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In this study, we assessed the feasibility and social validity of an adapted approach to positive behavior interventions and supports (PBIS) implementation in secure juvenile facilities. The authors developed a comprehensive model of facility-wide positive behavior interventions and supports (FW-PBIS) for use in secure juvenile correctional facilities, both detention and long term, as well as state and privately run. FW-PBIS leadership team members that included all major facility roles (education, corrections, mental health, medical, recreation) participated in staff development activities and implemented the advocated approaches over the course of the study. We assessed the fidelity, feasibility, and social validity of FW-PBIS in a repeated-measures evaluation study across 50 secure juvenile facilities. We collected intervention fidelity data using a version of the School-Wide Evaluation Tool modified to reflect the unique features of secure juvenile facilities. We also gathered behavioral incident data from the facilities, but it was not possible to combine these data across sites due to the vast differences in data collection, definitions/classifications, and storage systems from state to state. Results indicated that all participating facilities were able to achieve acceptable FW-PBIS implementation fidelity. Staff rated the intervention as acceptable, feasible, and were willing to implement FW-PBIS practices. Staff members also reported gains in sense of efficacy in their roles. Results are discussed in terms of limitations of the current study, future research, and practice needs.

This article reports results of a research study at a National Science Foundation Research Experience for Undergraduates (REU) site focused on psychological research with clear applications to the real world. Two cohorts of undergraduates engaged in rigorous research projects with implications for real-world problems such as driving, homeland security, relationships, human-computer interaction, language comprehension and production, discrimination, and health psychology. To determine the effectiveness of the program, students completed the Kardash Ratings of Interns' Research Skills as well as the Undergraduate Research Questionnaire, kept journals, and completed exit interviews. Results indicated that students and mentors perceived an improvement in the students' research skills. Students conveyed positive experiences and identified strengths and weaknesses of the program that can be used to improve future REUs.

Despite significant social efforts to reduce substance-related imprisonment, the United States prison population continues to have high percentages of individuals who suffer from substance use disorders. This already marginalized group continues to make up substantial portions of the incarcerated population. This perspective paper overviews the Alcohol Severity Index (ASI) and its use within incarcerated populations. It highlights several shortcomings of the assessment, including validity, time of the assessment, the window of detection, and individual inmate consequences due to high assessment scores. In addition, it advocates for change within the assessment process of substance use disorders within the prison population that would navigate toward better outcomes for both inmates and the prison system. [ABSTRACT FROM AUTHOR]

School-wide positive behavior interventions and supports (SW-PBIS) is a framework for creating safe and effective learning environments and cultivating a positive educational climate. Researchers show that SW-PBIS can improve behavioral outcomes, while demonstrations of a causal relationship between improvements in students' academic achievement and implementation of SW-PBIS remain equivocal. We provide evidence of reductions in behavioral incident reports, improvements in school attendance, and increases in career and technical industry certifications following SW-PBIS implementation in one Texas secure male juvenile correction facility. We argue that these improvements could only be due to SW-PBIS implementation and not alternative explanations (e.g., agency policy/procedure changes, changes in facility or agency leadership, other treatment/rehabilitation programs, validity of measures). We also offer an explanation for these improved gains based on the academic characteristics of incarcerated youth. (Contains 2 tables.)

This article provides a rationale and guidelines for the adoption and implementation of positive behavior interventions and supports (PBIS) in secure juvenile justice settings, including benefits for youth and staff members. The rationale for extending PBIS to juvenile justice settings based on the authors' collective work in numerous states and types of juvenile settings is provided. The iterative development and field-testing process for PBIS implementation in these settings as well as features of the adapted materials and protocols are described. Evaluation methods are outlined and the paper closes with recommendations for future research and practice.

Coaching is one component used to facilitate implementation of positive behavior intervention and supports (PBIS) with fidelity, and to help bridge the gap between training and implementation in real-world settings. This exploratory survey examined elements related to PBIS coaching as support for developing and implementing a statewide PBIS initiative in the educational settings of secure care juvenile correctional facilities. Facility PBIS team members and external PBIS coaches were surveyed to solicit feedback on the need for and value of specific coaching activities and factors that acted as facilitators and barriers to PBIS implementation. Both groups of respondents reported that administrator support, time to carry out PBIS responsibilities, and access to coaching and technical assistance are important for effective implementation of PBIS in secure settings.

Possible selves theory describes the relation between self-concept and regulation of future-oriented behaviours. This theory helps conceptualise issues related to teacher development, including preparation and retention, but few researchers have done so. The validation of a Likert-type instrument intended to measure "new teacher possible selves" is described. Student teachers in the United States (n?=?335) completed the new measure in their final practicum semester. Results from two confirmatory factor analyses indicate that data fit well the models of new teacher "expected" and "feared" possible selves. Limitations and future research directions are discussed. (Contains 3 tables and 2 figures.)

Joint denervation has been proposed as a less invasive option for surgical management of hand arthritis that preserves joint anatomy while treating pain and decreasing postoperative recovery times. The purpose of this systematic review was to investigate the efficacy and safety of surgical joint denervation for osteoarthritis in the joints of the hand. EMBASE, MEDLINE, and PubMed databases were searched from January 2000 to March 2019. Studies of adult patients with rheumatoid arthritis or osteoarthritis of the hand who underwent joint denervation surgery were included. Two reviewers performed the screening process, data abstraction, and risk of bias assessment (Methodological Index for Non-Randomized Studies). This review followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and was registered with PROSPERO (#125811). Ten studies were included, 9 case series and 1 cohort study, with a total of 192 patients. In all studies, joint denervation improved pain and hand function at follow-up (M = 36.8 months, range = 3-90 months). Pooled analysis of 3 studies on the first carpometacarpal joint showed a statistically significant (P <.001) reduction in pain scores from baseline (M = 6.61 ± 2.03) to postoperatively (M = 1.69 ± 1.27). The combined complication rate was 18.8% (n = 36 of 192), with neuropathic pain or unintended sensory loss (8.8%, n = 17 of 192) being the most common. This review suggests that denervation may be an effective and low-morbidity procedure for treating arthritis of the hand. Prospective, comparative studies are required to further understand the outcomes of denervation compared with traditional surgical interventions. [ABSTRACT FROM AUTHOR]

This study describes the 1st-year effects of a Schoolwide Positive Behavior Support on four schools in impoverished communities in rural west Texas. The authors present pre- and postdescriptive data that demonstrate the positive effect upon decreasing discipline referrals, lowering in school suspension rates, and reducing failure rates. The authors hypothesized that using a Schoolwide Positive Behavior Support system is used in rural impoverished schools can help mitigate the negative consequences children experience in communities with few mental health services, thereby increasing their academic engagement and success. (Contains 2 tables and 2 figures.)

The authors investigated the relationship between adolescent occupational aspirations and midlife career success. The model for adolescent occupational aspirations was derived from Gottfredson's (1981) theory of circumscription and compromise. The authors hypothesized that parental socioeconomic status (SES), ability, and gender predict adolescent occupational aspirations and influence career achievement in later life. Gottfredson's model was a good fit for the data. SES and ability influenced the formation of occupational aspirations, and ability and gender predicted career achievement in later life. Additionally, occupational aspirations predicted career achievement in later life. Adolescent girls achieved less career success in midlife than did adolescent boys. (Contains 1 table and 2 figures.)

Peer nominations and demographic information were collected from a diverse sample of 1493 elementary school participants to examine behavior (overt and relational aggression, impulsivity, and prosociality), context (peer status), and demographic characteristics (race and gender) as predictors of teacher and administrator decisions about discipline. Exploratory results using classification tree analyses indicated students nominated as average or highly overtly aggressive were more likely to be disciplined than others. Among these students, race was the most significant predictor, with African American students more likely to be disciplined than Caucasians, Hispanics, or Others. Among the students nominated as low in overt aggression, a lack of prosocial behavior was the most significant predictor. Confirmatory analysis using hierarchical logistic regression supported the exploratory results. Similarities with other biased referral patterns, proactive classroom management strategies, and culturally sensitive recommendations are discussed. (Contains 5 figures and 5 tables.)