Nurses\u27 Alumnae Association Bulletin - Volume 3 Number 5

Jefferson Marches On Christmas Packages The United States Cadet Nurse Corps and Jefferson Medical College Hospital Attention Promotions Welcome, Miss Hopkins Student Nurse Activities Scholarship Girls Taking Anaesthesia Our Office and Teaching Staff Message from the President News Bulletins Information Please! Coming Events Graduate Nurses\u27 Chorus Condolences Emergency Nursing Penicillin Organized Staff - 1943-1944 New Positions New Alumnae News of Our Doctors Doctors in Army Army Nurse Corps Navy Nurse Corps Engagements Marriages New Arrival

Alien Registration- Elliott, Margaret (Fort Fairfield, Aroostook County)

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Academic Capabilities and Disadvantaged Students: The Role of Institutions

Notwithstanding the far reaching intellectual and practical contributions of Bandura’s theory of self-efficacy, researchers have suggested that it may not adequately address the role of institutions. This paper suggests that traditional measures of self-efficacy underemphasize institutional factors. This may have important implications, especially for considering the circumstances of disadvantaged groups. It may be productive to think of self-efficacy as a multidimensional construct that includes personal and institutional dimensions. Using an interdisciplinary approach, we examine how self-efficacy theory can be expanded to account for the social and economic realities of disadvantaged groups and lead to empirical work that can inform policy and programs

The Achievement Gap From a Capabilities and Asset Perspective

Current explanations for the achievement gap do not fully explain why high-achieving poor and minority children perceive of college as being out of reach. This paper reviews perspectives on the achievement gap and proposes a model that incorporates a capabilities and assets approach. The uneven playing field created by unequal distribution of assets sustains educational advantage and high expectations for college among children from families with assets, while dampening expectations for college among poor and minority children. As a possible avenue to closing the gap, we suggest that increasing poor and minority children’s capability for financing college may increase educational engagement and the likelihood that they will expect to attend college

Social Skills Interventions for Adolescents with ASD, ADHD, and Other Comorbidities

This project was part of a research initiative to collaborate with Kristin Brubaker, MSOT, OTR/L, practicing pediatric occupational therapist at the Center for Therapeutic Intervention (CTI). CTI is an outpatient, private pediatric occupational therapy clinic in Gig Harbor, WA. The purpose of our project was to determine existing and effective interventions to improve social skills in adolescents, ages 11 to 18 years, with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), sensory processing disorder (SPD) and other sensory processing issues. Our search of the literature yielded a total of 22 research studies, with the majority representing group-based interventions. Limited research was found pertaining to ADHD and no research was found pertaining to either SPD or sensory processing issues. Future research recommendations include a focus on developing and studying effective interventions for individuals with ADHD and SPD. Our knowledge translation products were specifically designed for CTI and included an in-service presentation detailing our research and findings, a proposed social skills program for a specific group of adolescents at CTI, and reference tools to use in creating future group-based programs. Post-presentation responses and feedback were overwhelmingly positive and well received