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Sustaining Community Violence Intervention and Prevention (CVI): A State Readiness Assessment for Funding CVI Through Medicaid
No full textCommunity violence intervention and prevention (CVI) programs aim to reduce gun violence and its associated harms through community-driven strategies. Programs’ long-term sustainability is challenged by inconsistent and insufficient funding, however, which can be detrimental to the individuals who depend on these services as they navigate recovery from a violent injury. As states explore new funding mechanisms, Medicaid reimbursement has emerged as a viable option, however little implementation guidance exists specific to this policy option in the CVI context. This study combines the implementation science and public health infrastructure literatures with data from a recent multistate case study (n = 17 key stakeholder interviews) to produce a readiness assessment for funding CVI through Medicaid. The readiness assessment is organized by the stages of the EPIS (Exploration-Preparation-Implementation-Sustainment) framework and provides tangible guidance to states looking to improve their CVI infrastructure. The assessment includes recommendations that reflect key challenges and facilitators of implementation, as dictated by those who have recently navigated this process. Given the urgency of reducing gun violence and its harms, this study underscores the importance of structured policy planning to enhance CVI program viability and sustainability. This study contributes to the growing implementation science and public health infrastructure literatures by offering a theoretically grounded and evidence-informed tool to support policymakers in establishing sustainable funding mechanisms for CVI
Beyond Traditional Training: AI as a Supportive Instrument in Psychologist Development
No full textThis study explores the integration of artificial intelligence (AI) into training and professional development of psychologists mastering the innovative Eco-Centered Psychological Facilitation (ECPF) method, developed within P.V. Lushyn\u27s ecofacilitative approach. Psychologist-ecofacilitators are professionals who have mastered this method and practice based on ecofacilitative principles. The study focuses on AI\u27s impact on skill development, motivation, and professional identity formation. Through a mixed-methods approach, the study examines AI-assisted learning within the ECPF framework, emphasizing ecological adaptability, tolerance for uncertainty, and facilitation of natural developmental processes. A pilot study involving 40 participants tested the effectiveness of AI (Claude 3.5 Sonnet) in various interaction formats—consultant, client, and supervisor—over a two-month period. Factor analysis identified a three-dimensional model of professional development, encompassing personal-professional orientation, technical mastery, and communicative competence. Cluster analysis revealed distinct motivational profiles among participants, highlighting the need for differentiated AI-assisted learning approaches. Findings indicate high user satisfaction (85% positive ratings) and demonstrate that AI serves as a valuable training tool, providing a safe and adaptive environment for skill acquisition and reflective practice. The study underscores the necessity of balancing structured learning with independent experimentation, as well as addressing ethical considerations in AI-assisted training. Practical recommendations include developing structured prompts, differentiated task design, and expanded group learning opportunities. The study contributes to ongoing discourse on AI-enhanced education, offering a novel model for integrating AI into psychologist training while preserving core ECPF principles. The findings pave the way for future research on AI-assisted facilitation, professional identity formation, and personalized learning trajectories in the digital era
Impact of Computer-Mediated Versus Face-to-Face Motivational-Type Interviews on Participants’ Language and Subsequent Cannabis Use: Randomized Controlled Trial
No full textBackground: Motivational interviewing (MI) is frequently used to facilitate behavior change. The use of change talk during motivational interviews can predict subsequent behavior change. However, no studies have compared the information obtained from traditional face-to-face motivational interviews and computer-mediated motivational interviews or resulted in the same amount of behavior change. Objective: This study aimed to investigate if face-to-face motivational-type interviews (MTIs) and computer-mediated MTIs elicit the same amount of “change talk” and behavior change when young adults discuss their ambivalence about using marijuana. Methods: A total of 150 users, including frequent marijuana users, occasional marijuana users, and non–marijuana users, participated in the study. All participants reported being at least moderately ambivalent about their current level of marijuana use. Participants were randomly assigned to complete a brief MTI using either the standard face-to-face format or a computer-mediated format. Amrhein’s manual for assessing the presence of “change talk” and “sustain talk” was used to code the language produced by respondents in each interview format. A reduction in marijuana use was assessed at a 2-month follow-up. Results: The word count was significantly higher in face-to-face MTIs compared with computer-mediated MTIs (P\u3c.001). After controlling for verbosity, face-to-face MTIs, and computer-mediated MTIs did not differ statistically in the overall amount of change talk (P=.47) and sustain talk (P=.05). Face-to-face MTIs elicited significantly more reasons for reducing future marijuana use (ie, change talk; P=.02) and readiness toward not using marijuana (ie, change talk; P=.009), even after controlling for verbosity. However, these differences were not statistically significant after using a conservative Bonferroni correction (P\u3c.004). After controlling for marijuana use at Time 1, the relationship between the strength of commitment language at Time 1 and marijuana use at Time 2 was not statistically significant (semipartial correlation r=0.03, P=.57). The association between Time 1 change talk and Time 2 marijuana use depended on the type of motivational interview that participants experienced: face-to-face MTI versus computer-mediated MTI (B=0.45, P=.01). A negative binomial regression with a log link function was used to probe this relationship after controlling for 2 covariates: gender and Time 1 (baseline assessment) marijuana use. Among participants in the face-to-face MTI condition, Time 2 (follow-up) marijuana use decreased as the strength of Time 1 change talk increased, although this finding was not significant (B=–0.21, P=.08). However, among participants in the computer-mediated MTI condition, Time 2 marijuana use was not significantly related to the strength of Time 1 change talk (B=0.13, P=.16). Conclusions: Computer-mediated MTIs and face-to-face MTIs elicit both change talk and sustain talk, which suggests that motivational interviews could potentially be adapted for delivery via text-based computer platforms. However, further research is needed to enhance the predictive validity of the type of language obtained via computer-delivered MI
The Role of Externalizing Problems and Empathy on the Daily Report Card
No full textThe daily report card (DRC) is a commonly used behavioral intervention in which teachers rate child performance on target goals and parents provide home rewards based on the child’s performance. The current study investigated associations between child externalizing problems, empathy, and specific components of the DRC: (1) types of DRC goals that are chosen, (2) teacher and parent adherence to the DRC, and (3) child performance on the DRC. These aims were examined in a sample of 71 children (ages 7–11) who were enrolled in a school-home intervention designed for children with significant inattentive and hyperactive/impulsive behaviors. Teachers and parents completed separate baseline measures of inattention (IA), hyperactivity/impulsivity (H/I), conduct problems (CP), and empathy. Outcomes included type of DRC goals (i.e., academic, behavioral, and social-emotional), teacher and parent adherence to the DRC during the initial four-week intervention period, and child DRC performance during the same period. First, IA predicted more academic goals but fewer social-emotional goals, H/I predicted fewer academic goals but more behavioral goals, and CP predicted more social-emotional goals. Second, H/I predicted better parental adherence such that parents rewarded their child’s DRC more frequently. Third, baseline empathy predicted better overall DRC performance; externalizing problems did not negatively impact DRC performance. Results suggest that the DRC is a robust behavioral modification tool that can be tailored to fit each child’s needs and severity of externalizing problems. Empathy may serve as an important factor when designing treatment protocols to improve overall child behavior
The Lasting Impact of Childhood Maltreatment on Parenting: A Qualitative Study
Full text linkThis qualitative study explored how Child Protection Service (CPS)-involved parents made meaning of their parenting and what informed their meaning making. Bronfenbrenner’s Person Process Context Time (PPCT) framework was utilized to examine the context of parenting within the CPS system. The PPCT theoretical assumptions were used to discuss the results of the study. Semi-structured interviews were conducted with 10 participants, from diverse ethnic backgrounds. All but one returned for a second interview. The CPS-involved parents disclosed childhood experiences that were consistent with childhood maltreatment. The participants were preoccupied with stories of their own childhood and not wanting to parent like their own parents. The participants expressed their dismay when they described confusion over their unintended parenting, likely the result of the repetition of proximal processes and the intergenerational transmission of parenting. Participants recognized the challenges associated with not knowing how to parent based on both their limited exposure to an affirming example, as well as overwhelming emotions that impeded their progress during critical times. The participants also showed great determination, insight, and resourcefulness. The participants identified barriers and provided recommendations for CPS and service providers. Future directions of this study include expanding research to fathers in the CPS system and evaluating treatment and prevention programs. Implications of this study include increased awareness of the intergenerational impact of childhood maltreatment and targeted treatment interventions
His injustice stirred in me ambitious wishes : Women\u27s Education in Charlotte Brontë’s Villette
Full text linkThis thesis will explore Charlotte Brontë’s novel Villette and how it functions as an insight into the complicated ways in which Brontë’s Victorian world felt towards women’s education. The text focuses on the life of Lucy Snowe, a character often considered to be one of Charlotte Brontë’s most autobiographical, and her experiences in an all-girls’ school in the Brussels-inspired town of Villette. Education plays a large role in the events of Lucy’s life, which the novel explores, along with detailing the experiences of the characters of Ginevra Fanshawe and professor M. Paul Emmanuel. Despite their different conceptions of and relations to women’s education, education brings benefits to Ginevra and Lucy’s lives that would be otherwise unattainable. However, the supervisory nature of the French Catholic pensionnat suggests that strict limitations were placed upon female students, even with the benefits education could provide. M. Paul functions as an embodiment of education as both surveillance and a limited means of liberation, even though the education he provides his female students does not approach the standards of the masculine education he himself has received. Education functions in Villette as a tool of liberation, but within a certain threshold, as women could never obtain the same freedom or social status as men
01. \u3cem\u3eHarry Stottlemeier\u27s Discovery\u3c/em\u3e (novel - eBook)
Full text linkOne day Harry finds himself giving the wrong answer in science class and begins to wonder where he has gone wrong. This reflection soon involves his classmates, who begin to think together about the nature of thinking, inquiry and knowledge. With the help of their teacher, Harry and his classmates discover rules of formal and informal logic, relational logic and hypothetical thinking—-not as ends in themselves, but as tools in helping them understand themselves and their world. Some of the ideas they begin to explore this way include education, mind, rights, religion, art, cause and effect, causes and reasons, and fallibilism. Set within a group of middle school classmates and their families, this novel offers several models of reasonable dialogue, among young people and adults. Adults with a background in philosophy will easily recognize the perennial philosophical issues raised in the story. However, no such background is necessary for young people or adults to enjoy this thought-provoking novel.https://digitalcommons.montclair.edu/iapc_middle_schl_curriculum/1000/thumbnail.jp
6. Mark: Sources and References
Full text linkThis sequential bibliography matches the 1980 edition of Mark page by page. It contains both sources—works that influenced Matthew Lipman in writing the novel—and references to philosophical works he and Ann Margaret Sharp recommend to explore the novels’ philosophical themes.https://digitalcommons.montclair.edu/iapc_hs_curriculum/1005/thumbnail.jp
Out of the Fires
No full texthttps://digitalcommons.montclair.edu/iapc_thinkingstories_displacement_gallery/1002/thumbnail.jp