“I Help the Ones that Want Help”: Emotion Work and the Victim Advocate Role

Using data gathered from participant observation and 32 individual in-depth interviews, this study examines how victim advocates achieve emotion management in their work with battered women. This research reveals that victim advocates often experience difficulty coping with occupational stress via daily “deep acting” strategies as they work to change their understandings of battered women and the advocate role from the “inside out.” The data reveal that the core of their ability to cope requires victim advocates to redefine their perceived role from “savior” to “options giver” to more accurately define their role interactions with battered women.     

Academic Support Services and Career Decision‐Making Self‐Efficacy in Student Athletes

This study examined the relationship between evaluations of academic support services and student athletes’ career decision‐making self‐efficacy. One hundred and fifty‐eight NCAA athletes (68% male) from 11 Division I teams completed measures of satisfaction with their academic support services, career decision‐making self‐efficacy, general self‐efficacy, and locus of control. Results indicated that evaluations of academic support services were positively related to levels of career decision‐making self‐efficacy. In addition, this relationship was moderated such that student athletes with lower levels of general self‐efficacy and internal locus of control benefited more from positive experiences with academic support services. Limitations and implications are discussed.     

Critical Perspectives on Hate Speech: The Centrality of ‘Dialogic Listening’

This article examines the study of listening as a cognitive process tied to memory and information processing. In examining the study of listening as a cognitive process, the authors discuss creating a theory of listening and the progress of that endeavor. Finally, they address whether or not researchers can create a theory about any concept as abstract as cognitive process or listening.     

A Factor Analytic Study of Four Listening Tests

This paper describes the nature and assessment of an interactive videodisc instructional program on listening. The program is available to other educational institutions seeking to expand cost-effective listening instruction to students. Formative evaluations indicate that students enjoyed the Level III interactive multimedia instruction (IMI). Results of a dummy variable regression analysis indicate that students receiving IMI in listening achieved significantly higher immediate cognitive test scores and listening gain scores than did students in the control group. Regression analysis indicated no significant effect of reported GPA, year in school, previous listening instruction, or time-on-task on listening test gain scores of the IMI treatment group. However, significant effects on cognitive test scores were found for reported GPA, previous listening instruction, time-on-task, and senior versus non-senior standing.     

Youth in Foster Care and Social Media: A Framework for Developing Privacy Guidelines

Although youth in foster care most likely use social media websites, there appears to be a lack of policy guidelines related to this use. When one considers youth in foster care, the state's mandate to provide safety, and foster parents' rights to exercise parenting responsibilities, the notion of privacy and the use of social media becomes complex. Critical Systems Heuristics will be introduced as a tool in developing policy recommendations. An application of this framework will be provided which can serve as a guide for an agency or workgroup tasked with developing policy guidelines for social media use by youth in foster care.     

Teaching accountability: using client feedback to train effective family therapists

The AAMFT Task Force on Core Competencies (Nelson et al., 2007) proposed that marriage and family therapy (MFT) educators teach and provide evidence of trainee competence beyond coursework and accrued clinical hours. This article describes the integration of a systematic client feedback protocol into an MFT-accredited program's curricula to address the call for outcome-based learning. Outcome management (OM) provides a framework for teaching and assessing trainee effectiveness. Continuous incorporation of client feedback embodies collaborative, strengths-based, integrative, and diversity-centered program values. Students learn a system for being accountable to clients, the profession, and service communities.     

Sickness Absence,Sick Leave Pay,and Pay Schemes

Utilizing Norwegian linked register and survey data, while exploiting a discontinuity in public sick pay legislation, I show that the public sick pay compensation level causally affects male performance pay workers' sick leave days. Both male and female performance pay workers experience longer sick leaves when provided private supplementary sick pay compared with those being eligible for public sick pay only. This differential impact of the replacement rate on workers' sick leave rates reveals heterogeneous behavioural changes following public sick pay cuts, and this heterogeneity will be reinforced by the provision of employer‐provided sick pay to attractive worker groups.     

Estimating pareto quantiles using two order statistics

Asymptotically best linear unbiased estimators of the population quantiles for the location-scale Pareto distribution with fixed shape parameter are obtained using two suitably chosen order statistics. Formulae for the appropriate order statistics, coefficients, variances, and asymptotic relative efficiencies (relative to the usual non-parametric estimator for quantiles) are given     

Toward a new paradigm for youth development

Although practitioners and researchers continue to shape the emerging field of youth development, we have still not found a clear and compelling way to talk about our work to family members, the public, and policymakers. The diet-and-exercise analogy presented here compares features essential for good health with comparable features affecting positive youth development. The effects of the inputs or nutrients of a healthy diet are magnified when the individual makes a commitment to exercise. Likewise, the impact of teaching and developmental supports is magnified when young people become actively engaged in their own learning and development.