Posttraumatic symptoms following a campus shooting: the role of psychosocial resource loss

Conservation of resources (COR) theory has proven a useful framework for understanding posttrauma adjustment. A key tenet of this theory is the centrality of resource loss in determining adjustment. However, COR theory research has often been limited by retrospective research design, a focus on material loss (e.g., one's home), and a lack of attention to other adjustment predictors. This study examined whether psychosocial resource loss prospectively predicted PTSD symptomatology both immediately and 8 months following a campus shooting in a sample of college women (n = 691). Results supported that resource loss predicted symptomatology, even after controlling for other predictors, including prior trauma, psychological distress, initial PTSD symptomatology, and shooting exposure. Implications of the results for research and intervention following mass trauma are discussed.     

Opening our eyes,changing our practices: learning through the transnational lifeworlds of teachers

This article examines the inclusion of a culturally relevant curricular practice of social identity papers within teacher education in the USA that incorporates the transnational lifeworlds of teachers. Using tenets of feminist interdisciplinary frameworks, we highlight how this curricular practice allows teachers and teacher candidates in urban and rural contexts to examine transnational lifeworlds and their influence on culturally relevant practices in relation to notions of oppression and privilege. We focus on linguistic border crossings and both/and perspectives of teacher’s social identities. More research is needed to better understand the construction of teacher’s social identities within and across transnational lifeworlds and the ways it impacts their practices and student’s academic and social achievement.     

Family-Faculty Trust As Measured with the ESSP

The degree to which parents and teachers perceive they are working together in the best educational interests of children is a critical aspect of school culture. In previous work by Hoy, Tarter, and Woolfolk Hoy (2006), the phenomenon was named Faculty Trust and was measured with data from teachers. The current study builds upon Hoy et al.'s work by recommending that measures of Faculty Trust capture the important reciprocal nature of trust and cooperation between schools and families that is theoretically part of the original construct. Data collected from parents and teachers with the Elementary School Success Profile (ESSP) were used to test a broadened construct called Family-Faculty Trust. Confirmatory factor analyses (CFA) with Mplus indicated that items and composites on the ESSP could be used to measure a multidimensional Family-Faculty Trust construct. Implications for how school social workers can improve this aspect of school culture when total or subscale scores are found to be low are discussed.     

The uses and users of population projections in Australia

It is widely recognized that population projections are increasingly used in formulating policy in many public and private sectors. However, little information exists on the nature of the projections or their users. This paper reports the results of a survey conducted to rectify this situation. The results confirm that the applications of projections are very broad and that the prime area of increase has been in small-area projections. At this level many users make their own projections rather than use official projections and the paper reviews the methodology used to make these projections. A number of suggestions are made for improving communication between national and subnational producers and local users. We would like to thank the Australian Population Association, and in particular the Secretary, Dianne Rudd, for providing us with address labels of members of the Association. We would also like to thank the Australian Bureau of Statistics, in particular Shail Jain, for advice on the development of the questionnaire. The comments of the two anonymous referees were very helpful. Finally we wish to thank our respondents for their co-operation, and especially those who wrote to encourage us in this work.     

The Cash Opportunity Costs of Childbearing: An Approach To Estimation Using British Data

The opportunity costs of rearing British children in terms of cash earnings foregone by their mother are estimated for a typical family. Data from the Women and Employment Survey (1980) provide estimates for hourly pay as a function of work experience and current hours of work. They also make possible the generation of participation and hours profiles for representative women with different numbers of children, which, together with the earnings function are used to simulate lifetime income. Earnings foregone as a result of bearing and rearing two children are roughly equally composed of three effects, on participation, hours and pay. They exceed direct costs, and do not rise proportionally with family size. They are sensitive to the spacing of births but not, undiscounted, to the timing of the first one. The method and results contrast markedly with those of a similarly motivated study of US women, by Calhoun and Espenshade. It is argued that the non-linearity of the earnings function and state dependence in British labour force transitions would violate the assumptions which permitted the US exercise to be based on a multi-state labour force life-table.     

Dissonant Discourses: HIV-Positive Refugees and the Media in New Zealand

Will the authorities ever pluck up the courage to invoke the powers that surely already exist in our health regulations and take these time bombs out of circulation? ( Nelson Evening Mail , June 29, 1994) I didn't have any test in Sudan. I never expected I would have any kind of illness; I am very healthy and strong. I was shocked. My life was very dark and I wasn't expecting to have HIV. How did I get it? What way did I get it? I was very happy when I got to NZ, I was going to have a bright future helping my family, I was going to change my life, I didn't expect it was going to be like this [crying]. (Samuel)     

Inside the Black Box: what constitutes a day in a residential treatment centre?

Residential Treatment Centres (RTCs) provide 24-hour care and mental health services to young people, many of whom are referred from county departments that oversee services to young people involved with child welfare services, mental health services and corrections. While RTCs are required to provide mental health services to young people, the regulations governing these programmes have few specific requirements about the process, content or duration of treatment. Therefore, many questions have arisen about what a typical RTC day looks like and whether it differs among providers or differs based on the severity or type of the young person's mental-health related behaviours and symptoms. This study conducted interviews with RTC providers in the State of Colorado on this topic. Most RTC services were relatively uniform across case types within each RTC. It appears that with a few exceptions, a similar set of services is provided to all young people, regardless of their problems.     

Issues of shared parenting of LGBTQ children and youth in foster care: preparing foster parents for new roles

Foster parents have increasingly assumed new and challenging roles during the past decade. Meeting the developmental, attachment, and grieving needs of children and youth in out of home care is challenging by itself, but can become even more difficult with the issues that arise when the child is lesbian, gay, bisexual, transgender, or questioning (LGBTQ). Preservice and in-service foster parent training programs can strengthen shared parenting skills by focusing on the universal critical issues of safety, well being, and permanence for children and youth in foster care. This article will focus on these skill areas: (1) sharing parenting to promote healthy growth and development of LGBTQ youth in foster care, (2) threats to safety of LGBTQ youth in foster care, and (3) general challenges and strategies for preparing foster parents of LGBTQ youth to build support systems.