Developing scientists in Hispanic substance use and health disparities research through the creation of a national mentoring network     

Angela R. Bazzi  Cristina Mogro-Wilson  Nalini Junko Negi  Jennifer M. Reingle Gonzalez  Miguel Ángel Cano  Yessenia Castro 《Mentoring & Tutoring: Partnership in Learning》2017,25(2):151-165

Hispanics are disproportionately affected by substance use and related health harms yet remain underrepresented across scientific disciplines focused on researching and addressing these issues. An interdisciplinary network of scientists committed to fostering the development of social and biomedical researchers focused on Hispanic substance use and health disparities developed innovative mentoring and career development activities. We conducted a formative evaluation study using anonymous membership and conference feedback data to describe specific mentoring and career development activities developed within the national network. Successful mentoring initiatives and career development activities were infused with cultural and community values supportive of professional integration and persistence. Mentoring initially occurred within an annual national conference and was then sustained throughout the year through formal training programs and informal mentoring networks. Although rigorous evaluation is needed to determine the success of these strategies in fostering long-term career development among scientists conducting Hispanic health and substance use research, this innovative model may hold promise for other groups committed to promoting career development and professional integration and persistence for minority (and non-minority) scientists committed to addressing health disparities.  相似文献   

CHARACTERISTICS OF INTERVENTION RESEARCH IN SCHOOL PSYCHOLOGY JOURNALS: 2010–2014          下载免费PDF全文

Victor Villarreal  Maria J. Castro  Ileana Umaña  Jeremy R. Sullivan 《Psychology in the schools》2017,54(5):548-559

The purpose of this study was to provide an updated content analysis of articles published in major journals of school psychology spanning the years 2010–2014, with an emphasis on intervention research (including intervention and participant characteristics). Six journals—School Psychology Review, School Psychology Quarterly, Journal of School Psychology, Psychology in the Schools, School Psychology International, and Journal of Applied School Psychology—were selected for the analysis. Over the 5‐year period, 1,196 articles were published in the selected journals. A total of 65.8% of the articles were empirical articles; intervention studies with school‐age samples comprised 11.1% of all articles. Within the intervention studies, single subject represented the most frequently used research design (40.6%). Further, 58.6% of the intervention studies did not provide sufficient information to discern participants’ disability status. Although the proportion of empirically based articles has increased in recent years, that of intervention articles has remained low.  相似文献   

Understanding the complex work of mathematics teaching     

Superfine  Alison Castro 《Journal of Mathematics Teacher Education》2022,25(3):263-265

Journal of Mathematics Teacher Education -  相似文献   

Uncompromising Integrity; Motorola's Global Challenge by R.S. Moorthy: A Book Review     

Barry Castro 《Performance Improvement Quarterly》2000,13(2):151-153

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Correction to: Teaching and learning in a multilingual Europe: findings from a cross-European study     

Dockrell  J. E.  Papadopoulos  T. C.  Mifsud  C. L.  Bourke  L.  Vilageliu  O.  Bešić  E.  Seifert  S.  Gasteiger-Klicpera  B.  Ralli  A.  Dimakos  I.  Karpava  S.  Martins  M.  Sousa  O.  Castro  S.  Knudsen  H. B. Søndergaard  Donau  P.  Haznedar  B.  Mikulajová  M.  Gerdzhikova  N. 《European Journal of Psychology of Education - EJPE》2022,37(2):321-323

European Journal of Psychology of Education - A Correction to this paper has been published: https://doi.org/10.1007/s10212-021-00539-z  相似文献   

Treating children's aggressive behavior problems using cognitive behavior therapy with virtual reality: A multicenter randomized controlled trial     

Sophie C. Alsem  Anouk van Dijk  Esmée E. Verhulp  Tycho J. Dekkers  Bram O. De Castro 《Child development》2023,94(6):e344-e361

This multicenter randomized controlled trial investigated whether interactive virtual reality enhanced effectiveness of Cognitive Behavioral Therapy (CBT) to reduce children's aggressive behavior problems. Boys with aggressive behavior problems (N = 115; M_age = 10.58, SD = 1.48; 95.7% born in Netherlands) were randomized into three groups: CBT with virtual reality, CBT with roleplays, or care-as-usual. Bayesian analyses showed that CBT with virtual reality more likely reduced aggressive behavior compared to care-as-usual for six of seven outcomes (ds 0.19–0.95), and compared to CBT with roleplays for four outcomes (ds 0.14–0.68). Moreover, compared to roleplays, virtual reality more likely enhanced children's emotional engagement, practice immersion, and treatment appreciation. Thus, virtual reality may be a promising tool to enhance CBT effectiveness for children with aggressive behavior problems.  相似文献