Beverley Argus-Calvo

Is there a need to modify existing coping scales to include using electronic media for coping in young people

Children and adolescents spend an average of 7 h a day using electronic media which include television, radio, cellphones, computers, and handheld devices (1); it would be naive to think that time spent on these devices has no effects (2). Indeed, it is clear that media has an effect on all of us, especially, youth who have grown up in a world surrounded by electronic devices (3–5). Decades of study on media use indicate a profound effect on the lives, health, and well being of youth (1). In particular, findings from a large number of studies, though often subject to controversy, link media use to psychosocial (6, 7), behavioral, and health problems (8–10) in children and youth. Potential positive effects of media use have been less studied. Media entertains, teaches, is a tool for communication, and may also be used as a means to cope with stress. We propose a need for the development of a novel assessment scale that will facilitate studies of the role of electronic media as a youth coping strategy.

A Model Project for Identifying Rural Gifted and Talented Students in the Visual Arts.

The following article describes a program that was designed to identify gifted and talented Hispanic and Native American children in the visual arts in two rural schools. The multidimensional identification procedures as well as the needs of each community are presented. The overall outcomes are discussed emphasizing the positive effects that were observed in the participating students.

An Ethnographic Study of Special Education Services in a Rural Area of Mexico.

The provision of appropriate special education services to Mexican, immigrant children and their families who live in rural border areas of the United States begins with an understanding of the educational system in Mexico. A brief history and overview of the types of special education programs that are currently being administered in Mexico are provided. Additionally, the personal perspectives of two administrators who oversee programs in rural areas neighboring Ciudad Juarez are highlighted. Using in-depth interviewing to gain insight into the personal and professional experiences of these two professionals, emergent themes concerning special education in rural areas of Mexico are identified and discussed.