ABSTRACT
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.
Subject(s)
Learning Disabilities/epidemiology , Learning Disabilities/prevention & control , Achievement , Aggression , Child , Child Behavior Disorders/diagnosis , Child Behavior Disorders/epidemiology , Cognition , Female , Humans , Male , Risk FactorsABSTRACT
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.
Subject(s)
Bisexuality/psychology , Community Mental Health Services , Cooperative Behavior , Education, Graduate , Education/organization & administration , Gender Identity , Homosexuality/psychology , Psychology/education , Adolescent , Adult , Community-Institutional Relations , Female , Humans , Learning , Male , United StatesABSTRACT
Abstract Perspectives on cross-generational friendships with older lesbians were explored using informal group interviews with two groups of young sexual minority women (N = 16), ages 15 to 25. A majority of the participants were women of color; all were regular members of weekly discussion groups at two lesbian, gay, bisexual and transgendered centers on the East Coast. About half of the young women were interested in having friendships with older lesbians, citing the importance of such relationships for helping younger women cope with coming out, providing a sense of community, and serving as role models and mentors. Others were less interested in becoming friends with older lesbians, citing the generation gap as being an insurmountable obstacle. The participants also perceived that many older lesbians were not interested in cross-generational friendships. Ways to create opportunities for forming cross-generational friendships were identified.
