Implications of Family Preservation Services When Working with Parents Who Are Developmentally Disabled

This study examines the success of the Iowa family preservation program when working with parents who are mentally retarded or considered to be low functioning by the referring social worker. The Iowa family preservation program is an intensive 45-day program designed to prevent out-of-home placement. The program works with parents to teach them skills to parent effectively while addressing therapeutic issues to form healthy family relationships. The data was collected by reviewing case fires at a private agency that provides family preservation services. Through program evaluation design, I have analyzed data corrected by the agency since 1987. A total of 12 files were identified to have parent(s) with a mental retardation diagnosis or considered to be low functioning by the referring social worker. There are no indications from, this study that Family Preservation Services are less successful for families with developmentally disabled parents than other families

The Relationships Among Childhood Sexual Abuse, Self-Objectification, and Sexual Risk Behaviors in Undergraduate Women

On a routine and daily basis, women are exposed to sexually objectifying experiences, which result in a number of harmful psychosocial outcomes (Fredrickson & Roberts, 1997). Five-hundred and forty-sex women attending a large, Southeastern university participated in this study that investigated a conceptual model of how childhood sexual abuse (CSA) contributes to sexual risk behaviors (SRBs) via self-objectification (S0). In order to assess the causal relationships among variables, measured variable path analyses were conducted in order to test two theoretical models. The following instruments were used in this investigation: the Sexual Abuse Subscale of the Childhood Trauma Questionnaire (a measure assessing experiences of childhood sexual abuse [Bernstein, Stein, Newcomb, Walker, Pogge, Ahluvia et al., 2003]); the Body Surveillance Subscale of the Objectified Body Consciousness Scale (a measure assessing self-objectification [McKinley & Hyde, 1996]); the Body Shame Subscale of the Objectified Body Consciousness Scale (a measure assessing body shame [McKinley & Hyde, 1996]); the Toronto Alexithymia Scale-20 (assesses alexithymic symptoms, or difficulty identifying, describing, and expressing one’s emotions [Bagby, Parker, & Taylor, 1994]), the Contraceptive Self-Efficacy Scale (assesses overall sexual self-efficacy, such as the ability to insist upon sexual protection [Levinson, 1986]), and the Sexual Risk Survey (assesses risky sexual practices [Turkchik & Garske, 2009]). Results revealed that the data fit the second model better than the first. Specifically, data revealed that CSA directly predicted SRBs and was not mediated via SO, but was partially mediated by alexithymia and body shame. That is, CSA predicted increased alexithymia and body shame. Increased alexithymia predicted SRBs, whereas body shame decreased SRBs. Results also revealed that alexithymia and body shame mediated the relationship between SO and SRBs. Specifically, self-objectification led to increased alexithymia and body shame, and alexithymia increased SRBs while body shame decreased SRBs. Last, results revealed that body shame fully mediated the relationship between both CSA and SO and sexual self-efficacy. Pathways were significant at the p \u3c .05 level

Sexual Differentiation of Circadian Clock Function in the Adrenal Gland

Sex differences in glucocorticoid production are associated with increased responsiveness of the adrenal gland in females. However, the adrenal-intrinsic mechanisms that establish sexual dimorphic function remain ill defined. Glucocorticoid production is gated at the molecular level by the circadian clock, which may contribute to sexual dimorphic adrenal function. Here we examine sex differences in the adrenal gland using an optical reporter of circadian clock function. Adrenal glands were cultured from male and female Period2::Luciferase (PER2::LUC) mice to assess clock function in vitro in real time. We confirm that there is a pronounced sex difference in the intrinsic capacity to sustain PER2::LUC rhythms in vitro, with higher amplitude rhythms in adrenal glands collected from males than from females. Changes in adrenal PER2::LUC rhythms over the reproductive life span implicate T as an important factor in driving sex differences in adrenal clock function. By directly manipulating hormone levels in adult mice in vivo, we demonstrate that T increases the amplitude of PER2::LUC rhythms in adrenal glands of both male and female mice. In contrast, we find little evidence that ovarian hormones modify adrenal clock function. Lastly, we find that T in vitro can increase the amplitude of PER2::LUC rhythms in male adrenals but not female adrenals, which suggests the existence of sex differences in the mechanisms of T action in vivo. Collectively these results reveal that activational effects of T alter circadian timekeeping in the adrenal gland, which may have implications for sex differences in stress reactivity and stress-related disorders

The silenced voices of architectural discourse: promoting inclusion through qualitative research

Contemporary architectural discourse is primarily framed by institutional hegemony. Scholarly works written in a voice derived from this privilege inherently exclude the voices of those untrained individuals who inhabit the built environment. The field of architecture, most notably in the AIA's policies and positions, calls for more diverse viewpoints and a more complex understanding of the public's relationship with architecture. It is not possible to make this complexity apparent through the monolithic viewpoints of institutional scholarship. This essay explores a variety of more inclusive research methods established in the social sciences under the banner of qualitative research. We focus on how qualitative research satisfies contemporary research expectations more effectively than positivist institutional scholarship and how qualitative research has a specific congruency with the field of architecture

Failure to meet aerobic fitness standards among urban elementary students

The aim of this study was to explore the relationship of aerobic fitness with the elementary school environment and student characteristics among 4th and 5th grade children attending urban public schools in St. Louis, MO, USA. This cross-sectional study was conducted during 2012–2015 and included 2381 children (mean age 10.5 y) who completed the FITNESSGRAM® 20-m Progressive Aerobic Cardiovascular Endurance Run. Healthy Fitness Zone (HFZ) was defined according to FITNESSGRAM® aerobic capacity criteria. Other student-level variables included age, race, National School Lunch Program eligibility, BMI z-score, weight status, and daily pedometer steps. School environment variables included playground features and playground safety, physical education and recess practices, and school census tract data on vacant houses and median household income. Bivariate analyses with sex stratification were used to identify student-level and school-level predictors of failure to achieve the aerobic HFZ; predictors were then included in a multivariable logistic regression model. Failure to meet the aerobic HFZ was observed among 33% of boys and 57% of girls. School environment was not predictive, but higher age and fewer daily steps were: each additional year of age was associated with 41% higher odds of failing to meet the aerobic HFZ among boys and 100% higher odds among girls. Conversely, each additional 1000 daily steps was associated with 15% (boys) and 13% (girls) lower odds of failure. Obesity posed a 60% higher risk of failure to meet HFZ among girls. These results highlight the importance of childhood physical activity opportunities, especially for girls residing in low-resource areas. Keywords: Aerobic fitness, School, Environment, Student, Child, Urban, Low-resourc

Lessons Learned About Developing and Coordinating an Instruction Program with Freshman Composition

In the Spring of 2001, the Oregon State University Libraries began planning for a collaboration with the university\u27s freshman composition program. In implementing this project, with no additional library resources, and with the majority of library faculty less experienced in working with freshman students, the coordinators of the program learned numerous lessons which highlighted both the steps needed in initiating and maintaining a new instruction program, and the functions and competencies vital to providing instructional leadership and coordination in an academic library. The following case study describes the process that the coordinators of this instruction program followed, and will discuss the important role that library instruction coordinators have to play in starting a new program of library instruction