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The present study examined relations between prosocial tendencies (dispositional sympathy and prosocial behavior) and psychological adjustment using a multi-method and multi-informant approach in a socioeconomically diverse sample of first- and second-generation Chinese American children from immigrant families (N = 238, M age = 9.2 years). We tested the concurrent associations between: (a) children's dispositional sympathy (rated by parents, teachers, and children, and observed prosocial behavior), (b) psychological adjustment (parent- and teacher-reported externalizing problems and social competence); and (c) cultural and socio-demographic factors (children's Chinese and American orientations, family Socioeconomic Status (SES), only child status, and children's age, sex, and social desirability). Results from correlations and structural equation modeling suggested that different measures of prosocial tendencies related differently to children's psychological adjustment. Parent- and teacher-rated sympathy were associated with higher child social competence and lower externalizing problems within, but not across, reporter. By contrast, child-rated sympathy was associated with higher teacher-rated social competence, and observed prize donation was associated with lower teacher-rated externalizing problems. Different measures of prosocial tendencies also showed different relations to cultural and socio-demographic factors. These findings suggest that prosocial tendencies are not a unitary construct in Chinese American immigrant children: the manifestations of prosocial tendencies and their adjustment implications might depend on the context and/or targets of these tendencies.

Many students who underachieve in schools may not be learning as effectively as they could. Direct assessments such as the Academic Competence Evaluation Scales (ACES), School Motivation and Learning Strategies Inventory (SMALSI), and the Academic Task Attack Checklist System (ATACS) can be used to evaluate students' knowledge and use of strategies that facilitate learning. Research indicates that evidence-based intervention programs that focus on academic task attack strategies (e.g., Challenging Horizons Program (CHP), Testbusters Program, Solution Shop, and Homework, Organization and Planning Skills (HOPS) interventions) have resulted in improved academic outcomes. The purposes of this article are to provide an introduction to the literature on students' use of academic task attack strategies, to present methods of assessment, and to describe research on selected interventions in a three-tiered model.

This study characterised real-world treatment patterns, clinical outcomes, and cost-of-illness in patients with light-chain (AL) amyloidosis. Data were extracted from the US-based Optum® EHR and Clinformatics® Data Mart (claims) databases (2008–2019) for patients newly diagnosed with AL amyloidosis and who initiated anti-plasma cell therapies. Healthcare resource utilisation (HCRU) and related costs were compared across lines of therapy (LOT). Incidences of cardiac and renal failure were evaluated using the Kaplan-Meier method. About 1347 patients (EHR, n = 776; claims, n = 571) were included. Median age was 68 years; 56.8% were male. At initial diagnosis, 33.1% and 15.1% of patients had cardiac and renal failure, respectively. Most patients received bortezomib-containing treatment in LOT1 (69%); bortezomib-cyclophosphamide-dexamethasone was most common (26%). HCRU was similar across LOTs. Mean per-patient-per-month and per-patient-per-LOT costs were $19,343 and $105,944 for LOT1, $19,183 and $95,793 for LOT2, and $16,611 and $128,446 for LOT3, respectively. Costs were primarily driven by anti-plasma cell therapies, outpatient visits, and hospitalisations. The 5-year cardiac and renal failure rates following initial diagnosis were 64.5% and 39.0%, respectively. AL amyloidosis is associated with substantial costs and suboptimal outcomes, highlighting the need for new therapeutic approaches to prevent organ deterioration, and reduce disease burden. [ABSTRACT FROM AUTHOR]

This essay honors the teaching legacy of Katie Geneva Cannon. The renowned social ethicist, theologian, and womanist scholar was foremost a beloved teacher. Her former student reflects on Cannon's embodied teaching praxis that contends for the historical survival of the particular self. Weaving personal narrative and curriculum theory, the essay supplies intimate glimpses into the expansive and liberative learning space Cannon nurtured in her classrooms. [ABSTRACT FROM AUTHOR]

by Israel Galindo, Marty C. Canaday Chalice, St. Louis, 2010. 137 pp. $16.99. ISBN 978-0827230-11-8. THE INHERENT COMMUNAL nature of Christian congregations and the liturgical rhythm of the church's life [...]