Social Class in Family Therapy Education: Experiences of Low SES Students

In this article, we report the results of a national survey of students in COAMFTE‐accredited family therapy programs who self‐identify as coming from lower‐ or working‐class backgrounds. Results of the study reveal opportunity and tension relative to family, friends, and community because of social mobility associated with graduate education. Participants describe family therapy education as middle‐class centered, pointing to lack of attention to social class, marginalization, classism, and unacknowledged class barriers as salient experiences in their graduate programs. Finally, participants share a number of suggestions for program improvement.     

Dissonant Discourses in Institutional Communications on Sexual Violence

ABSTRACT

This article is a discourse analysis of a large Northwestern research university’s official communications regarding sexual violence for a 15-month time frame. Through close reading of these communications, we found that concurrent with high levels of criticism in the spring of 2014 over the university’s handling of a high-profile rape case, the university advanced dissonant discourses of risk and responsibility in its communications regarding sexual violence. At both the institutional and individual levels, these dissonant discourses work to construct who is at risk of committing or experiencing sexual violence, and who is responsible for preventing and responding to it. In conclusion, we discuss possible implications for these dissonant discourses on the future of campus sexual violence prevention and university response.     

Veterans’ Use of Programs and Services as They Transition to Civilian Life: Baseline Assessment for the Veteran Metrics Initiative

Abstract

A substantial minority of veterans struggle as they reintegrate into civilian life, reporting problems with vocational attainment, legal/financial/housing challenges, physical and mental health conditions, and social/interpersonal issues. While there are thousands of programs and services offered to veterans, little is known about which ones they use. In the current exploratory study, veterans separated from active duty in the prior three-months (48,965) were invited to complete a survey. Two primary questions were addressed: What programs/services did veterans use to assist in their reintegration to civilian life? What specific components/attributes of those programs did veterans report using? A total of 9566 veterans completed the survey. Approximately, two-thirds of veterans used at least one program to enhance their well-being, while one-third reported using multiple programs across multiple domains. Veterans primarily sought assistance for employment and educational advancement. Fewer veterans sought assistance for legal/financial/housing, health, and social functioning challenges. Social service providers and policy makers should be aware of the resources veterans use as they reintegrate into civilian life. Future research should examine factors that predict the use and nonuse of veteran reintegration programs, how use changes over time, and what factors predict program/service use, particularly among veterans at risk for poor transition outcomes.     

Know thy self,know thy leader: Contributions of a pattern-oriented approach to examining leader perceptions

This study investigated how patterns of traits in self and ideal leader profiles were related to one another, beyond the individual effects of each trait. Latent profile analysis (LPA) was used to identify and describe profiles of self leader and ideal leader perceptions. Four profiles for self leader perceptions (Prototypical, Laissez-Faire, Narcissistic, Anti-Prototypical) and four profiles for ideal leader perceptions (Prototypical, Laissez-Faire, Autocratic, Anti-Prototypical) were identified. Additional analyses examined the association between self and ideal leader profiles; gender, leadership self efficacy, and narcissism were added to the model as predictors of that association. Prototypical and Laissez-Faire self leaders tended to prefer an ideal leader who was similar to themselves, whereas Narcissistic and Anti-Prototypical self leaders had more diffuse preferences in ideal leaders. Gender, leadership self efficacy, and narcissism were only associated with self leader profiles. Results support, yet contribute beyond, previous findings for the similarity hypothesis.     

Internes Karriere-Coaching für High-Potentials in einer Wirtschaftskanzlei

The International Law Firm Hogan Lovells has developed an internal coaching program for their associates. The Career Coaching supports lawyers to develop important non-juristic competencies. With this program Hogan Lovells established the Employer Brand “The People Development Firm” to attract legal High Potentials in the war for talents. By means of the skills profile and typical coaching topics it is shown how a tailor-made personnel development can be offered.     

Gemeinsam lernen auf Facebook & Co.?

The Internet allows to communicate and to collaborate in various ways. Students use the net for communication and as an exchange tool for their leisure time as well as for study related issues. An open question is, however, what exactly influences the use of the Internet for course related online exchange—person factors or social aspects like trust or affiliation towards an online network. To examine young peoples’ study related usage of the Internet we conducted a web-based survey (N = 165) asking for their general online exchange behavior. Results suggest that social aspects, personality and general Internet skills determine to what extent social media are used for learning exchange. Active participation in this exchange is predicted by gender and social aspects. Hence, we conclude that for information sharing, in the context of university learning, social aspects are of particular relevance.     

An Outcome Study of Career Decision Self‐Efficacy and Indecision in an Undergraduate Constructivist Career Course

This study explored outcomes in a constructivist career course. Using a pretest‐ posttest design, the authors assessed the empowerment (operationalized as career decision self‐efficacy) and career indecision of 82 culturally diverse college students at a large, midwestern university. Data were analyzed using a multivariate analysis of variance. Results indicated that students reported significant increases in empowerment with no commensurate decreases in career indecision. In addition to shedding light on the nuanced relationship between empowerment or career decision self‐efficacy and indecision, results indicate the potential constructivist career development has to empower culturally diverse college students.     

Predictors of positive development in first-year college students

ABSTRACT

Objective: Emerging adulthood is an important phase in the transition to adulthood. Emerging adults experience minimal social control and incomplete development of executive functioning leaving this age-group at risk for misusing this newfound independence. Hence, it is important to understand pathways to support positive development (PD) outcomes. In this study, we examined the relationship between participation in civically engaged learning and PD among first-year college students. Participants: First-year college students (N = 225) were surveyed during the 2012–2013 academic year. Methods: Students were surveyed on measures of PD and engaged learning prior to the beginning (initial survey) and at the end of the first year (final survey) of their undergraduate education. Stepwise linear regression was used to examine the influence of engaged learning on PD outcomes. Results: Engaged learning during the academic year predicted flourishing and students' civic frequency. Also, faith-affiliation and parents' civic frequency contributed to students' civic frequency. Conclusions: Our interpretation of the findings suggests that engaged learning and family role modeling may promote PD among first-year undergraduate students.     

Inconsistencies in reporting the occurrence and timing of first intercourse among adolescents

Two types of reporting inconsistency for sexual initiation were analyzed—event occurrence and its timing—using data from two waves of the National Longitudinal Study of Adolescent Health (Add Health). Overall, 11.1% of those who reported they were sexually active at the time of first interview denied this at the subsequent one. Males of each race/ethnic group had higher percentages of inconsistency than their female counterparts. Being older, not living with parents, or having a highly educated mother was negatively associated with rescinding. Among those reporting sexual experience at both interviews, only 22.2% reported the same date of first sex. On average, teens revised their age at first sex to older ages, and boys, especially African American boys, had large variability in reporting dates, as did teens with lower verbal ability. Seven strategies for resolving inconsistent reports are presented and implications for substantive findings are discussed.