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Descriptors:
Factor Analysis; Validity; Empowerment; Measures (Individuals); Foreign Countries; Self Esteem; Psychometrics; French Canadians; Sexual Abuse; Family Problems; Resilience (Psychology); Children; Youth; Metacognition; French; Symptoms (Individual Disorders); Reliability; High School Students; Urban Schools; Rural Schools

Abstract:
Objective: Explore the psychometric properties of the French Canadian version of the Child and Youth Resilience Measure (CYRM-28, Resilience Research Center, 2009; Ungar et al., 2008) in youth samples. Method: Two investigations were conducted. Participants in Study 1 were 589 youth (60% female) in grades 10-12 from 2 urban public high schools. Participants in Study 2 were 246 youth (48% female) from a rural public high school, 28% from First Nations. All participants completed the French CYRM-28 and measures of self-esteem and self-acceptance/mindfulness. Participants in Study 2 completed additional measures evaluating their sense of empowerment, trauma symptoms, family problems, and relationship with parents. Results: Factor analysis identified three components correlated to each other: individual, family and community resilience. Evidence provides initial support for the construct validity of the scale by correlations with measures of self-esteem, self-acceptance/mindfulness, empowerment, trauma symptoms, relationship with parents and differences according to gender and a history of sexual abuse. Conclusion: The present results, the first to explore the psychometric properties of the French version of the CYRM-28, provide preliminary data supporting the reliability and validity of a global scale including 27 items. However, our results reveal a different factorial structure compared to previous studies using the CYRM-28. Future studies are needed to further document the validity of the scale. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Trainees; Apprenticeships; Barriers; Influences; Academic Support Services; Resources; Foreign Countries; Courses; Academic Achievement; Motivation; Vocational Education; Longitudinal Studies; Adult Education; Technical Education; Wages; Time Factors (Learning); Family Problems; Comparative Analysis

Abstract:
Apprenticeships and traineeships are useful pathways for people with a disability to obtain a qualification and gain employment. Based on a three-year program of research, this report explores the barriers and facilitators of course completion reported by students with a disability who have completed an apprenticeship or traineeship. Formal and informal support was the greatest facilitator to completion, and lack of resources the major barrier. This included poor training wages, equipment costs and a lack of time, often due to family commitments. Appended are: (1) Subthemes in the barriers to course completion; and (2) Subthemes in the facilitators to course completion. (Contains 11 tables and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Models; Dropouts; High School Students; Longitudinal Studies; Structural Equation Models; Parent Child Relationship; Depression (Psychology); Family Problems; Classroom Environment; Student School Relationship; Academic Achievement; Dropout Programs; Dropout Prevention

Abstract:
This study tests an empirical multidimensional model of school dropout, using data collected in the first year of an 8-year longitudinal study, with first year high school students aged 12-13 years. Structural equation modeling analyses show that five personal, family, and school latent factors together contribute to school dropout identified at 19 years of age: poor parent-teenager relationships, youth depression and family difficulties, negative classroom climate, negative school interactions, and poor academic achievement. This model increases our understanding of the dropout process in the general population and has direct implications for the development of high school dropout prevention programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Research Methodology; Family Counseling; Therapy; Drug Addiction; At Risk Students; Youth; Influences; Models; Outcomes of Treatment; Family (Sociological Unit); Family Problems

Abstract:
A moderate common factors approach is proposed as a synthesis or middle path to integrate common and specific factors in evidence-based approaches to high-risk youth and families. The debate in family therapy between common and specific factors camps is reviewed and followed by suggestions from the literature for synthesis and creative flexibility in manual development. A preliminary integrative model termed Integrative Family and Systems Treatment is offered as one option in developing and testing a moderate common factors approach. Such a model might then be studied in eventual clinical trials with other well-developed evidence-based protocols to further address the common versus specific factor debate. Implications for further research and practice are offered. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Caring; Dementia; Grandchildren; Family Relationship; Adolescents; Grandparents; Foreign Countries; Disabilities; Family Problems; Residential Care; Data Analysis

Abstract:
This study aims to identify changes in adolescents' lives and in the relationships within the family when a family member has a dementia. Grandchildren living in Barcelona, Spain, participated in the study (N = 145). The data, based on both quantitative and qualitative information, showed that if the grandparent moved into the grandchildren's household, adolescents underwent changes in their daily activities and in their experience of caring for the grandparent. Participants showed mainly positive changes in their relationship with their parents and acknowledged the influences their parents have in their relationships with their cognitively impaired grandparent. Grandchildren experienced a closer relationship with the partner of the person with dementia, although they also mentioned difficulties in maintaining this relationship if this grandparent focuses his or her attention excessively on the care recipient. From a family systems perspective, we discuss the importance of the role of grandchildren in caring for a person with dementia. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Mobility; Geographic Location; Reliability; Outcomes of Education; Resilience (Psychology); Psychological Patterns; Emotional Response; Social Networks; Student Characteristics; Homeless People; Migrants; Family Problems; Marital Instability; Low Income Groups; Economic Climate; Academic Achievement; Context Effect; Teaching Conditions; Faculty Development; Student Needs; Teacher Attitudes; Teacher Student Relationship

Abstract:
The best education no doubt comes from a student staying in one school system from elementary to high school. Some students are fortunate to have a consistent education; some are not as fortunate. Continuity in instruction, learner outcomes, emotional stability, and social relationships prevail when students live in one location as long as possible. Due to many reasons, children are uprooted and move frequently from town to town and state to state. There are various reasons for this occurrence. Many of these students are victims of impoverished homes, unstable and erratic family environments, resulting in parents who constantly move their children from one location to another. The students lack belongingness to friends, teachers, and classmates. They form no roots to any society accept for a transient society. Highly mobile students enter American classrooms daily across the nation. The teacher is often unprepared for integrating these children at a moment's notice into the classroom. Once these students are included and feeling some degree of success, they often forced to suddenly move again. These transitions are against their will. This article speaks to the need for teachers to embrace the highly mobile child as not emotional baggage and an inconvenience, yet as a challenge to help the child emotionally, socially, and academically. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Bilingualism; Multilingualism; Pervasive Developmental Disorders; Accessibility (for Disabled); Caregiver Attitudes; Family Attitudes; Child Rearing; Language Acquisition; Social Influences; Family Needs; Family Programs; Family Problems; Questionnaires; Normalization (Disabilities); Community Based Instruction (Disabilities)

Abstract:
This survey study investigates issues related to bilingualism and autism. Bilingualism is common around the world but there is little published information to guide professionals and parents in making decisions about bilingualism for children with autism. Participants were 49 parents or guardians of children with autism who were members of a bilingual family; 75% were raising their child with autism spectrum disorders (ASD) to be bilingual or multilingual. Professionals did not always support this choice. Parents reported that living in a bilingual community and the need to communicate with various people in a variety of venues supported a bilingual choice along with the enrichment and job opportunities that bilingualism afforded. Parents also reported concerns around choosing bilingualism for their children with ASD, such as lack of services and supports and concerns about whether their children would be able to learn two languages. Children with ASD exposed to two languages were often reported to be acquiring their languages of exposure, albeit to varying degrees. Given the small sample size and the exploratory nature of the study, the need for more research is emphasized. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; Distance Education; Internet; Access to Computers; Open Universities; College Students; Student Attitudes; College Faculty; Case Studies; Qualitative Research; Questionnaires; Content Analysis; Student Research; Research Projects; Supervision; Theories; Student Needs; Teacher Student Relationship; Teacher Role; Research Skills; Barriers; Libraries; Motivation; Educational Administration; Rural Areas; Educational Research; Family Problems; Financial Problems; Multicampus Colleges; Supervisor Supervisee Relationship; Supervisory Methods; Supervisors

Abstract:
The study examined the ODL learners' perceptions of the quality of provision of research support services to the ODL learners by tutors. It focused on the Zimbabwe Open University's (ZOU) Bachelor of Education (Educational Management) research students' experiences. It was a qualitative multiple case study of four of the 10 Regional Centres of the ZOU. It purposively sampled 40 out of 160 research participants because they possessed desirable research characteristics for this study. The study was deemed significant in influencing tutors and policy makers to consider their research students' supervision experiences as a basis for improving the quality of services for future research supervision practices and research projects. The study was guided by a two fold theory namely, thee Facilitation Theory (Nyawaranda, 2005) and the Nurturing Theory (Anderson, Pay and Mac Laughlin, 2006). Both theories advocate for the need of the supervisors to give their students a big heart. In terms of research supervision services offered by tutors the study indicated the time students were offered to meet research supervisors, prompt returns of marked work, and tutor student motivation and counselling as key services. In connection with the joys about research supervision, the students highly regarded: the manner in which tutors motivated them, tutors guidance in choosing research topic, tutor mentorship during research supervision and provision of workshops to polish up their research skills. In line with the challenges to the provision of research support services, three categories of challenges emerged. First, student-related challenges included lack of time, lack of money, lack of library facilities, lack of motivation and commitment to do research, lack of adequate theory in the area being researched on and family problems. Second, supervisor-related challenges included: too little direction, too little practical help given, too few meeting with students, no interest in topics and with students, lack of research skills and experience. Third institution-related challenges included: lack of adequate statistics and research course sat undergraduate levels, lack of adequate courses in research methods and paradigms, exposure to research skills and experiences to name a few. In a bid to revamp the provision of research services, students suggested the need to improved library facilities, install computers in the library, hire internet services and photocopy relevant research material to name a few. The study concluded that tutors provided average research support services to ODL learners. Students tended to enjoy research supervision if they are exposed to academically nourishing experiences. Research support services were undermined by student related, supervisor related and institution related challenges. Students failed to visit their supervisors, libraries and purchase research materials due to lack of money. Students in rural areas do not have access to library facilities in their localities. The study recommended that tutors need to be trained, indicated and staff developed in the research support services area. ZOU needs to set up mobile libraries and internet facilities to service students in remote areas. ZOU needs to move its research support services a gear up by exposing students to time management skills. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Services; Family Problems; Help Seeking; Family Violence; Physicians; Mental Health Programs; Mental Health; Risk; Chinese Americans; Depression (Psychology); Surveys; Incidence; Mental Disorders; Regression (Statistics); Anxiety; Symptoms (Individual Disorders); Folk Culture; Medicine; Social Work

Abstract:
An exploratory survey indicated that the depression prevalence among Chinese Americans is 17.4 percent. Of 516 respondents, 34.9 percent preferred seeking advice from friends or relatives, followed by 30.2 percent not showing any preference when facing a mental health problem. Logistic regression results pointed to three contributing factors: anxiety problems, acculturation concerns, and domestic violence. Learning from these factors, the authors conducted additional analyses to connect depressive symptoms with demographics to explain the underutilization of mental health services. Significant results showed that male Chinese Americans were more likely than female Chinese Americans to seek help from physicians but less likely to seek help from friends. Those who were not employed were more likely than those who were employed to think that a family problem would take care of itself or to seek help from herbalists, from physicians, or from friends. Implications for social work practice are discussed and address risk factors and multicultural considerations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Family Problems; Mental Disorders; Caregivers; Family Relationship; Communication Skills; Mental Retardation; Pretests Posttests; Family Involvement; Mental Health Programs

Abstract:
This brief report describes results from an evaluation of NAMI Basics, a peer-delivered family education program for family caregivers of children and adolescents with mental illness. Over six classes, family members are given information (e.g. education about mental illness and treatments), skills training (e.g. family communication skills) and advocacy support. We report data from 36 caregivers who completed pre and posttest instruments measuring self-care, empowerment, and family problem-solving and communication skills. Results showed significant improvements in self-care, empowerment, and "incendiary" family communication after participation in the program. Results suggest that NAMI Basics may improve both parental functioning and familial processes. Implications and future directions are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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