR) with young pupils (recruited in Grade 3). In the first study, 68 pupils were asked to look for 13 answers in one of the three following conditions: on an individual basis (condition “Single”), as part of a designed duo with social friendship (condition “Affinity +”), or as part of a designed duo without social friendship (condition “Affinity ?”). In the second experiment, we investigated more precisely the impact of friendship on verbal interactions between partners. Main results obtained in these two experiments are the following: (1) pairs retrieved effectively more answers, more correct answers and were more efficient than singles; (2) pairs composed of pupils without social friendship retrieved more answers, more correct answers and were more efficient than pairs composed by friends; (3) pairs composed of friends produced significantly more irrelevant queries; and (4) pairs composed of friends produced more verbalisations related to conflicts, while pairs composed of pupils without social friendship are engaged in a great deal of consensus seeking. Finally, educational implications are discussed.     

Translating Laboratory Evidence into Classroom Practice with Teacher‐Led Randomized Controlled Trials—A Perspective and Meta‐Analysis

We initiated and structured a single program that supervised teachers, some with neuroscience or psychology degrees, to collaborate and explore the effects of science of learning‐translated pedagogy. This article reports on the 34 findings from teacher‐led randomized controlled trials (RCTs) and replications. Teachers designed trials, looking at areas such as attention, memory, and spaced learning. Overall, positive effects were found over short periods (1–6 weeks; r = 0.15, p < .0001 [d = 0.30], N = 2,157). However, retrieval practice (testing as a learning experience) had differential effects mediated by age, approach, and lesson content. Results suggest science of learning‐translated pedagogy needs extensive replication to establish how best to use laboratory evidence in classrooms. Multiple planned replication of teacher‐led RCTs has potential as an evaluation tool, combining high levels of mundane realism with strong internal validity and the potential to build cost effective large samples for meta‐analysis.     

Language preference and its relationship with reading skills in English and Spanish

A dearth of research has investigated the language preference of bilingual childhood populations and its subsequent relationship to reading skills. The current study evaluated how a sequential bilingual student's choice of language, in a particular environmental context, predicted reading ability in English and Spanish. The participants were Latino children ranging in age from 7 years, 5 months, to 11 years, 6 months, with 43% born in the United States. Results showed a relationship between a child's higher English language preference for media and for communication with others outside the family and better reading skills in English. Language preference differences predicted reading abilities better for English than for Spanish. Results suggested that sequential bilingual children's language preference may be a useful marker of English language (second language [L2]) facility and use that is related to their reading proficiency or influences the development of English reading skills in such bilingual children in the United States. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 171–181, 2007.     

Energy cost of different skating techniques in cross-country skiing

The aims of this study were to compare the aerobic energy cost of four 'on-snow' skating techniques in cross-country skiing and to examine the relationships between performance and aerobic energy cost. Twelve male skiers from recreational to national standard performed four level skating trials of 6 min duration in random order, each at the same submaximal velocity but with a different skating technique: (1) 'offset' (V1), using a double asymmetrical and asynchronous pole plant as weight is transferred to one ski; (2) 'two-skate' (V2A), where the pole plant is symmetrical; (3) 'one-skate' (V2), where there is a pole plant as weight is transferred to each ski; and (4) 'conventional', without poles. Oxygen uptake (VO2), pulmonary ventilation, the respiratory exchange ratio and heart rate were measured using a K4(b2) portable gas analyser. The aerobic energy cost (VO2/mean speed) and heart rate were higher (P < 0.05) in the one-skate than in the offset condition. This may be explained by the greater and more efficient use of the upper body and the lower variation in centre of gravity velocity in the offset condition. The aerobic energy cost was 5-9% higher (P < 0.01) in the conventional than in the other techniques, probably because of the shorter duration of propulsive forces within a cycle in the conventional skating condition. Moreover, in ski skating, the mechanical efficiency (propulsive forces/total forces) was shown to be higher in the upper than in the lower limbs. The correlation coefficient between performance and aerobic energy cost was significant in the two-skate (r = 0.68, P = 0.02), one-skate (r = 0.72, P = 0.01) and conventional (r = 0.62, P = 0.04) conditions, but not in the offset condition (r = 0.50, P = 0.10). Our results stress the importance of the upper body component in cross-country skiing and that the aerobic energy cost discriminates between skiers of different standards.     

Student perceptions and instructional effectiveness of deaf and hearing teachers

The study examined the views of deaf and hard of hearing secondary-level students when asked about their preferences for deaf vs. hearing teachers. It also compared elementary- and secondary-level students' achievement scores based on the hearing status of their teachers. Deaf and hard of hearing secondary-level students showed greater preference for deaf teachers, with deaf students showing greater preference for deaf teachers than hard of hearing students did. No significant differences were found in the achievement levels of students based on differences in teacher hearing status. The study supports the limited research done in the past.     

Goal neglect and working memory capacity in 4- to 6-year-old children

Goal neglect is the phenomenon of failing to execute the momentary demands of a task despite understanding and being able to recall the task instructions. Successful goal maintenance is more likely to occur in adults with high working memory capacity (WMC) who can keep rules mentally accessible while performing the task. The current study predicted that goal neglect would also be related to WMC in children. It assessed thirty-seven 4-year-old and twenty-eight 6-year-old children on the goal neglect version of the Dimensional Change Card Sort, and 3 tasks that measure WMC. As predicted, children with higher WMC scores were more likely to maintain goals adequately for task performance. The findings are consistent with a 2-factor model of working memory and its development.