Youth development and the camp experience

The organized camp experience has been an important part of the lives of children, youth, and adults for over 150 years. The camp experience is a way for young people to explore and search for an authenticity often missing in other parts of their lives that contributes to their healthy transition into adulthood. Over the past decade, tremendous growth in the volume and rigor of camp-related research has occurred, facilitated by a targeted research agenda conducted by the American Camp Association. This agenda was founded on three national research projects conducted between 2003 and 2007: a study to identify the developmental outcomes of the camp experience, a benchmarking study of the youth development supports and opportunities provided through camp experiences, and a program improvement project directed toward enhancing supports and opportunities provided by camps. The findings from these research projects suggest that camp experiences promote developmental outcomes in both campers and staff and that camps provide the supports and opportunities needed for positive youth development. This article explores the developmental outcomes of the camp experience and the characteristics of the supports and opportunities afforded by camp experiences, including settings, structures, and programs and activities, as a way to provide a clearer understanding of camp as a positive youth development setting. Innovations and opportunities in research related to the provision of quality camp experiences are also considered.     

Defining risk drinking

Many efforts to prevent alcohol-related harm are aimed at reducing risk drinking. This article outlines the many conceptual and methodological challenges to defining risk drinking. It summarizes recent evidence regarding associations of various aspects of alcohol consumption with chronic and acute alcohol-related harms, including mortality, morbidity, injury, and alcohol use disorders, and summarizes the study designs most appropriate to defining risk thresholds for these types of harm. In addition, it presents an international overview of low-risk drinking guidelines from more than 20 countries, illustrating the wide range of interpretations of the scientific evidence related to risk drinking. This article also explores the impact of drink size on defining risk drinking and describes variation in what is considered to be a standard drink across populations. Actual and standard drink sizes differ in the United States, and this discrepancy affects definitions of risk drinking and prevention efforts.     

Setting and maintaining standards in menopause care: audit of current practice in a specialist clinic

Standards are an important way of demonstrating quality of care in any given setting. The British Menopause Society (BMS) has produced guidelines as to what should be recorded at the initial menopause consultation. A retrospective audit of case-notes of women attending Poole Menopause Centre was undertaken using these criteria as audit standards. Although areas of good practice were highlighted, the published criteria were met for only five of the 23 standards. An action plan to improve the documentation to achieve these standards has been formulated.     

Action e-learning: An exploratory case study of action learning applied online

Abstract

Web-based instruction, also called e-learning, is currently one of the most talked-about education and training media. To prepare courses for online delivery and to maintain their effectiveness, the designer must have an understanding of e-learning instructional design principles. Action learning is a proven, effective management development process that has not been implemented to date as an e-learning instructional methodology. The purpose of this exploratory case study was to examine the impact of the action learning process on the effectiveness of management level web-based instruction (WBI). A leader-led, management-level course using face-to-face delivery was converted to web-based instruction where action learning was the delivery methodology. Kirkpatrick's Four Levels of Evaluation served as the evaluation tool to determine effectiveness of the intervention. It was found that, though challenging to facilitate, the action learning online method is effective and yields changes in participants' knowledge. However, contrary to expectations, online learning communities did not form.     

Children changing spaces,changing schools

Children's participation remains controversial in United Kingdom schools where children and their communities rarely have opportunity to change what happens. This paper considers an original approach that developed cooperative intergenerational inquiry with a class of 10–11-year-olds in the north of England as part of complexity-informed participatory action research to consider children's participation in schools. Children and adults considered together, what schools are for, at the same time enabling children to shape spaces for participation in lesson time. The importance of recognising these spaces as dynamic intra-subjective meeting points and of intergenerational relationships for change in schools is revealed.     

A martingale residual diagnostic for longitudinal and recurrent event data

One method of assessing the fit of an event history model is to plot the empirical standard deviation of standardised martingale residuals. We develop an alternative procedure which is valid also in the presence of measurement error and applicable to both longitudinal and recurrent event data. Since the covariance between martingale residuals at times t ₀ and t > t ₀ is independent of t, a plot of these covariances should, for fixed t ₀, have no time trend. A test statistic is developed from the increments in the estimated covariances, and we investigate its properties under various types of model misspecification. Applications of the approach are presented using two Brazilian studies measuring daily prevalence and incidence of infant diarrhoea and a longitudinal study into treatment of schizophrenia.     

No Compelling Evidence That Newborns Imitate Oral Gestures

Newborns (N = 83) were presented with 3 conditions, each for 160 sec: tongue protrusion (TP), mouth opening (MO), and control (CO). In TP and MO, a female model alternated between demonstrating the gesture for 20 sec and presenting a passive, motionless face for 20 sec. In CO, she presented a passive face in both the “demonstration” and “passive” intervals. The participants' eyes were more widely open in the demonstration intervals of TP and MO than in the passive intervals, indicating that they were attending to the gestures. In TP, the participants produced more TP responses than MO responses, but in MO there was no effect, undermining the neonatal imitation hypothesis.     

Social-Cognitive Factors in Childhood Social Anxiety: A Preliminary Investigation

The present study addresses the social cognition of socially anxious children, with particular emphasis on their ability to understand others' mental states in interpersonal situations. The heterogeneous sample used in this preliminary investigation consisted of 63 primary school children in England and the USA. The English children were from a mainstream classroom of 8- to 9-year-olds, while the children from the USA ranged in age from 6 to 11 years and had been selected by school district officials for a variety of social interaction difficulties. All children completed measures of social anxiety, shy negative affect, and various social-cognitive abilities, and teacher ratings of social skills were additionally available for the USA subgroup. Results showed that feelings of social anxiety are not associated with any basic deficit in the understanding of recursive mental states which concern facts about the physical world. However, there was evidence that socially anxious children—particularly those with high levels of shy negative affect—do experience specific social-cognitive difficulties in understanding the links between emotions, intentions, and beliefs in social situations. Providing further support for this link, socially anxious children were rated by their teachers as poorer than non-anxious children only on social skills that require insight into others' mental states. Directions for further examination of this complex interplay between cognitive and emotional factors in the development of social anxiety are discussed.     

Helping Adolescents Cope with the Mental Illness of a Parent Through Bibliotherapy

This paper highlights some of the needs of adolescents who have parents with a mental illness and examines the usage of bibliotherapy as a treatment modality. Eleven young adult fiction books are examined and considered for use as a bibliotherapeutic tool among the adolescent audience whose parent suffers from a mental illness.