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Descriptors:
Academic Achievement; Academically Gifted; Cognitive Ability; Student Attitudes; Measures (Individuals); Residential Programs; Child Rearing; Parenting Styles; Factor Analysis; Multiple Regression Analysis; Questionnaires; Age Differences; Gender Differences; Racial Differences; Summer Programs; Preadolescents; Adolescents; Elementary School Students; High School Students

Abstract:
Children whose parents are warm and responsive yet also set limits and have reasonable expectations for their children tend to have better outcomes than their peers whose parents show less warmth and responsiveness, have low expectations, or both. Parenting behavior is related to family race and children's sex, age, and cognitive ability. However, there is no work that examines how children's cognitive abilities are related to their perceptions of their mothers' and fathers' parenting styles and the extent to which these relationships are moderated by race, sex, and age in a sample of gifted students. Participants (N = 332, ages 9-17 years) attended a summer residential program for gifted students and completed the Parental Authority Questionnaire and the verbal battery of the Cognitive Abilities Test. Three main findings emerged. First, factor analyses provided support for the use of the Parent Authority Questionnaire with gifted populations. Second, findings from regression analyses as well as examinations of mean differences by cognitive ability level were consistent with earlier studies suggesting that more cognitively able students were likely to perceive their parents as employing a flexible (i.e., authoritative) parenting style. Finally, consonant with earlier studies with nonidentified populations, age, sex, and race were associated with parenting styles as reported by this group of identified gifted students. Results provide further support for the notion that authoritative parenting promotes positive outcomes for children, particularly those who have been identified as gifted. (Contains 4 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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Teacher Education; Urban Schools; Epistemology; Teacher Education Curriculum; Teacher Education Programs; Program Descriptions; Community Role; Teacher Role; Change Strategies; Educational Strategies; Educational Theories; Knowledge Base for Teaching; Educational Practices; Partnerships in Education; School Community Programs; Training Methods; Training Objectives; Residential Programs; Alternative Teacher Certification

Abstract:
This paper describes an urban teacher residency program, the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a "third space" in teacher education. We detail the ways in which we conceptualize epistemology and clinical practice in teacher education, and changes in the roles of the community, and P-12 teachers that occur in a third space. Providing an account of our messy and nonlinear process demonstrates the struggles of creating new spaces for teacher education. We believe the theory that informs our work, the challenges we face, and the strategies for meeting those challenges illustrate the tenuous and ever-evolving nature of doing work in the "third space." (Contains 2 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:
Child Behavior; Emotional Disturbances; Residential Programs; Family Involvement; Health Services; Mental Health Programs; Correlation; Outcomes of Treatment; Intervention; Family Relationship; Family Influence; Emotional Response

Abstract:
Background: Family involvement is viewed as an important component of the treatment process for children in residential treatment centers, but little is known about the impact of contact with family members on changes in youth functioning. Objective: The goal of this study was to use administrative data to examine the association between family involvement and youth outcomes for a Medicaid-funded residential treatment program in Florida. Differences between in-person and telephone intervention contacts based on the proximity of the family residence to the program were also explored. Methods: The sample was divided into two groups based on the number of family contacts per month during the treatment episode; i.e., number of family contacts equal to or less than the median and number of family contacts greater than the median. Generalized estimating equations were used to examine characteristics related to the percent change in scores on a measure of emotional and behavioral functioning. Results: Results suggest that maternal and paternal contacts, as well as the total number of family contacts, were associated with greater improvements in youth functioning. Youth that resided in a different county than the residential program had greater improvement in behaviors when the family was involved regardless of whether contact was in-person or over the phone. Conclusions: Family involvement, including phone contacts, is associated with improved youth outcomes during the treatment episode. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Postdoctoral Education; Accreditation (Institutions); Internship Programs; Residential Programs; College Programs; Check Lists; Professional Training; Statistical Data; Tables (Data); Psychology; Psychologists; Information Sources

Abstract:
This is the official listing of accredited internship and postdoctoral residency programs in psychology. It reflects all Commission on Accreditation decisions through July 22, 2012. (Contains 15 footnotes.)

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Descriptors:
Females; Substance Abuse; Coping; Sexual Abuse; Self Disclosure (Individuals); Individual Characteristics; Crime; Rehabilitation; At Risk Persons; Intervention; Community Programs; Residential Programs; Program Effectiveness; Self Esteem; Social Support Groups

Abstract:
Research suggests that many women experience some form of sexual assault in their lifetime and that women who engage in substance abuse often have a higher incidence of past sexual assault than women in the general population. Given the documented rates of sexual assault among women in recovery from substance use, it is important to explore community interventions that promote positive recovery from substance use and sexual assault. One model that promotes successful substance use recovery is the Oxford House--a democratic, self-supported substance use recovery home. Research demonstrated that living in an Oxford House provides sober social support and that this increased social support may promote the use of positive coping strategies to strengthen recovery from substance use, however; the relationship between social support and sexual assault for women is unclear. Thus, the current study examines the Oxford House model for women in recovery from substance use who have experienced sexual assault. A cross-sectional sample of women living in Oxford Houses in the United States was obtained to examine the relationship among disclosure of sexual assault, social support, and self-esteem. Results suggested that many women used Oxford House as a setting in which to disclosure prior sexual assault. Results also indicated that women who disclosed their assault experience reported higher self-esteem and social support than women who had not disclosed. Possible implications include the value of substance abuse recovery homes as a safe, supportive environment for women to address issues related to sexual assault. (Contains 2 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:
Females; Acquired Immunodeficiency Syndrome (AIDS); Program Effectiveness; Sexually Transmitted Diseases; Health Promotion; Intervention; Drinking; At Risk Persons; Sexuality; Alcohol Abuse; Skill Development; Residential Programs; Prevention; Addictive Behavior

Abstract:
Objective: A pilot randomized clinical trial (RCT) examined effectiveness of HIV/STD Safer Sex Skills Building + Alcohol (SSB+A) intervention for women with Alcohol Use Disorders (AUDs) in a residential treatment setting. Method: After randomizing thirty-six women with AUDs and reporting having intercourse with a male partner in the past 180 days to SSB+A or HE (standard HIV/STD education) groups, rates of penetrative intercourse with and without condoms at 60 day and 180 day follow-up were compared between SSB+A or HE groups. Results: There was a significant difference in mean number of sex acts with condoms between SSB+A and HE groups over time. Specifically, SSB+A and HE groups did not differ at 60 day follow-up, but at 180 day follow-up, mean sex acts with condoms among SSB+A group was significantly higher than HE. Conclusion: Pilot study findings affirm the effectiveness of the SSB+A in reducing sexual risk behaviors of AUD women and support the need for further research, testing the SSB+A intervention in a larger sample of women and across different treatment modalities. The present study also illustrates the critical link between practice and use of a step by step model of intervention research. (Contains 5 tables and 3 figures.) 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:
Outcome Measures; Quality Control; Substance Abuse; Mental Health; Computation; Foreign Countries; Benchmarking; Drug Abuse; Alcohol Abuse; Behavior Change; Drug Rehabilitation; Residential Programs; Mental Disorders; Comorbidity; Measures (Individuals)

Abstract:
There is increasing emphasis on the use routine outcome assessment measures to inform quality assurance initiatives. The calculation of reliable and clinically significant change indices is one strategy that organizations could use to develop both internal and externally focused benchmarking processes. The current study aimed to develop reliable and clinically significant change indices for a range of commonly used outcome measures in the substance abuse field. Participants were attending Kedesh Rehabilitation Services, an Australian residential substance abuse service that also accepts people with co-occurring mental health problems (n = 595). A range of mental health and substance use measures were administered to participants at intake to the service, and just prior to discharge at 7-weeks. Participants demonstrated statistically significant improvement across each of the measures. Rates of clinically significant improvement varied from 44 % to 85 % dependent on the criteria and outcome measure used. The calculation of clinically significant change provides a low cost, and relatively straightforward approach to evaluating and benchmarking program activities. It is likely that the results from the current study will be beneficial for other residential substance abuse services looking to benchmark their own program activities. 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:
Academically Gifted; Nontraditional Education; Teaching Methods; Student Needs; Acceleration (Education); Profiles; State Schools; Enrichment Activities; Educational Finance; Summer Programs; Art Education; Advanced Courses; Residential Programs; Special Schools

Abstract:
In this article, the authors discuss Governor's Schools as an alternative for gifted students. When the word school is used, people typically think about traditional schooling. But Governor's Schools are different in the type of schooling provided and the type of students served--they educate predominantly gifted children, teach a wide array of content, use acceleration and enrichment, and meet the needs of children academically and socially. Depending on the location and type, Governor's Schools may operate only in the summer or for an entire school year. The profiles of several Governor's Schools are included in this article to provide a better understanding of their purpose and operation. 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; Semi Structured Interviews; Caregivers; Caregiver Attitudes; Attitude Measures; Down Syndrome; Screening Tests; Training; Family (Sociological Unit); Social Services; Phenomenology; Coping; Social Support Groups; Aging (Individuals); Foreign Countries; Residential Programs; Family Involvement; Knowledge Level; Emotional Response

Abstract:
It is well established that people with Down's syndrome are more likely to develop dementia than other people and that onset of dementia is likely to occur earlier at an earlier age. The article reports on a specialist service for people with Down's syndrome and dementia. The service has offered dementia screening and assessment to people with Down's syndrome for over 10 years and has also developed to offer support and training for carers. Semi-structured interviews were conducted with family carers, relatives and staff about the impact on them of caring for someone with Down's syndrome and how the dementia service supports them in this role. The resulting data were analysed using interpretative phenomenological analysis. The responses provide rich insights into the areas of "knowledge and information", "coping and support" and "concerns about the future". Interviewees also identified services they wanted for the future. As a result of this evaluation, a number of changes have been proposed and begun to be implemented within the service. The results have important implications for other health, social care and voluntary organisations. (Contains 4 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:
Autism; Foreign Countries; Housing; Mental Retardation; Clinical Diagnosis; Residential Programs; Pervasive Developmental Disorders; Adults; Symptoms (Individual Disorders); Classification; Comparative Analysis; Age Differences; Gender Differences; Behavior Problems; Caregivers; Program Effectiveness; Group Structure

Abstract:
Background: There is little evidence to guide the commissioning of residential provision for adults with autistic spectrum disorder (ASD) in the UK. We aim to explore the degree and impact of diagnostic congregation among adults with intellectual disabilities (ID) and ASD living in staffed housing. Methods: One hundred and fifty-seven adults with intellectual disabilities from a sample of 424 in staffed housing were assessed as having the triad of impairments characteristic of ASD. They lived in 88 houses: 26 were non-congregate (40% or fewer residents had the triad) and 50 congregate (60% or more had the triad); 12 with intermediate groupings were eliminated. Non-congregate and congregate groups were compared on age, gender, adaptive and challenging behaviour, house size, staff per resident and various measures of quality of care and quality of outcome. Comparisons were repeated for Adaptive Behavior Scale (ABS)-matched, congregate and non-congregate subsamples. Results: Non-congregate settings were larger, had lower staff per resident and more individualised social milieus. Groups were similar in age and gender but the non-congregate group had non-significantly higher ABS scores. The non-congregate group did more social, community and household activities. After matching for ABS, these outcome differences ceased to be significant. Non-congregate settings were significantly larger and had significantly more organised working methods. Conclusions: The findings are consistent with other research that finds few advantages to diagnostic grouping. (Contains 2 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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