C. Johnson

A Multitrait—Multimethod Examination of the Reynolds Intellectual Assessment Scales in a College Sample

This study assessed trait validity of the Reynolds Intellectual Assessment Scales’ (RIAS) Verbal Index (VIX) and Nonverbal Index (NIX) scores in a group of college students. Using both observation of patterns and latent variable modeling of a multitrait—multimethod correlation/covariance matrix, the results indicate that the RIAS VIX scores behaved in a manner predicted from the theory behind their construction; namely, they related strongly to other measures of crystallized intelligence (Gc) and, together, they formed a salient Gc factor. The NIX scores, however, did not behave as predicted—showing as strong, or stronger, associations with measures of Gc than measures of fluid intelligence. Although more studies of this type are needed across different samples before making broad generalizations, the results from the present study support the use and interpretation of the RIAS VIX score, but not the NIX score.

Anxiety experienced by individuals with cancer in remission

For this qualitative research study, we interviewed 25 individuals who survived cancer regarding the sentiments they experienced in adjusting to having their condition in remission. Among other findings that we reported elsewhere, two themes emerged from the in-depth interviews relating to apprehensive percepts. One was that participants spoke of their tendency to battle worrisome thoughts. Although they used a variety of words in describing the construct, anxiety repeatedly appeared as a cogent emotion when facing cancer. Second, anniversaries were said to have continued cogence for the participants as they triggered memories and tended to generate degrees of anxiety.

Behavioral Shifts in Students' Awareness and Reactions to the Homeless

Abstract In attempts to foster empathy and altruistic responses among higher-education students towards, for example, the homeless and impoverished, a number of universities have been experimenting with alternative teaching methods than simple didactic instruction. In this study, we explored the reactions among 23 undergraduate students at a university in the Midwest that employed a required “poverty immersion” weekend as part of course pedagogy to instill personal connections and responses to the indigent. Through semi-structured interviews, we queried the subsequent behavioral responses of the students one month post-immersion. Specifically, some students reported involvement with urban services beyond the requirements of their course: a novel experience for some and a rekindled dedication for others. In addition, some students showed modifications in their spending habits, increases in charitable giving and decreases in frivolous expenditures.

Religious Impact of a Poverty Immersion Experience on College Students

An increasing number of universities have initiated activities and assignments to foster empathic and altruistic behavior in students. This study is a report of an outcomes assessment of a poverty immersion experience in a Christian urban ministries course. Following Firmins (2006) protocol, we used a qualitative methodology that included three waves of interviews with 23 undergraduate students. Analyses of the data suggested that students underwent both affective and behavioral changes as a result of their experience. Affectively, students reported deepening their appreciation for the grace of God in their lives and changed perceptions of homeless people as children of God deserving of dignity and for whom they should care and provide assistance. Behaviorally, students reported the intent to teach other Christians about the spiritual lessons learned, to make urban ministries a long-term part of their individual ministries to others, and to make a tangible difference in the lives of people less fortunate than themselves. The poverty immersion experience utilized by this particular professor seems to have helped students have a deeper experience than they would have had with a more traditional service-learning model.