Calidad de Vida: An Exploratory Investigation of Latino Breast Cancer Survivors and Intimate Partners

Advances in addressing psychosocial issues related to cancer treatment and prevention are not reaching all survivors equally. Latina breast cancer survivors and intimate partners are underrepresented in psychosocial interventions, and there is a scarcity of research on the influence of cancer on Latino couples’ quality of life. The purpose of this manuscript is to present findings from a trans-linguistic, dyadic qualitative research study aimed at exploring the influence of cancer on quality of life for Latina breast cancer survivors and their intimate partners. Results highlight several areas that are helpful and hindering to supporting survivorship

Client Outcome: An Exploratory Investigation of Multicultural Competence and the Working Alliance

Early termination and low retention of clients is a common problem in counseling, with between 65%-80% of clients terminating treatment before the 10th session (Garfield, 1994; Lambert, 2013). Researchers (Lampropoulous, Schneider, & Spengler, 2009; Owen, Smith, & Rodolfa, 2009) have found that predictors of early termination include client age, race, socioeconomic status, and level of perceived distress. Furthermore, racial and ethnic minorities underutilize mental health services and have low retention when engaged in services, highlighting the need for counseling professionals to empirically explore factors that may be contributing to client engagement of the counseling process. Exploration of multicultural competence and working alliances may increase understanding of the therapeutic factors that influence client outcomes. The purpose of this research study was to investigate relationships between multicultural competence, working alliance, and client outcomes as perceived by counselors-in-training and their clients (N = 191; n = 72 counselors\u27-in-training, n = 119 clients). The Tripartite Model of Multicultural Counseling (Arredondo et al., 1996) was used as the primary theoretical framework in which the study is grounded. This investigation explored clients\u27 perceptions of their counselors\u27-in-training \u27 multicultural competence as measured by the Cross-Cultural Counseling Inventory ([CCCI-R]; LaFromboise, Coleman, & Hernandez, 1991), the working alliance as measured by the Working Alliance Inventory- Short Revision ([WAI-S]; Horvath & Greenberg, 1989; Tracey & Kovocivic, 1989) and prediction on client outcome as measured by the Outcome Questionnaire 45.2 ([OQ 45.2]; Lambert & Burlingame, 1996), after controlling for social desirability (as measured by the (Social Desirability Scale-Short Form [SDS; Reynolds,1982]). This investigation also examined if there were any differences in clients\u27 and counselors\u27-in-training perceptions on multicultural competence (as measured by the CCCI-R) or the working alliance (as measured by the WAI-S). Results from the investigation indicated that counselors\u27-in-training perceptions of their multicultural competence was a predictor of client outcomes. However, counselors\u27-in-training perceptions of the working alliance or clients\u27 perceptions of their counselors\u27-in-training multicultural competence and the working alliance were not predictors of client outcomes. Positive relationships between clients\u27 and counselors\u27-in-training perceptions of counselors\u27-in-training multicultural competence and the working alliance were found. The results of this investigation contribute to a gap in the counseling literature on multicultural competence, the working alliance, and client outcomes. A review of the literature on the constructs of interest, research methodology, data analysis, results and implications are discussed

What Are the Testimonios of Immigrant Students in a South Texas Middle School and How Do Their Narratives of Schooling Emerge in Their Stories?

This research follows the tenets of qualitative-interpretivist research. The study focused on the following question: What are the testimonios of immigrant students in a middle school and how do their narratives of schooling emerge in their stories? The stories of immigrant students’ educational experiences attending U.S. schools, in particular South Texas Middle School, and their parent’s discourses on border crossings were taken via testimonio. The methodology was constructed from the theoretical frames of four emancipatory types of frameworks used, that consisted of Critical Race Theory, Latino/Latina Critical Theory, Subtractive Schooling, and Funds of Knowledge. Five emergent themes originated from the data that included: Transnational Immigrants from Reynosa, Preoccupation with English Language, Reynosa Schools vs. U.S. Schools and Inequalities, Participation in Classes & Extra Curriculars, Narrow Evidence of Participation and Life in Reynosa vs. Life in the U.S. Escaping Poverty, Crime and Insecurity en el otro lado. Summary of findings reveal that immigrant students attending U.S. schools face issues of racism in overt ways such as lack of instructional supports in Spanish, where schools privilege English, participation in their classes and extracurriculars are limited for recent immigrants

Parent implementation of the developmental, individual difference, relationship-based (DIR) program: Changes in the repetitive behaviors of children with autism

The study examined the changes in behavioral repetitive/stereotypies based on parent implementation and non-implementation in the Developmental, Individual-Difference, Relationship-Based (DIR) program designed for children diagnosed with Autism Spectrum Disorder (ASD). An experimental, 2x2 repeated measures analysis of variance (ANOVA) was used to measure the changes in behavioral repetitive/stereotypies such as: rocking or other whole body movements, hand-flapping, ritualism, finger/light stimulation, aggressive behavior to self, and aggressive behavior to others, based on parent implementation or non-implementation of the DIR program. Nine participants were randomly selected and assigned to a DIR treatment group and a control group. The study was conducted over an eight week period

Fiber-Based Seismic Damage and Collapse Assessment of Reinforced Concrete Single-Column Pier-Supported Bridges Using Damage Indices

Near-fault earthquakes can have major effects on transportation systems due to the structural damage they impose on bridges. Therefore, it is imperative to assess the seismic damage of bridges appropriately, and this research focuses on reinforced concrete (RC) bridges. This research advances the seismic performance assessment of RC single-column pier-supported bridges with flexural failure under near-fault ground motion by use of ductility coefficients and damage indices. The methodology included modeling fiber-based nonlinear beam-column elements to simulate the damage development process of RC bridge piers under earthquake loadings, considering the global buckling of longitudinal steel bars, examining the cracking and spalling of cover concrete, and analyzing the effects of bond-slip. The tensile strain represented the damage of the longitudinal bars while the compression strain represented the cover concrete damage. Two innovative nonlinear fiber-based finite element models (FEMs) were developed: Model 1 (bond-slip excluded) and Model 2 (bond-slip included). Nonlinear static cyclic pushover analyses and nonlinear response history analyses were conducted. The simulation results were compared with available pseudo-dynamic test results. Model 1 provided a more ideal prognosis on the seismic performance of RC single-column pier-supported bridges under near-fault ground motion. The proposed damage indices can indicate the damage state at any stage and the gradual accumulation of damage in RC bridge piers, which are more convincing than most other indices in the literature. The proposed fiber-based nonlinear FEMs, together with the use of ductility coefficients and proposed damage indices, can also assist engineers and researchers in simulating the seismic behavior and assessing the damage state of RC bridge columns in a computationally effective manner which can empower engineers to identify and prioritize RC bridges for seismic retrofit and maintenance

HOW DOES HAVING A PET DURING THE CORONAVIRUS-19 PANDEMIC AMONG UNIVERSITY STUDENTS AFFECT ANXIETY AND DEPRESSION

This study examined whether having a pet among university and college students is associated with anxiety and depression during the Coronavirus-19 pandemic. A modified survey of a non-probability sample was conducted during a 5-month period during the Coronavirus-19 pandemic. A total of 115 students voluntarily participated and completed the survey. In the midst of the pandemic, students were forced to isolate themselves in their homes. This isolation may have caused anxiety and depression in students. However, a furry companion could have alleviated any anxiety/depression symptoms they may have endured during this time. This research contributes to the literature in regard to how pets contribute to humans’ mental health. The research additionally contributes to social work literature on pets as interventions and coping skills for anxiety and depression

Coaching: How a Focus on Adult Development Leads to Improvements in Student Learning

The Bank Street Education Center partners with schools and districts across the country to help improve teaching and learning at scale. This publication documents the professional learning processes, tools, and activities used by Bank Street facilitators in their coaching work with teachers and leaders and brings to light what strengths-based, developmentally meaningful teaching and learning looks like for both adults and children.https://educate.bankstreet.edu/faculty-staff/1037/thumbnail.jp

Integrating Psychosocial Oncology into the Counseling Curriculum

With nearly two million new cancer diagnoses estimated in 2021 alone, counselors and counselors in training should have some knowledge of the mental health impact that cancer has on individuals and families. The authors of this manuscript present a review of established psychosocial oncology training in other fields and ways to infuse the topic of psychosocial oncology, including how it pertains to working within integrated care teams, into the counseling curriculum via one course or infusion into curriculum to better train counselors to provide their unique contributions to the care of individuals with cancer and their families