The Health Empowerment Program: A Primary Care – Area Agency on Aging Partnership

Educational Objectives 1. Appreciate the benefits of a primary care-area agency on aging collaboration. 2. Identify strategies for enhancing this cross-organizational partnership

Palestra bei Prudentius

published or submitted for publicatio

The Effects of Counselor Trainee Stress and Coping Resources on the Working Alliance and Supervisory Working Alliance

Counselor trainees’ stress and coping resources have the potential to influence the relationships formed with supervisors and clients. Two hundred thirty two (N = 232) Master-level counselor trainees completed surveys designed to measure perceived stress, coping resources, the working alliance, and the supervisory working alliance. Participants completed a demographic questionnaire, the Working Alliance Inventory – Short Form Therapist Version (WAI-S; Tracey & Kokotovic, 1989), the Supervisory Working Alliance Inventory – Trainee Version (SWAI-T; Efstation, Patton, & Kardash, 1990), the Perceived Stress Scale – Short Form (PSS; Cohen, Kamarck, & Mermelstein, 1983), and the Coping Resources Inventory for Stress – Short Form (CRIS; Curlette & Matheny, 2008). The working alliance was negatively correlated with Perceived Stress (r = -.25, p \u3c .01) and positively correlated with the coping resources Situational Control, (r = .23, p \u3c .01), Emotional Control (r = .18, p = .01), Social Support From Family (r = .19, p \u3c .01), Mental Tension Control (r = .18, p \u3c .01), and Making Plans (r = .15, p \u3c .05). The supervisory working alliance was negatively correlated with Perceived Stress (r = -.23, p \u3c .01) and positively correlated with the coping resources Situational Control (r = .17, p \u3c .01), Emotional Control (r = .18, p \u3c .01), Social Support From Friends (r = .14, p \u3c .05), Mental Tension Control (r = .22, p \u3c .01), Asserting One’s Rights (r = .13, p \u3c .05), and Trusting Oneself (r = .14, p \u3c .05). After controlling for the primary internship setting, Stress (∆R2 = .055, â = -.21, p \u3c .001) and Social Support from Family (∆R2 = .021, â = -.21, p \u3c .025) explained 7.6% of the variance in the working alliance, F (10, 221) = 3.71, p \u3c .001. After controlling for the number of counseling sessions and total number of weekly individual counseling hours, Perceived Stress (∆R2 = .047, â = -.14, p \u3c .10) and Situational Control (∆R2 = .026, â = .18, p \u3c .025) explained 7.3% of the variance in the supervisory working alliance, F (4, 170) = 7.73, p \u3c .001. Implications for counselor training and implications for research are discussed

A Study of the Development of Long-Term Marriages Lasting 25 Years or More

The purpose of this study was to examine the development of long-term marriages lasting 25 years or more. Six couples were interviewed using a qualitative case study methodology using the nine task model created by Wallerstein and Blakeslee (1995) as the theoretical framework. This study sought to understand how couples in long-term marriages demonstrated utilizing Wallerstein and Blakeslee’s nine tasks, and if they identified any new tasks, a hierarchy, and any changes to the definitions of the tasks. Data were collected through interviews, observations, and a survey. Multiple themes were developed for how participants utilized the nine original tasks in their long-term marriages. In addition, four new themes, (1) the ability to compromise, (2) having outside support, (3) planning for the future, and (4) having similar backgrounds are discussed. A hierarchy was developed determining that the three most important tasks were: (1) providing comfort and support; (2) keeping a sense of humor and shared interests; and (3) building togetherness, intimacy and autonomy. The two least important tasks included: (1) keeping in mind why and how you fell in love, and (2) separating from family of origin. There were changes in three definitions of the tasks including (1) separating from family of origin, (2) keeping a sense of humor and shared interests, and (3) keeping in mind how and why you originally fell in love. Findings also indicated the need for communication, time, and love to be present before any of the developmental tasks can be utilized in a long-term marriage. Recommendations are provided for future research on long-term marriage

Breaking Down Barriers: A Culturally Responsive Career Development Intervention with Racially Minoritized Girls of Color

Career development and professional identity remain critical areas that need addressing for young girls of color. Currently, racial-ethnic minorities continue to face disparities educationally and economically. Girls of color, in particular, are subjected to double jeopardy as they navigate a world still ridden with racial and gender discrimination. These barriers and other social and environmental factors have negatively impacted career self-efficacy, resulting in a lack of appropriate career decision-making. Through a lens of social justice and advocacy, school counselors can act as an ally and provide culturally appropriate interventions that address these issues. Career interventions based on the specific needs of racially minoritized students are necessary to reduce opportunity gaps and increase career options. This article explores the impact on career-related variables resulting from participation in a culturally responsive career development program. FLAME, a fifteen-week after-school program, was designed and implemented to foster growth and development in career exploration and leadership as well as career decision-making self-efficacy. Results provide initial support in suggesting that culturally responsive career development programs impact the career development of minority girls, especially in the areas of student motivation and engagement and perceived career barriers

The modeling and analysis of an elastic mechanism with clearances

The classical approach for the analysis of linkages has been to assume rigid elements during operation. As the operational speeds of mechanisms increase, this assumption creates larger errors in the analysis. Thus a better model of a machine that considers elastic deformations will aid in more efficient design as well as provide improved accuracy and performance. This thesis presents a simulation for the dynamic response of an elastic link model with three clearances. The simulation has been developed for an automobile, cam actuated valve train. The computer program is coded in FORTRAN IV, for an IBM-360 computer and is included as a portion of this work. The capability to visually observe the dynamic action of the model is included by a graphic display routine. This routine is implemented in SDS FORTRAN IV for a SDS-9300 computer interfaced with an ADAGE Graphic Display Terminal, Model 10. Sample problems for various cam speeds of interest are included utilizing graphs and photos from the graphic display.http://archive.org/details/modelinganalysis00gnilLieutenant, United States NavyApproved for public release; distribution is unlimited

Comparing Special Education Teachers’ Personality Profile With Their Choice to Teach

Researchers have yet to examine the association of Holland personality profiles as it relates to special education teachers. In response to this need, we report the personality and vocational profiles (Holland Codes) of 134 special education teachers across a special education training program. The purpose of this paper is to summarize findings from the Self-Directed Search measure commonly used to assess the personality of participants in an occupation and suggest implications for participants’ choice in becoming a special education teacher. Our focus was on personality match with vocational choice to include participants’ demographic (e.g., gender, race/ethnicity, and geographical location) profile. Findings from the study reveal that while special educators’ overall personality profile is congruent with the Holland Codes associated with special education teachers, other features may explain participants’ choice to pursue a career as a special education teacher. Implications for teacher preparation programs and K-12 schools training are recommended based on the research findings