Kinship and Bystander Effect: The Role of Others in Ethical Decisions

This study asked college students (n=454) from four different locations to determine their course of action in response to ethical dilemmas based on scenarios from previous students’ personal reports and well-publicized events (e.g. Enron, WorldCom, and Martha Stewart). Results provide support to a previous study (Fredricks & Hornett, 2005), indicating that students are more likely to take ethical action where kinship is a factor than where it is not. In addition, this study provides empirical support to the ‘bystander effect’ (Zyglidopoulos & Fleming, 2008). Students, given information on how others are acting, respond to ethical dilemmas. The effect of the behavior of others moves them from innocent bystanders to guilty perpetrators (Zyglidopoulos & Fleming, 2008). Therefore, this study provides empirical support for theories that relationships impact ethical judgment and behavior. These findings pose implications for ethics pedagogy

THE EFFECT OF THE ADVANCED PLACEMENT TRAINING AND INCENTIVE PROGRAM ON INCREASING ENROLLMENT AND PERFORMANCE ON ADVANCED PLACEMENT SCIENCE EXAMS

The purpose of this study is to examine the effectiveness of the National Math and Science Initiative’s Advanced Placement Training and Incentive Program (APTIP) on the number of students taking AP science courses and their performance. The study evaluated 39 schools over a six-year period in six states that participate in the APTIP. The National Math and Science Initiative provided data for cohort I. A general linear model for repeated measures was used to evaluate the data. Data was evaluated three years prior to the intervention and three years during the intervention, which will actually continue for two more years (2012 and 2013) since cohort I schools were awarded five years of support. Students in APTIP schools enrolled in more AP science exams (AP Biology, AP Chemistry, AP Environmental Science, and AP Physics-B) over the course of the intervention. The quantity of students earning qualifying scores increased during the intervention years. APTIP is a multi-tiered program that includes seven days of teacher training, three six-hour student prep sessions, school equipment, reduced exam fees, and monetary incentives for students and teachers. This program positively impacted the quantity of enrollment and qualifying scores during the three years evaluated in this study. Increases in the number of female and African American students’ test takers their and qualifying scores were seen in all three years of the APTIP intervention. This study supports the premise that the first step to increasing the Science, technology, engineering, and math (STEM) pipeline is giving access to advanced courses to more students in high school

Typology of alcohol users based on longitudinal patterns of drinking

Objective: Worldwide, alcohol is the most commonly used psychoactive substance. However, heterogeneity among alcohol users has been widely recognized. This paper presents a typology of alcohol users based on an implementation of idiographic methodology to examine longitudinal daily and cyclic (weekly) patterns of alcohol use at the individual level. Method: A secondary data analysis was performed on the pre-intervention data from a large randomized control trial. A time series analysis was performed at the individual level, and a dynamic cluster analysis was employed to identify homogenous longitudinal patterns of drinking behavior at the group level. The analysis employed 180 daily observations of alcohol use in a sample of 177 alcohol users. Results: The first order autocorrelations ranged from − .76 to .72, and seventh order autocorrelations ranged from − .27 to .79. Eight distinct profiles of alcohol users were identified, each characterized by a unique configuration of first and seventh autoregressive terms and longitudinal trajectories of alcohol use. External validity of the profiles confirmed the theoretical relevance of different patterns of alcohol use. Significant differences among the eight subtypes were found on gender, marital status, frequency of drug use, lifetime alcohol dependence, family history of alcohol use and the Short Index of Problems. Conclusions: Our findings demonstrate that individuals can have very different temporal patterns of drinking behavior. The daily and cyclic patterns of alcohol use may be important for designing tailored interventions for problem drinkers

All Might Have Won, But Not All Have the Prize: Optimal Treatment for Substance Abuse Among Adolescents with Conduct Problems

Considerable evidence from the literature on treatment outcomes indicates that substance abuse treatment among adolescents with conduct problems varies widely. Treatments commonly used among this population are cognitive-behavioral therapy (CBT), 12-step facilitation, multisystemic therapy (MST), psychoeducation (PE), and motivational interviewing (MI). This manuscript thoroughly and systematically reviews the available literature to determine which treatment is optimal for substance-abusing adolescents with conduct problems. Results suggest that although there are several evidence-based and empirically supported treatments, those that incorporate family-based intervention consistently provide the most positive treatment outcomes. In particular, this review further reveals that although many interventions have gained empirical support over the years, only one holds the prize as being the optimal treatment of choice for substance abuse treatment among adolescents with conduct problems

The relationship between juvenile delinquents\u27 behaviors and irrational beliefs

The use of adolescent aggression has been documented as being increasingly problematic (Faretra, 1981; Marohn, 1982; Short & Simeonsson, 1986). Violence in the schools has increased at a rate of sixty per cent in a five year period from 1971 to 1975 (Short & Simeonsson, 1986). A relationship has been found to exist between juvenile delinquents\u27 use of aggressive behaviors and their use of irrational beliefs and emotional reasoning (Bandura, 1977; Ellis, 1977a, 1983; Burns, 1981). Irrational beliefs are idealized concepts or beliefs to which the user subscribes, and are based on the individual\u27s emotional state rather than on factual evidence (Ellis, 1984; Burns, 1981; Orbach & Hadas, 1977). Juvenile delinquents\u27 aggressive behaviors are not the consequence of the activating event which made them feel bad or use acting out behaviors, but instead it is what they believe about the event which triggers their response of aggression (Ellis & Grieger, 1977; Grieger & Boyd, 1980). It is the irrational beliefs about what happened, or the activating event rather than the event itself, which are used by individuals as a basis to decide to choose inappropriate behaviors such as aggression (Kassinove, Crisci, & Tiegerman, 1977; DiGiuseppe & Kassinove, 1976; Knaus, 1974)

Scaffolding to facilitate artistic success

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Scaffolding for artistic success : comparing structured and unstructured art activity for people with dementia

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