The Impact of Educational Efforts on First-Year University Students' Acceptance of Meningococcal Vaccine

Abstract

The authors measured the impact of educational efforts on the number of college students who received meningococcal vaccine. First-year Brown University students from the classes of 2004 (n = 1,562) and 2005 (n = 1,518) received educational vaccine materials before they arrived on campus, whereas students from the class of 2003 (n = 1,441) did not. Students in the class of 2003, 13% (n = 184) of whom had received vaccine before their arrival on campus, served as the baseline. These educational efforts by the college health services before students arrived on campus increased the number of students immunized before campus arrival to 46% (n = 724) for the class of 2004, and 60% (n = 913) for the class of 2005. Education about the benefits of meningococcal vaccine before students' arrival on campus increased both the number of immunized students and the overall immunization rate among students.     

Tuberculosis Screening for International Students

Abstract

Nonimmigrant, international students entering colleges in the United States are not required to undergo screening for tuberculosis (TB). Thirty-nine percent of active TB cases in the United States are in foreign-born individuals. In an effort to minimize the occurrence of active TB on a community campus with an increasing international student population, the college health service implemented a TB-screening policy for all newly enrolled international students. For the 1997/98 school year, 171 international students from 70 different countries enrolled in classes. Fifty-nine students (35%) screened for TB had a positive skin test (greater than 10 mm induration). Of those, 34 initiated isoniazid therapy, and 27 successfully completed the prescribed regimen under supervision of the campus health office.     

Response to Johnston and Kelly Critique of PAS Article

Abstract

This article is a response to Johnston and Kelly (2004), who critiqued our original article that criticized the theory and models that have utilized the non-empirically validated construct of Parental Alienation Syndrome. We acknowledge the areas of agreement with Johnston and Kelly, further explain some of our arguments that were not clear in the original article, and outline the few remaining areas where we have different opinions. These different opinions are almost exclusively in the attempts to apply the constructs of alienation to children who are exposed to domestic violence in their homes. Here we argue that the definitions must be more uniform with those used by the domestic violence field of study in order to better understand how to apply the results of Johnston and Kelly's empirical Studies that they describe.     

Peer 2 Peer: Efficacy of a Course-Based Peer Education Intervention to Increase Physical Activity Among College Students

Abstract

There are few physical activity (PA) interventions in higher education, and they have been only minimally effective. Objective: To determine if a course-based, peer education intervention was associated with increases in PA and physical fitness. Participants: Participants were 178 students enrolled in a personal health class during the 2007–2008 academic year. Methods: A quasi-experimental design was used to assess the effect of the intervention. Repeated measures analysis of covariance was employed to test the impact of the intervention on students’ PA, body composition, waist-to-hip ratio, cardiovascular fitness, flexibility, and muscular strength. Results: Women in the treatment group classified as “Inactive” at baseline increased PA, whereas “Inactive” control women had reductions in PA. Women in the treatment group who were “Active” at baseline reduced their waist-to-hip ratio and increased flexibility. There were no differences by treatment group among men. Conclusions: The intervention was effective in improving PA and physical fitness among college women.     

Response to Amundson,Lux and Hindmarch: Critique of Investigative Practices Article

ABSTRACT

This article responds to a commentary by Amundson, Lux and Hindmarch (2005), in which they offer a pejorative criticism about our article (Austin & Kirkpatrick, 2004) in which we described the investigative component within comprehensive child custody evaluations–something they label as “maximalist” evaluations and contrast with a model they prefer called the “minimalist” approach. We believe our approach to custody evaluations is in keeping with the current standard of practice and professional guidelines.     

Recognizing experiential knowledge in the process of qualification of peer helpers: an analysis of an educational program for service users in France

ABSTRACT

This article analyzes an innovative training program enabling the qualification of peer carers, working within the sector of ‘social inclusion’. Since the French national debate on social work conducted within the ‘Estates General’ of 2015, peer workers have become key players in training programs in virtue of their experiential knowledge and their understanding of issues related to the process of social exclusion. This article addresses the role of peer helpers’ experiential knowledge in the training process. Because of their ‘experiential’ and ‘empirical’ knowledge about questions linked to the process of exclusion, peer helpers have become key players in social work teams and within social institutions, thus contributing to new methods of socio-educational intervention. What impact will this recognition of peer helpers’ and service users’ experiential knowledge have on education in social work? This article gives an account of an 8-month training program for peer helpers examined on the methodological level through a process of Participant observation, and based on data from comprehensive interviews carried out with a panel of peer helpers.     

Adolescents' Retributive and Restorative Orientations in Response to Intergroup Harms in Schools

This mixed-methods study examined how adolescents understand and evaluate different ways to address intergroup harms in schools. In individual interviews, 77 adolescents (M age = 16.49 years; 39 girls, 38 boys) in Bogotá, Colombia, responded to hypothetical vignettes wherein a rival group at school engaged in a transgression against their group. Adolescents reported that students who were harmed should and would talk to school authorities, but also noted they would likely retaliate. In terms of teacher-sanctioned responses to harm, youth endorsed compensation most strongly, followed by apologies, and rated suspension least positively. Youths' explanations for their endorsement of different disciplinary practices reflected varied concerns, including their perceptions of how justice is best achieved and how restoration could be attained.     

From FOB to cool: Transnational migrant students in Toronto and the styling of global linguistic capital

Globalization and the rise of ‘Korean cool’ provide middle‐class Korean yuhaksaeng (visa students) in Toronto with resources they can mobilize as strategies of distinction. In their construction of themselves as new transnational subjects with hybrid identities that are simultaneously global and Korean, yuhaksaeng deploy re‐valued varieties of Korean language and culture as stylistic resources in the globalized new economy. In this process, yuhaksaeng contest their marginal positions as ‘FOBs’ (Fresh‐Off‐the‐Boats) and ‘Nerds’ in dominant Western racial discourse, and construct themselves as wealthy, modern, and cosmopolitan ‘Cools’vis‐à‐vis long‐term immigrants in local Korean diasporic communities as well as Canadians. The stories of yuhaksaeng illustrate how notions of ‘global’ and ‘local’ linguistic resources are transformed under the material conditions of globalization and its structures of inequality. ???? ‘??? ?’? ??? ???? ???? ??? ?? ????? ???? ?? ???? ?? ??? ????. ????? ???? ?? ??? ?????? ??? ????? ?? ??? ???, ???? ??????? ??? ???? ??? ???? ?? ??? ???? ??? ?????? ?? ???? ????. ? ???? ????? ??? ??? ?? ?????? ‘FOBs’ (Fresh‐Off‐the‐Boats) ? ‘Nerds’ ? ?? ??? ???? ????, ???? ???? ???? ?????? ??? ??? ??????? ????, ???? ???? ???????? ‘?’? ???? ????. ? ?? ??? ????? ???? ???? ??? ??? ? ???? ?? ??? ????? ???? ???? ??? ?????? ??? ????. [Korean]     

College Students Define Binge Drinking and Estimate Its Prevalence: Results of a National Survey

Abstract

Data from the 1999 College Alcohol Study were used to examine how students define the term binge drinking, to determine how much binge drinking the students think exists on their campuses, and to analyze how students' estimates compare with aggregated self-reports of student drinking. The findings indicate that the median of the students' definitions of binge drinking is 6 drinks in a row for men and 5 for women, 1 drink higher than the definition used by researchers. Students' definitions of binge drinking vary with their own drinking levels, suggesting that dissenting views of the research definition may represent voices of the heaviest drinkers. At the median, students estimated that 35% of all students were binge drinkers. Half (47%) of the students underestimated the binge drinking rate at their school, 29% over-estimated it, and 13% were accurate. Although programs designed to reduce the frequency or prevalence of binge drinking by emphasizing healthier norms would be most useful in addressing binge drinkers who overestimate drinking norms, this group includes only 13% of college students.     

Health Beliefs of College Students Born in the United States,China, and India

Abstract

The authors surveyed 243 urban public university students who were born in the United States, China, and India to compare the health beliefs of the China-born, India-born, and US-born students. Although the China- and India-born students shared beliefs in many preventive and therapeutic practices of Western medicine with the US-born students, they retained some of their traditional health beliefs. This suggests that student health service clinicians should assess students' cultural beliefs and individualize healthcare for students from different countries     

A Peer-Facilitated Intervention to Reduce Risky Drinking Among Fraternity and Sorority Members

Results from a pilot study of a peer-facilitated brief motivational interview using personalized normative feedback with members of fraternities and sororities are presented. Eight fraternity and sorority houses were randomly selected and then randomized into treatment or control conditions. Quantitative data testing intervention efficacy indicated no differences between treatment and control group 30 days postintervention on measures of alcohol consumption and alcohol-related consequences. Qualitative information from follow-up focus groups of intervention participants identified themes related to intervention dosage, and credibility of the normative data and peer educator. Recommendations are made for future research and intervention strategies with this population.     

A transnational lens into international student experiences of the COVID-19 pandemic

We analyse the experiences of international students living in Canada during the COVID-19 pandemic through the lens of transnationalism that understands mobility as broadly uninterrupted, continuing and taken-for-granted, and international student migration (ISM) literature. With the onset of the COVID-19 pandemic, people had to contend with sudden border closures and stringent restrictions on all forms of travel. International students are regarded as the archetypal trans-migrants with frequent mobility and often multiple attachments to place. We interrogate these assumptions of mobility by drawing on interview data from 13 international students in Ontario from April to June of 2020. We found that international students experienced the pandemic transnationally and faced increased challenges, which heightened their reliance on support from transnational families, and generated anxieties about their future career and mobilities. We bring transnational theories into conversation with ISM literature to better understand international students’ lived experiences in Canada during a pandemic.     

Researchers Deserve a Better Critique: Response to Larzelere,Gunnoe, Roberts,and Ferguson (2017)

This commentary addresses the critique by Larzelere, Gunnoe, Roberts, and Ferguson (2017 Larzelere, R. E., Gunnoe, M. L., Roberts, M. W., &; Ferguson, C. J. (2017). Children and parents deserve better parental discipline research: Critiquing the evidence for exclusively “positive” parenting. Marriage &; Family Review, 53, 24–35. doi:10.1080/01494929.2016.1145613[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]: Marriage &; Family Review, 53, 24–35) ostensibly concerning the quality of research on “positive parenting” but actually critiquing physical punishment research. The critique revealed that the authors have a poor understanding of positive parenting. After explicating the different meanings of that term and describing what positive parenting is, we then address each of their four critiques of the physical punishment research. Each critique was flawed in multiple ways. After identifying their errors and correcting misinformation, we then raise broader issues about children’s right not to be hit and how professional organizations are increasingly recognizing the need and calling for an end to all physical punishment of children.     

Negotiating everyday life in Australia: unpacking the parallel society inhabited by Asian international students through their social networks and entertainment media use

Work on the experiences of international students in Australia often point out that these students do not successfully integrate into Australian society with many international students counting very few or no Australians as friends by the time they complete their studies. Through in-depth interviews with 47 Melbourne-based higher education international students from Asia – the source of Australia's largest export education market – this study explores the ways in which international students navigate their everyday experiences in their host nation. The findings suggest that Asian international students live in a parallel society almost exclusively made up of fellow international students who primarily come from the home nation and the Asian region. This parallel society allows them to create both a sense of belonging in Australia yet not to Australia due to disengagement from local society and culture. By investigating their social networks (society) together with their consumption of entertainment media (culture), this study presents an indirect yet creative way of understanding how international students negotiate everyday life as transient migrants in the Australian city of Melbourne. Doing so, this research highlights the ways in which international students make use of social networks and entertainment media to feel a sense of belonging in a foreign country.     

Home virtuality and the platformized life of Chinese international students in the United Kingdom

This article examines a nascent phenomenon in which a cluster of digital platforms mimicking popular Chinese apps has popped up in various cities in the United Kingdom (UK). They have been eagerly adopted by a strong clientele composed mainly of Chinese international students and young working migrants from China. Drawing on data we gathered from the British city of Manchester, one of the most popular destinations for Chinese international students, we propose the concept of home virtuality to illustrate how Chinese student migrants’ frequent surfing of these Chinese-style digital platforms has created a ‘virtual home’ that is quite reminiscent of the platformized lifestyle in China, and that thus offers them a sense of connection to home. We argue that this ‘home virtuality’ does not only imply a virtual connection but is also a home environment materialized through the familiar app services of the new Chinese platform businesses in the UK.     

Value of Self-Disclosure to Parents and Peers During Adolescence

Self-disclosure is a crucial part of developing close interpersonal relationships during adolescence. In particular, sharing information with a greater depth of intimacy is thought to strengthen social bonds and thus support mental health. The current study investigated the value for different depths of self-disclosures to close others (mothers and best friends) during adolescence and its association with mental health and well-being. Fifty-four girls (11.0–15.9 years) completed a forced-choice monetary paradigm to assess value for self-disclosures and questionnaires on mental health. Participants significantly valued (i.e., forfeited monetary reward) for disclosures to both mothers and best friends, although intimate disclosures were more “costly” than superficial disclosures. Greater value for intimate self-disclosures to mothers was also associated with better mental health and well-being.     

Cosmopolitan pathways from the Global South: How non-middle-class students become desirable Fulbright applicants

International student mobility (ISM) is largely interpreted as a global middle-class capital accumulation strategy. Cosmopolitanism, which is the named outcome and effect of these mobile forms of social and cultural capital, is therefore disproportionately available to already privileged students. This study moves beyond this prevailing interpretation by examining how students from working- or lower-middle-class families with limited resources in Global South countries combine bottom-up cosmopolitanism with educational mobility to get selected into highly competitive spaces, such as the Fulbright Foreign Student Program, the most prestigious educational and cultural program in the United States. Based on 20 in-depth interviews with successful Fulbright applicants and participant observation, my findings suggest that working- and lower-middle-class applicants are largely successful because of their cosmopolitan dispositions which they cultivate in creative and agentive ways. This article adds texture and complexity to existing discussions on middle-class hegemony in ISM and cosmopolitan subject-making.     

Latin American Productivity from 1990 to 1998 in the Mexican Journal of Psychology

Published uninterruptedly since 1984, the Mexican Journal of Psychology (MJP) has been recognized as one of the most important periodicals in Spanish-language psychology. After coping with financial impediments and a lack of scientific contributions, the significance of the MJP emerged. The journal remains vital in the development of Latin American psychology. It is today recognized as having the highest impact of all Latin American psychology journals as well as having the second highest impact of all psychology journals in the Spanish language. The goal of the present study was to review the profiles of the MJP from 1990 to 1998 by using a bibliometric classification procedure. Four indicators were employed in the present analysis of the articles including measurement techniques, methodology, field of psychology, and main results.