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This investigation examined the potential impact of a school-based youth intervention program on the attitudes and behavioral patterns of at-risk youth. The sample size used in this study was 52; 24 participants received the school-based intervention and 28 participants did not receive the intervention. A two-group pretest-posttest design approach was implemented. A two-phase behavioral intervention was used with at-risk youth who were returning from a remanded period at an alternative school in lieu of expulsion from school. After the conclusion of the intervention program, school attitudes, behavioral indicators and academic success indicators were evaluated. The results of this study revealed that there was a significant treatment effect on youth's school attitudes.

While literature abounds on the experience of the adolescent in the "coming out" process and the impact that the event has on the family system, few interventions that are designed specifically to assist parents have been proposed. Parents of lesbian, gay, and bisexual adolescents face challenges that they may never have anticipated and, therefore, require special kinds of support resources as well as factual, nonbiased information. A parent-specific psychoeducational group intervention to be facilitated by school counselors is presented with a focus on adult development in the context of a changing family.

The 2011 Professional Development Schools National Conference recognized Rice Creek Elementary School for its outstanding collaborative accomplishments with the University of South Carolina, naming it as a recipient of the National Association for Professional Development School's Award for Exemplary Professional Development School Achievement. This article describes how Rice Creek and USC have used the NAPDS's "Nine Essentials" of Professional Development School work as the basis for their collaboration.

An in-depth understanding of immune escape mechanisms in cancer is likely to lead to innovative advances in immunotherapeutic strategies. However, much remains unknown regarding these mechanisms and how they impact immunotherapy resistance. Using several preclinical tumor models as well as clinical specimens, we identified a mechanism whereby [CD8.sup.+] T cell activation in response to programmed cell death 1 (PD-1) blockade induced a programmed death ligand 1/NOD-, LRR-, and pyrin domain-containing protein 3 (PD-L1/NLRP3) inflammasome signaling cascade that ultimately led to the recruitment of granulocytic myeloid-derived suppressor cells (PMN-MDSCs) into tumor tissues, thereby dampening the resulting antitumor immune response. The genetic and pharmacologic inhibition of NLRP3 suppressed PMN-MDSC tumor infiltration and significantly augmented the efficacy of anti-PD-1 antibody immunotherapy. This pathway therefore represents a tumor-intrinsic mechanism of adaptive resistance to anti-PD-1 checkpoint inhibitor immunotherapy and is a promising target for future translational research., Introduction Despite the significant impact that checkpoint inhibitor immunotherapies have generated in clinical oncology, the majority of patients with cancer still do not benefit from this treatment modality (1). It [...]

This study explores the contextual factors that influence a school counselor's decision to actively integrate multicultural diversity in his/her work. Through using the Integrating Multicultural Diversity Questionnaire (IMDQ) the effectiveness of multicultural diversity training, the types of multicultural diversity practices that are used with frequency and the challenges experienced and/or anticipated in integrating multicultural diversity practices in educational settings are investigated. Results indicate a significant number of participants do not daily integrate multicultural diversity practices because of a reported lack of skills and support as well as ineffectual pre-service multicultural diversity training.

The purpose of this study was to explore the experience of students with performance-based, in-class and learner-centered, online assessment and the effects of these formats on comprehensive exam scores in an educational psychology course required of participants in a teacher education program. In our quantitative analysis, we investigated the effects of in-class and online exams on undergraduate students' performance on an in-class comprehensive final (n=141). Students were randomly assigned by course section to take one proctored exam in-class and two other unit exams online in a learner-centered format. At the end of the course, students in all sections took a proctored comprehensive final, consisting of a series of multiple choice questions closely aligned with questions from the unit exams. No significant differences were found between content items initially assessed utilizing the traditional, in-class format and the learner-centered online format. In our qualitative analysis, students in one of the six sections (n=22) were selected to participate in open-ended interviews. A phenomenological method was used to collect and analyze responses to the question: "When thinking about your experiences with both the in-class exam and Blackboard exams in [course name], what stands out for you?" Findings from our qualitative analysis resulted in separate yet balanced themes for participants' perceptions of in-class and online exams. For both categories of themes, the constructs of stress, control, and knowing stood out for participants. Implications of this research project are discussed in relation to the use of learner-centered assessment. (Contains 3 tables and 1 figure.) [Note: The publication year (2009) shown on the PDF is incorrect. The correct publication year is 2008.]

Alongside the UK Coalition Government's historic public spending cuts, the "Big Society" has become a major narrative in UK political discourse. This article reviews key features of Big Society policies against their aims of rebalancing the economy and mending "Broken Britain", with particular reference to their implications for children and young people, and for the voluntary and community sector working with them. Although many positives are acknowledged, flaws are identified in the lack of attention paid to the unique position of children in society, and in an inconsistent conceptualisation of the voluntary sector on which Big Society policies rely. (Contains 1 note.)

This article reports on the results of a qualitative study of new African American female professors' participation in a peer mentoring group. Three key themes that emerged from the data included peer mentoring as a vehicle to process and cope effectively with microaggressions, increase positive self-identity and self-efficacy as a scholar, and recognizing and combating internalized oppression and stereotypes. Implications for future African American female faculty peer programs are discussed.

Feminist therapy and counseling emerged nearly 40 years ago to better meet the needs of women experiencing psychological distress (Enns, 1997). Since its inception, feminist therapy has evolved in terms of theory, therapeutic techniques, and scope of application. In this article, the authors explore five areas relevant to counselors and counselor educators that have been influenced by feminist philosophy, theory, and counseling: family therapy, career counseling, assessment, feminist therapy research, and counselor education and training. They also discuss that it is important for feminist counseling professionals to construct theories and therapies that are shared; inclusive; and culturally, racially, politically, and gender sensitive rather than ones based on racist, Eurocentric, and ethnocentric ideologies, epistemologies, and axiology.

The need for all counselor trainees to simultaneously acquire the Multicultural Counseling Competencies and the revised Career Counseling Competencies is discussed, and the interface between them is examined. The authors recommend the development of simulation and technology resources so that both sets of competencies can be implemented for ongoing learning in counselor education. (Contains 50 references, 1 table, and an appendix.) (Author)

Surveys counselor education students (N=68) using Defining Issues Test and White Racial Identity Scale to determine relationships among multicultural training and moral racial identity development. Results indicated that training could help change modes of information processing about racial attitudes, but may not promote cognitive complexity needed for moral development. (Author/JDM)

Examined physical, emotional, cognitive, and spiritual wellness activities of African American mental health counselors and behaviors they used to cope with racism. Counselors used a wide variety of wellness strategies, although counselors in school settings were less likely to engage in occupational wellness activities. Confrontation was the most common approach to racism. (SLD)

Identifies problems related to a counselor's lack of training to assist gifted African American children and proposes steps toward appropriate counselor training. A good multicultural training program has components of consciousness raising, antiracism, and knowledge and skill development. A multiculturally trained counselor is knowledgeable about cultures that differ from the Western European norm. (SLD)

Combined effects of racism and sexism in the workplace subject African-American woman to more discrimination than either Black men or White women. Examines racism and sexism in employment practices and in the career development and aspirations of African-American women. Identifies coping system of African-American women who avoid career fields in which they perceive pattern of discrimination. (NB)

Abstract Objective: to evaluate the effects of brisk walking on bone mineral density in women who had suffered an upper limb fracture. Design: randomized placebo-controlled trial. Assessments of bone mineral [...]

The authors who worked to prepare this special issue on women and counseling (N. L. Kees, L. A. Carlson, R. Parmley, P. Dahlen, K. Evans, A. F. Marbley, et al., 2005) offer a vision for a just, equitable, and sustainable future for all. Recommendations for individual and systemic change needed to realize this future vision are offered. Implications for the American Counseling Association and members of the counseling profession are highlighted., It is difficult to continue working in the area of social justice and equal rights for any length of time without a vision for the future that inspires hope and [...]