No Lone Wolf: A Multidisciplinary Approach to Creating Safe Schools for LGBTQ Youth Through the Development of Allies

Research suggests that bullying of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth is a national problem that requires immediate intervention. The purpose of this article is to (a) discuss the critical need for a multidisciplinary approach to creating safe schools for sexual minority youth utilizing a social justice framework, (b) present an allyhood model to serve as a training framework, and (c) offer an exemplar for schools. By embracing a multidisciplinary approach to address the safety and belonging needs of LGBTQ youth, school psychologists and counselors can become leaders of systems-level change, poised to make a difference in the lives of LGBTQ students.     

Ethnic and University Identities across the College Years: A Common In-Group Identity Perspective

The common in-group identity model advocates the creation of a superordinate group identity in order to reduce conflict between members of different ethnic subgroups. This study demonstrates that a university identity can serve as an effective common in-group identity for students from different ethnic groups. Longitudinal data were collected from an ethnically diverse sample of university students at the end of each year of college. Although ethnic identification tended to be correlated with status-legitimizing orientations and ideologies in a way that reinforces ethnic-status differences (i.e., these variables tended to be positively related for Whites but less so for ethnic minorities), the status-legitimizing variables were largely unrelated to university identification during each year in college. The longitudinal data also allowed us to examine these relationships over time. The relationships between ethnic and university identification and status-legitimizing orientations and ideologies did not change. Ethnic and university identities are discussed in terms of the common in-group identity model.     

The Evolution Of Circular Questions: Training Family Therapists

This article describes a procedure for training family therapists in the clinical application of circular questioning as developed and implemented at the Marriage and Family Therapy Clinic at the University of Iowa. A pragmatic taxonomy of circular questions is presented; instructional handouts designed to facilitate the use of these questions within the trainee's initial interviews are included.     

The Poverty Pimpin’ Project: how whiteness profits from black and brown bodies in community service programs

Tutoring programs that link colleges to public schools are seen as a way to improve the academic performance of K12 students while providing a practicum site for college-age students. Prior research on college-K12 partnerships focuses on how the academic achievement of both K12 and college students are enhanced by these relationships. This article challenges the stock story that such outreach programs are unproblematic and entirely altruistic endeavors and offers insight into the bumpy terrain of town–gown relationships complicated by race, class and academic divides. Using critical race methodology, this research tells a counter-story that highlights the white savior and poverty pimpin’ projects of outreach work.     

Putting the individual and context back into national human resource development research: A systematic review and research agenda

Conceptualization of national human resource development (NHRD) emphasizes that it is an ongoing development process of the individual that is shaped by context. However, the extant literature has focused primarily on describing and evaluating NHRD policies and interventions in different countries with limited consideration of NHRD across the lifespan and the interaction of life stage with context. Using ecological systems theory (EST) and a lifespan development perspective (LDP), we present a systematic review of the NHRD literature based on 310 sources. We identify key themes and gaps in research across the lifespan and at distinct levels of the ecological system. We build on this review to suggest future research informed by both EST and an LDP. We propose a future research agenda focused on several key areas, including: the developing individual as the primary focus of NHRD; the dynamic relationship between NHRD microsystems and how this evolves over time; the exosystem and macrosystem, which provide the context of the NHRD development experience for the individual over their lifespan; and the imperatives of directing research attention to top-down and bottom-up influences within the ecological system. We also propose three methodological innovations to address many of the questions raised by our review, drawing on national archive databases, the use of historical methods and a focus on longitudinal data analysis. Finally, we highlight the practical implications of our analysis for ecosystem and microsystem NHRD actors.     

Revitalizing the MBA for the New Millennium: A Collaborative Action Research Approach

Business schools are facing increased competition due to information technology innovations and customer dissatisfaction. In response, business schools are turning to a variety of solutions, such as team teaching, integrated curricula, and distance learning. This article presents the results of a collaborative action research project initiated by one business school faced with the need to revitalize its MBA program. The faculty engaged in this project learned much about the challenges of teaching an integrative course and the constancy of change. We share our conclusions and recommendations about an integrated curriculum, distance learning, adult learning, team teaching, revisions in program duration and structure, as well as advice on the necessary administrative support and compensation for business schools contemplating such changes. This revised version was published online in July 2006 with corrections to the Cover Date.     

Research Review: Teenage pregnancy and parenthood: the role of fathers

From the research available in America and Britain it would appear that the men who father children by teenage mothers tend to be a few years older than their teenage partners, although a minority may be significantly older. With regard to the factors associated with fatherhood there are striking similarities to the literature on teenage mothers. Like teenage mothers young fathers tend to be from low socio‐economic backgrounds, experience lower educational attainment and fewer employment opportunities than their childless peers. Similarly they tend to experience greater psychological and emotional difficulties and may have a history of delinquent behaviour. These young fathers are involved in a variety of relationships with teenage mothers, few of which result in marriage and many of which result in the breakdown of cohabitation or the termination of the relationship. This pattern of increasing relationship breakdown over time is related to decreasing paternal contact with children in both America and Britain. Often conflictual relationships with teenage mothers or maternal grandparents and a lack of financial resources are cited by young fathers as barriers to their continued involvement and contact with their children. However, the mothers are much more likely to cite paternal disinterest as the reason for a lack of paternal involvement and there is some indication that mothers and fathers have different views on the level of practical involvement expected from fathers. While most of quantitative data on the subject provides a rather negative picture of paternal involvement, qualitative research highlights how many young fathers genuinely want to be involved with their children and would have more contact and input if they could. While much less is known about the support provided to young fathers in comparison with their female counterparts, there is some suggestion that the support and role expectations provided by the paternal grandmother may influence how involved young fathers are. There is also some indication that a sizeable minority of young men may receive no such support from their family and may also be treated with hostility or ignored by the maternal grandparents. Young fathers also report limited or no contact with midwives, health visitors and social workers.     

The Influence of the Built Environment and Other Factors on the Physical Activity of Older Women from Different Ethnic Communities

ABSTRACT

Inactivity has been identified as a major contributor to the burden of disease in older women. Study aims were: (a) to assess the personal, social, and environmental facilitators and impediments to physical activity in older women from ethnic communities; and (b) to determine the factors associated with physical activity participation. Older women (aged 60–84 years) were recruited from the local Italian (n = 20), Vietnamese (n = 26) and Anglo-Celtic (n = 26) communities. A survey questionnaire was administered in the participants' preferred language. The most common barriers were: “I am not in good health,” “I am self-conscious about my looks,” “I am too tired,” “I don't have time,” and “The weather is bad.” When comparing the ethnic groups, the Vietnamese women reported fewer barriers than the Italian women (2.6 vs. 5.9). While the Vietnamese women were much more likely to report being “self-conscious about my looks,” the Italian women more commonly reported poor health, being too tired, and not liking exercise as barriers. Overall, those living alone were more likely to be active and those who reported fear of injury, less active. Recognizing ethnospecific differences in the prevalence of barriers may be important when devising strategies to increase activity levels of older women.