Non-Suicidal Self-Injury in the Transgender Community

Non-suicidal self-injury (NSSI) has been increasing in clinical as well as non- clinical populations in recent years. There are few published reports of the investigation of this behavior in the transgender community. An online and paper and pencil survey was administered to transgender individuals over the course of six months. A total 977 people responded to the survey. Results indicated that 41.8 percent of the participants have a history of engaging in non-suicidal self-injury. Self-injury rates were significantly higher among female-to-male (FTM) participants than among male-to-female (MTF) participants. Further, individuals who have been prevented from transitioning were more likely to engage in self-injury than those who have not been prevented. Results support the idea that those who engage in self-injury have, or could have co-occurring mental health concerns, specifically anxiety and depression. Additionally the constructs of protection and feeling from the Body Investment Scale were found to be predictive of self-injury in the transgender community. These research findings shed new light on the patterns and prevalence of NSSI in the transgender population and will inform the practice of mental health professionals who work with transgender clients. Limitations of the study include the use of the Internet for survey research and the self-report study design

MATH SKILLS IN BIOLOGY EDUCATION: A NEEDS ASSESSMENT OF COMMUNITY COLLEGE BIOLOGY FACULTY

Despite the long history of Community Colleges (CCs) in the United States, the needs of faculty and students in these institutions remain underexplored and underrepresented in literature. Our society’s increasing need for a data science literate STEM-ready workforce particularly in the areas of biological and health sciences increases the urgency to understand and support students and faculty in CCs. This study includes a needs assessment of math and quantitative skills in CC biology education. An exploratory, sequential, mixed methods design, infusing an interview phase and inventory survey phase frames this needs assessment. Phase one of the research includes interviews with 20 CC biology educators recruited from national conferences. Findings from phase one of the research formed the basis for the design of an inventory survey of math/quantitative skills in CC biology courses. An expert panel supported the revisions of the inventory survey through a modified Delphi Method. Phase two of the research includes nearly 300 inventory survey responses from CC biology faculty in 45 states. Integrated findings from both phases of the research inform the needs assessment and recommendations. Results of the needs assessment support findings that CC biology faculty are challenged by the diversity of student needs including weak math/quantitative skills. Increasing curricular and certification requirements combined with little institutional support compound these challenges. High rates of adjunct faculty are being offered low salaries, few benefits, and unsupported time for curriculum development and student mentoring. Findings also demonstrate the need for professional development for all faculty regardless of their full time or adjunct status. Recommendations for professional development aimed at infusing active learning, collaborative practices, and interdisciplinary curriculum design conclude the study

Non-Suicidal Self-Injury in a Large Online Sample of Transgender Adults

Non-suicidal self-injury (NSSI) has been increasing in clinical as well as nonclinical populations in recent years. There are few published reports examining lifetime occurrence of this behavior in transgender and gender nonconforming (TGNC) people. An online survey was conducted with self-identified TGNC adults (n = 773) in the United States over the course of 6 months in 2009. The mean age for the sample was 40.4 years (SD = 13.9). Most participants identified on the trans masculine spectrum (female-to-male or FTM; 52.0%), 33.9% identified on the trans feminine spectrum (male-to-female or MTF), and 8.0% identified as genderqueer. Participants completed the Body Investment Scale, the Depression, Anxiety, and Stress Scales, and the Inventory of Statements about Self-Injury. Results indicated that 41.9% of participants had a lifetime history of NSSI. Scores on the subscales of Protection and Feeling from the Body Investment Scale were found to be statistically predictive of NSSI. These findings shed new light on the lifetime prevalence of NSSI in this online TGNC respondent sample. Practice implications are discussed for mental health professionals who work with TGNC clients in addition to research recommendations

Effectiveness of a Parent-Child Home Numeracy Intervention on Urban Catholic School First Grade Students

Catholic social teaching affirms the primary role of parents in their children’s education, as well as the importance of forging a positive home-school partnership. The purpose of this article is to provide empirical evidence for further cultivating a collaborative, home-school relationship aimed at improving the mathematics performance of Catholic school first grade students by training parents as providers of at-home numeracy support. The participants included 60 parents (29 Black; 2 Asian; 1 Latino; 26 White; and 2 other) from two urban, Catholic schools. Parents randomly assigned to the experimental group received numeracy training and materials and then, implemented a 15-week home numeracy intervention. Results revealed that students in the treatment group or those who received the parent-child home numeracy intervention made large and statistically significant gains in their mathematics achievement, measured by a standardized test, as compared to the control group. Keywords Parental involvement, mathematics achievement, urban education, Catholic education Efficacité d\u27une intervention parent-enfant pour le calcul à la maison sur les enfants de cours préparatoire dans des écoles catholiques urbaines. La doctrine sociale catholique affirme le rôle premier des parents dans l\u27éducation de leurs enfants, de même que l\u27importance de nouer une relation positive entre l\u27école et la maison. Cet article vise à donner une preuve empirique en vue de cultiver davantage une relation positive entre l\u27école et la maison, afin d\u27améliorer les résultats en mathématiques des élèves de cours préparatoire des écoles catholiques en formant les parents pour qu\u27ils puissent les aider en calcul à la maison. Les parents comptaient 60 participants (29 noirs, 2 asiatiques, 1 hispanique, 26 blancs et 2 autres) dans deux écoles catholiques urbaines. Les parents affectés au groupe expérimental de manière aléatoire ont reçu une formation au calcul et des documents, et ont ensuite mis en œuvre une intervention de 15 semaines de calcul à la maison. Les résultats ont montré que les élèves dans le groupe de traitement ou ceux qui ont bénéficié de l\u27intervention parent-enfant de calcul à la maison ont obtenu des gains importants et statistiquement significatifs dans leurs résultats en mathématiques, mesurés par un test standard, comparé au groupe de contrôle. Mots-clés : implication des parents, réussite en mathématiques, éducation urbaine, éducation catholique Efectividad de una intervención de matemáticas padre-hijo en el hogar, en estudiantes de primer curso de escuelas urbanas católicas La enseñanza social católica afirma el principal papel de los padres en la educación de sus hijos, así como la importancia de forjar una relación positiva hogar-escuela. El objetivo de este artículo es proveer evidencia empírica que cultive aún más una relación hogar-escuela colaborativa y mejorar los resultados de los estudiantes de primer curso de escuelas católicas en las matemáticas al entrenarse a los padres en tanto que proveedores de apoyo de matemáticas en casa. Los participantes incluyeron a 60 padres (29 negros, 2 asiáticos, 1 latino, 26 blancos y 2 de otros grupos) de dos escuelas católicas urbanas. Los padres asignados al azar al grupo experimental, recibieron entrenamiento matemático y materiales por lo que se implementó una intervención de matemáticas de 15 semanas. Los resultados revelaron que los estudiantes en el grupo de tratamiento o los que recibieron la intervención de matemáticas padre-hijo en el hogar mejoraron significativa y estadísticamente en sus logros matemáticos, medidos por un test estandarizado, en comparación con el grupo de control. Palabras clave Involucración de los padres, logros matemáticos, educación urbana, educación católic

The DSM-5 with limited prosocial emotions specifier for conduct disorder : a systematic literature review

DSM-5 added a categorically defined specifier ('with Limited Prosocial Emotions'; LPE) for the diagnosis of conduct disorder (CD). This paper systematically reviews the evidence base for this specifier in children and adolescents who are diagnosed with CD. Computer-assisted searches were executed and identified 181 potentially relevant papers. Eventually, nine papers were included in this review, referring to eight unique samples. All studies constructed an LPE measure by pulling the same items from the same rating scales that were used in the development of the DSM-5 LPE specifier. The prevalence of youth with CD who met criteria for this novel LPE specifier (CD + LPE) ranged from 6.1% to 83.7%. The studies greatly varied in the features used to test the viability of the DSM-5 LPE specifier. The most commonly used features relate to severity of antisocial behavior, low neuroticism (or lack of anxiety and depression), and treatment responsiveness. Available work altogether showed that CD + LPE youth displayed higher levels of past antisocial behaviour than CD Only youth, but failed to reveal other group differences that corroborate with expectations. Effect sizes typically were in the small to moderate range, suggesting that the practical usefulness of the group differences is limited. Empirical work shows that this specifier should not be used for clinical decision-making when relying on items from measures that have been used in the development of the LPE specifier. Crucially, limitations that hallmark the few studies on the topic hamper any firm conclusion about the usefulness of the specifier

Career Decision Self‐Efficacy of Transgender People: Pre‐ and Posttransition

Although the mental health needs of transgender and gender‐nonconforming (TGNC) people have recently been addressed more directly than in the past (Bockting, Miner, Swinburne Romine, Hamilton, & Coleman, 2013; dickey, Reisner, & Juntunen, 2015; Meier, Pardo, Labuski, & Babcock, 2013), there remains a dearth of information related to vocational development of this population. Some of the considerations in career counseling and vocational development among TGNC people include differences in developmental concerns related to gender transition, gender presentation, passing (e.g., being perceived by others in one\u27s affirmed gender), and binary and fluid gender identities (Beemyn & Rankin, 2011; Harrison, Grant, & Herman, 2012). In the present study, we consider gender transition with regard to career decision self‐efficacy (CDSE) among TGNC people pre‐ and posttransition

Witnesses to Inspiration

Introductory essays by Jennifer Abod, Eve Oishi, and Holly Smith, the editors of a Special Issue of the Journal of International Women’s Studies dedicated to pioneering Black Lesbian Feminist scholar, activist, artist, teacher Angela Bowen, Ph.D. (1936-2018.) Also included is a piece by Lore/tta LeMaster, a former student of Bowen’s and M. Jacqui Alexander, a close friend and co-conspirator. These essays describe the authors’ personal and professional connections with Bowen and situate the special issue in relation to their fields of expertise, including International Women’s and Gender Studies and Black Archival Feminist Practice