Adult Depressive Disorders

The American Psychiatric Associations\u27 Diagnostic and Statistical Manual of Mental Disorders (2013) provides diagnostic criteria and characteristics specific to the numerous classifications of adult depressive disorders that many consider broad and complex, having a great deal of subtle differences in symptomology and a significant amount of overlap and consistent co-morbidity with various other mental health disorders. Therefore, the depressive condition tends to be difficult to thoroughly understand and adequately treat in clinical settings. This type of clinical conundrum can lead to misdiagnosis and ineffective treatment and interventions, leaving the client\u27s core problems poorly-addressed and the client vulnerable to an increased risk of relapse. The inconclusive knowledge base and the emergent nature of current research relative to the depressive disorders will require that clinicians possess a thorough understanding of the adult depressive disorders in order to advance effective practices and positive client outcomes in the field of rehabilitation counseling and in all human services. The current literature review examined the current knowledge base with regard to the diagnosis, treatment, and the highlights of emergent and potential future studies surrounding the adult depressive disorders in an effort to increase awareness and understanding

Using technology to enhance writing in primary grades

Computers in the primary classroom have been a controversial topic for many years. Many believe that computers do not benefit young children. In the past, very little research has been done in the primary classroom to prove or disprove the critics. Most of the studies focused on upper elementary, middle school, and high school. Three years ago, the federal government sought to validate the need for computers in the primary classroom. In doing so, the Natie (all names are pseudo names) Community Schools received a federal grant to study computers in the primary classroom. As a teacher in that school district, I was asked to participate in the implementation of this project. What quickly became apparent was that my on-the-job experience with computers and my academic research at the university could be combined to more fully explore the question of viability of computers in the classroom. My final project is, thus, the culminating point of my research and experience to date with these endeavors. It is my hope, however, that it will also be a beginning point for others to explore these matters at greater depth and application

Health Benefits for the Uninsured: Design and Early Implementation of the Accelerated Benefits Demonstration

Many Social Security Disability Insurance (SSDI) beneficiaries have serious and immediate health care needs, but, under current law, most are not eligible for Medicare until 24 months after they start receiving cash benefits. This policy brief describes a new project that is testing whether providing earlier access to health benefits, as well as other services, for new SSDI beneficiaries who have no other health insurance improves employment and health outcomes

Extracurricular Activity Involvement and Adolescent Self-Esteem

Extracurricular activities figure prominently in the lives of adolescents, as most youth report participating at some level in a school-based extracurricular activity (Feldman & Matjasko, 2005). Scholars, practitioners, educators, and policy makers alike promote the potential benefits of extracurricular involvement for personal and prosocial development among adolescents. Researchers from a variety of fields have taken an interest in how participation influences health, well-being, and social development. This research has demonstrated a connection between structured activity involvement and several indicators of positive youth development (Busseri & Rose-Krasnor, 2009). Of particular interest in this article is the relationship between activity participation and self-esteem. Activities can help young people achieve developmental tasks, particularly personal identity development. The basic theoretical notion is that participation will support or bolster a positive self-concept and a sense of self-worth. In general, research demonstrates extracurricular participation is linked to self-esteem (Mahoney, Harris, & Eccles, 2006). This article focuses on this connection on a theoretical basis, and then it turns to a summary of the empirical evidence. Finally, it offers practical suggestions regarding adolescent extracurricular involvement and self-esteem