Esther Onaga

Examining the Contribution of Social Network Support to the Recovery Process Among Clubhouse Members

A structured interview was used to gather information pertaining to social network support and the recovery process among individuals participating in psychosocial clubhouses. Using a cross-sectional, longitudinal design, a sample of clubhouse members participated in an initial interview (n = 221). A follow-up interview with 80% of the participants was conducted approximately 14 months later. A social process model predicting recovery revealed that social network support as well as reciprocity with network members significantly contributes to understanding the recovery process over time. The study attempts to contribute to an earlier investigation of social network support and recovery from mental illness (Corrigan & Phelan, 2004).

Early outcomes of a pilot psychoeducation group intervention for children of a parent with a psychiatric illness

OBJECTIVE This study reports early findings of a still-developing Youth Education and Support (YES) pilot intervention of multifamily group psychoeducation for youth with a parent with a psychiatric illness. METHODS Hypotheses predicted YES participants would increase pre-to-post: 1) Knowledge of psychiatric illness and recovery, and 2) Coping. A purposive sample of 17 youth, ages 10-16, participated in six lively, activity-focused, two-hour sessions within four groups facilitated by the PI and professionals employed within two public mental health agencies. Data revealed a significant increase in pre-to-post youth-reported knowledge (p= less than .001) and no significant change in overall coping. At post-intervention, youth reported significantly increased use of the coping skills of avoiding problems and relaxing, as indicated within these coping subscales. CONCLUSIONS Study limitations merit interpretation caution. They are useful for future research, including development and testing of youth psychoeducation programs with longer interventions, more emphases on coping, parent-inclusion, and larger samples using randomized, experimental designs. Suggestions for research, practice, and policy are provided.

A place to be: The role of clubhouses in facilitating social support

OBJECTIVE Intentional recovery communities, such as clubhouse programs, aim to foster social connections among individuals at risk for isolation as a result of living with a serious mental illness to engage and become active participants in the community. The objective of the study was to gather information on the nature of clubhouse support as it pertains to social network support and social relationships. METHODS The personal story/narrative approach was utilized and involved a naturalistic inquiry approach that allowed stories of clubhouse experiences to come forth with little interference or interjection as possible. RESULTS Personal narratives revealed that staff, members and the overall clubhouse structure emerged as the center of social interaction and comfort for participants and a central sustaining means of social support. CONCLUSIONS AND IMPLICATIONS FOR PRACTICE It appears that the clubhouse provides an intentional environment that creates a sense of community and a place to belong. The clubhouse as a place to be where one can meet individuals in like situations has been identified as very helpful in achieving recovery by providing the opportunity to rebuild ones shattered social network and offering contact with others in similar contexts.

National Guard Service Members Returning Home After Deployment: The Case for Increased Community Support

National Guard service members and their families face unique circumstances that distinguish them from other branches of the military. In this article, we highlight unique National Guard needs and argue that more can be done by policy makers to help this population. We present the findings from a representative survey of Michigan citizens showing that public support exists for increased assistance for these service members. Using the multiple streams framework, we propose that policy makers currently have the opportunity to facilitate increased support for National Guard members and families. Specifically we suggest policy implications that feature the important role of state and local resources.

Temperament Characteristics and Science Achievement: A longitudinal study of elementary students in Taiwan

Based on data collected from 211 elementary school children in central Taiwan over four years, the role of temperament in science achievement was examined with multivariate analysis of covariance (MANCOVA) with repeated measures design. The results revealed that the students’ science achievement is stable over time. The task orientation characteristics (i.e., distractibility, hyperactivity, and persistence) identified by previous research as important in mathematics and reading achievement are not consistent with the findings of this study that although the impacts of distractibility and persistence are significant, the simple effect of activity level on science achievement was not significant. However, the interaction effect of activity level and persistence is significant. Further break down analyses conducted to pursuit the interaction effect revealed that: (1) persistence has a consistent significant positive effects on all children over the years, except for the ones with high activity level (the upper 25th percentile); and (2) activity level has significant negative effects on high persistence (the upper 25th percentile) children only, and the interaction effect of activity level increases over time—the older the child the more significant the influence. Also, the tendency of approach/withdraw has significant impact on science achievement The educational implications of the findings include: (1) teachers of high activity students with high persistence may need to consider the match between children’s interests and contents of instruction; (2) a good match between children’s individual differences in distractibility, persistence, and approach need to be considered in contents, expectations, and interactions of the instruction.

Dynamic and Uncertain Pathways between Early Childhood Inclusion Policy and Practice

In the United States, early childhood inclusion dates back to the civil rights movement with the 1954 case of Brown v. The Board of Education, an issue of segregation by race in schools and followed by the Americans for Disability Act (ADA). A Free Appropriate Education (FAPE) in the Least Restrictive Environment (LRE), from Individuals with Disabilities Education Act (IDEA) has influenced inclusive practices. Both the IDEA and the No Child Left Behind (NCLB) provide language supporting early childhood inclusion, but the implementation of inclusion has been uneven. Many factors influence practice, including changes overtime in the interpretation of existing laws, definitions of what is inclusion and research outcomes of inclusive practices. Local infrastructure for serving young children, funding, qualified personnel, motivated leadership and teachers, and informed parents are also factors impeding or facilitating early childhood inclusion. The complexity involved suggests a dynamic process with uncertain pathways from policy to practice.

The 32nd Annual National Council on Family Relations Media Awards Competition

The 32nd Annual National Council on Family Relations Media Awards Competition* The 32nd annual National Council on Family Relations (NCFR) Media Competition was hosted by the Department of Family and Child Ecology and the College of Human Ecology, Michigan State University, during May and June of 2000. The purpose of the annual competition is to evaluate the quality and conceptual content of videos, to endorse excellence in the production of films with themes relevant to family issues, to promote the effective use of these resources, to encourage high standards in the development of creative learning opportunities, and to disseminate media competition results. Entries solicited were placed in 1 of the following 14 categories: Addiction/Substance Abuse; Aging; Contemporary Social Issues; Families with Special Needs; Family Violence/ Abuse; Human Development; Marital and Family Issues and Communication; Mental Health, Stress, Transitions, and Crisis Management; Diverse Family Systems; Parenting Issues; Sexuality and Sex Role Development; Teenage Pregnancy and Sexuality; STD/AIDS; and other Public Service Announcements. Guidelines for submission required that all videos be firsttime entries to the competition; carry a release date of no earlier than January 1, 1998; and be available for purchase, rental, or loan on a nationwide distribution basis. Multiple entries for producer/distributor within categories were permissible, although only one video was eligible for an award within any given category. All entries, which were to be half-inch videocassette recordings, were to be received by May 15, 2000. Entries could also be submitted on CD-ROM if available. We received 97 entries, including 94 videos and 3 CDROMs. One category (STD/AIDS) did not receive more than three videos this year. All videos within this category were nonetheless reviewed by a full committee and recognized only if they met the criteria of excellence defined by the review committees. Submissions were solicited from commercial and entertainment networks (e.g., Home Box Office [HBO], Discovery Channel), educational institutions and clearing houses (e.g., universities, InJoy, Sunburst), and amateurs (both youth and adults). The judging panels included university faculty, graduate students, and undergraduate students from several academic departments at Michigan State University (e.g., Family and Child Ecology, Journalism, Psychology, Communication) and Michigan State University Extension. Individuals from various community-based organizations in East Lansing also participated in this years review panels. Following the viewing of each entry, judges were asked to independently make both quantitative (79 possible points) and qualitative assessments. The evaluation form consisted of four major quantitative categories designed to measure the entries based on (a) content (30 possible points); (b) general issues (9 possible points), which included length, pacing, and flow of media entry; (c) artistic quality (20 possible points); and (d) ability to meet stated goals (20 possible points). This was followed by an overall rating, which was the sum of the four categories, and a qualitative section that asked judges for comments on the major strengths and weaknesses, as well as suggestions for improvement. Video production designations (i.e., commercial or entertainment, educational, amateur) were also considered evaluators. Each video was reviewed by at least two judges. In the event of a tie, the videos were evaluated by a third independent reviewer. If a duplicate score was awarded, the videos were honored with a duplicate award. This years competition marks a departure from previous years in that three winners per category were identified if (a) entries from the three classifications (amateur, commercial or entertainment, and educational) were available and if (b) they were deemed meritorious. Hence, winners are listed honoring educational, amateur, commercial/entertainment entries, or a combination of these categories. …