The Relationship Between School Counselor\u27s Perception of a Supportive School Climate and Reported Level of Job Satisfaction

The purpose of this study is to determine the relationship between a school counselor\u27s perception of a supportive school climate and reported level of job satisfaction. School climate was determined using the School Climate Scale, while job satisfaction was determined using the Minnesota Satisfaction Questionnaire. Participants in this study were randomly selected from a list of all counselors employed in a school counseling position as of January 1998, obtained from the Missouri Department of Elementary and Secondary Education. Analysis of the data was completed using the Pearson r to assess the correlation between school climate and job satisfaction

Global macro risks in currency excess returns

We study a cross section of carry-trade-generated currency excess returns in terms of their exposure to global fundamental macroeconomic risk. The cross-country high-minuslow (HML) conditional skewness of the unemployment gap—our measure of global macroeconomic uncertainty—is a factor that is robustly priced in currency excess returns. A widening of the HML gap signifies increasing divergence, disparity and inequality of economic performance across countries

An interpretive study of nursing students’ experiences of caring for suicidal persons

Suicide is a worldwide public health problem. Although preparing nursing students to care for suicidal persons has been a standard part of nursing education for many years, nurses consistently report that they lack competencies in caring for this population of patients. The purpose of this phenomenological and hermeneutical study was to understand the experiences undergraduate nursing students had in regard to caring for suicidal persons. The aim of the study was to obtain insights into the basic preparation of students in the care of suicidal persons to inform pedagogical approaches pertaining to suicide and improve the nursing care for these individuals. Twelve senior nursing students were recruited for the study. Data were collected using in-depth, unstructured interviews. The study themes indicated that (a) when participants read about suicidal persons\u27 mental status and behavior in patient, records they initially feared interacting with and caring for these individuals; (b) participants\u27 abilities to gather information about suicide risk was influenced by how much patients talked with them about their suicidal tendencies; and (c) participants\u27 capacity to provide safe and therapeutic suicide prevention interventions was impacted by judicious critical thinking skills. Teaching strategies that align with the themes are provided

Contribution of reactive and proactive control to children's working memory performance:Insight from item recall durations in response sequence planning

The present study addressed whether developmental improvement in working memory span task performance relies upon a growing ability to proactively plan response sequences during childhood. Two hundred thirteen children completed a working memory span task in which they used a touchscreen to reproduce orally presented sequences of animal names. Children were assessed longitudinally at 7 time points between 3 and 10 years of age. Twenty-one young adults also completed the same task. Proactive response sequence planning was assessed by comparing recall durations for the 1st item (preparatory interval) and subsequent items. At preschool age, the preparatory interval was generally shorter than subsequent item recall durations, whereas it was systematically longer during elementary school and in adults. Although children mostly approached the task reactively at preschool, they proactively planned response sequences with increasing efficiency from age 7 on, like adults. These findings clarify the nature of the changes in executive control that support working memory performance with age

Exploring the Professional Identity of Examplar Novice High School Counselors

This phenomenological study investigated how exemplar novice high school counselors described the development of their professional identities. Through interviewing high school counselors who have been practicing between 1 to 5 years, experiences and themes emerged to understand the process of how exemplar novice high school counselors developed a professional identity. Through the themes, researchers will analyze whether novice high school counselors benefited from certain courses as trainees, current job experiences and professional involvement in developing their professional identities

A Qualitative Study of Doctoral Student Supervisory Development

Doctoral students in a Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited program are required to have training in clinical supervision. Frequently doctoral counseling programs have a supervision practicum course designed to facilitate student development into a supervisor. This qualitative research utilized a collective case study approach to gather descriptions of the experiences doctoral students found most useful about their supervision training. Doctoral students enrolled in a supervision practicum course were asked to describe their experiences as supervisors in training through a semi-structured interview approach. Three broad themes emerged from the data: Facilitation of Development, Formation of Supervisory Style, and Supervisory Roles. Descriptions of the themes and specific experiences doctoral students identified as contributing to their development are explored

Social Justice Advocacy Training: An Innovative Certificate Program for Counselor Education

The authors outline an innovative certificate program that promotes the Multicultural and Social Justice Counseling Competencies (MSJCC; Ratts, Singh, Massar-McMillan, Butler, & McCullough, 2015) and how counselor education programs can commit to a social justice approach. In addition, the authors provide a detailed summary of the certificate program that requires counselors-in-training to move beyond a multicultural understanding of diverse cultural worldviews so that they commit to becoming social change agents and take action on issues of equality and justice. Limitations and implications for counselor educators are presented

Pollen Sterility—A Promising Approach to Gene Confinement and Breeding for Genetically Modified Bioenergy Crops

Advanced genetic and biotechnology tools will be required to realize the full potential of food and bioenergy crops. Given current regulatory concerns, many transgenic traits might never be deregulated for commercial release without a robust gene confinement strategy in place. The potential for transgene flow from genetically modified (GM) crops is widely known. Pollen-mediated transfer is a major component of gene flow in flowering plants and therefore a potential avenue for the escape of transgenes from GM crops. One approach for preventing and/or mitigating transgene flow is the production of trait linked pollen sterility. To evaluate the feasibility of generating pollen sterility lines for gene confinement and breeding purposes we tested the utility of a promoter (Zm13Pro) from a maize pollen-specific gene (Zm13) for driving expression of the reporter gene GUS and the cytotoxic gene barnase in transgenic rice (Oryza sativa ssp. Japonica cv. Nipponbare) as a monocot proxy for bioenergy grasses. This study demonstrates that the Zm13 promoter can drive pollen-specific expression in stably transformed rice and may be useful for gametophytic transgene confinement and breeding strategies by pollen sterility in food and bioenergy crops

Charting Early Trajectories of Executive Control With the Shape School

Despite acknowledgement of the importance of executive control for learning and behavior, there is a dearth of research charting its developmental trajectory as it unfolds against the background of children’s sociofamilial milieus. Using a prospective, cohort-sequential design, this study describes growth trajectories for inhibitory control and cognitive flexibility across the preschool period in relation to child sex and sociofamilial resources. At ages 3, 3.75, 4.5, and 5.25 years, children (N = 388) from a broad range of social backgrounds were assessed using the Shape School, a graduated measure of executive control incorporating baseline, inhibitory control, and cognitive flexibility conditions. Measures of children’s proximal access to learning resources and social network supports were collected at study entry. Findings revealed substantial gains in accuracy and speed for all Shape School conditions, these gains being particularly accelerated between ages 3 and 3.75 years. Improvements in inhibitory control were more rapid than those in flexible switching. Age-related differences in error and self-correction patterns on the Shape School also suggest qualitative changes in the underlying processes supporting executive performance across early childhood. Children from homes with fewer learning resources showed a subtle lag in inhibition and cognitive flexibility performance that persisted at kindergarten entry age, despite exhibiting gradual catch up to their more advantaged peers for the nonexecutive, baseline task condition. The study provides a unique characterization of the early developmental pathways for inhibitory control and cognitive flexibility and highlights the critical role of stimulating early educational resources for shaping the dynamic ontogeny of executive control

Development of Cut-points for Determining Activity Intensity From a Wrist-worn ActiGraph Accelerometer in Free-living Adults

Despite recent popularity of wrist-worn accelerometers for assessing free-living physical behaviours, there is a lack of user-friendly methods to characterize physical activity from a wrist-worn ActiGraph accelerometer. Participants in this study completed a laboratory protocol and/or 3–8 hours of directly observed free-living (criterion measure of activity intensity) while wearing ActiGraph GT9X Link accel- erometers on the right hip and non-dominant wrist. All laboratory data (n = 36) and 11 participants’ free- living data were used to develop vector magnitude count cut-points (counts/min) for activity intensity for the wrist-worn accelerometer, and 12 participants’ free-living data were used to cross-validate cut-point accuracy. The cut-points were: \u3c2,860 counts/min (sedentary); 2,860–3,940 counts/min (light); and ≥3,941counts/min (moderate-to-vigorous (MVPA)). These cut-points had an accuracy of 70.8% for asses- sing free-living activity intensity, whereas Sasaki/Freedson cut-points for the hip accelerometer had an accuracy of 77.1%, and Hildebrand Euclidean Norm Minus One (ENMO) cut-points for the wrist accel- erometer had an accuracy of 75.2%. While accuracy was higher for a hip-worn accelerometer and for ENMO wrist cut-points, the high wear compliance of wrist accelerometers shown in past work and the ease of use of count-based analysis methods may justify use of these developed cut-points until more accurate, equally usable methods can be developed