Jeanne L Stanley | PubMed Health

PubMed2003

An applied collaborative training program for graduate students in community psychology: a case study of a community project working with lesbian, gay, bisexual, transgender, and questioning youth.

The following case study offers a detailed description of a university-organization partnership, the basis for a collaborative outreach training program between community psychology graduate students and a lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth center. Students and youth collaborated over 2 semesters on the creation of a social meeting venue within an urban LGBTQ youth-operated center as part of a community outreach project in the students' course in community psychology. Semistructured interviews with the youth and the students provide first-person accounts and perspectives of the project as an effective learning tool for training students in community psychology and in working with LGBTQ youth.

Adolescent↗

PubMedDate not supplied

A nationwide epidemiologic modeling study of LD: risk, protection, and unintended impact.

Through multiple logistic regression modeling, this article explores the relative importance of risk and protective factors associated with learning disabilities (LD). A representative national sample of 6- to 17-year-old students (N = 1,268) was drawn by random stratification and classified by the presence versus absence of LD in reading, spelling, and mathematics according to ability-achievement discrepancies or low achievement levels. The dichotomous classifications were regressed on sets of explanatory variables indicating potential biological, social-environmental, and cognitive factors, problem behavior, and classroom learning behavior. Modeling revealed patterns of high risk for male students and students evincing verbal and nonverbal ability problems and processing speed problems. It was shown that, absent controls for cognitive abilities (such as provided by the ability-achievement discrepancy definition), definitions keyed to low achievement will substantially overidentify ethnic minority and disadvantaged students and will be confounded by significantly higher proportions of students who display oppositional and aggressive behavior problems. Alternatively, good learning behaviors uniformly provide substantial reduction in the risk for LD.

Achievement↗