Joy J. Burnham

The Fear Survey Schedule for Children-II: A psychometric investigation with American data

The Fear Survey Schedule for Children and Adolescents (FSSC-II) was introduced in 1992 as a revised and updated self-report fear scale by the Australian researchers Gullone and King. The present study examines the factor structure as well as age and gender differences using the FSSC-II with an American sample of youth. Two phases of data collection were completed. During phase I (the pilot study), an adapted American version of the FSCC-II was administered to 239 subjects. Following revisions of the adapted FSSC-II, phase II was completed. The second phase of the study involved a sample of 720 children and adolescents ranging from grades 2-12. Results were found to be very similar across the two countries. The FSSC-II factor structure with American youth was found to be almost identical to that reported for Australian youth. Eight of the 10 most common fears were the same across countries. Moreover, age and gender differences consistent with the Australian data were found with females and younger respondents reporting higher levels of fear.

Cyberbullying: Using Virtual Scenarios to Educate and Raise Awareness.

This study examined cyberbullying in three distinct phases to facilitate a multifaceted understanding of cyberbullying. The phases included (a) a quantitative survey, (b) a qualitative focus group, and (c) development of educational scenarios/simulations (within the Second Life virtual environment). Phase III was based on adolescent feedback about cyberbullying from Phases I and II of this study. In all three phases, adolescent reactions to cyberbullying were examined and reported to raise awareness and to educate others about cyberbullying. Results from scenario development indicate that simulations created in a virtual environment are engaging and have the potential to be powerful tools in helping schools address problems such as cyberbullying education and prevention. (Keywords: cyberbullying, virtual worlds, Second Life, teacher education, counselor education)

Principals as Partners: Counselors as Collaborators:

School principals and school counselors have the ability to forge a unique collaborative relationship to improve student achievement. Historically, school counselors have altered the primary focus of their work as deemed by the perspective of their principals.With an emphasis on improving student success in school, this study revealed the differences in counselor-principal priorities and perceptions and suggests the importance of counselor and principal collaboration to support this common goal.

Examining Children's Fears in the Aftermath of Hurricane Katrina

ABSTRACT Several studies have found that youth have increased fears after exposure to disasters, although few studies have examined the effects of the Hurricane Katrina disaster among youth (Weissbecker, Sephton, Martin, & Simpson, 2008). The authors investigated fears among a homogenous sample of children and adolescents exposed to Hurricane Katrina in two of the hardest hit areas of Louisiana and Mississippi. Fears were examined using the American Fear Survey Schedule for Children (Burnham, 1995, 2005). Gender and age effects were compared among children and adolescents exposed to Hurricane Katrina (N = 245) versus a control group (N = 251) with no exposure to Hurricane Katrina. Findings suggested that the children exposed to Hurricane Katrina were significantly more fearful in general and reported more fears related to Hurricane Katrina in particular (e.g., loss of property, fear of hurricanes). However, consistent with other disaster-related studies, there were more similarities than differences in the study findings between the Hurricane Katrina sample and the control group. Recommendations for future research and clinical practice focused on fears and the psychological after effects of disasters on children and adolescents are discussed.

Fears of American Children Following Terrorism

Two months after 9/11, the fears of children and adolescents in Grades 2–12 were examined utilizing the American Fear Survey Schedule for Children and Adolescents (FSSC-AM). Fear intensity scores and age and gender differences are reported. Terrorist-related content on the FSSC-AM (e.g., terrorist attacks, our country being invading by enemies) was also examined in a pre- and post-9/11 comparison. Implications and directions for future research are discussed.

The Prenatal Rating of Efficacy in Preparation to Breastfeed Scale: A New Measurement Instrument for Prenatal Breastfeeding Self-efficacy

Background: Breastfeeding self-efficacy and breastfeeding intention are two modifiable factors that influence rates of breastfeeding initiation. Research Aims: (1) To develop a scale to measure prenatal breastfeeding self-efficacy, and (2) test its psychometric properties by determining the internal consistency and reliability, and (3) assess the relationships between prenatal breastfeeding self-efficacy and breastfeeding intention. Methods: Cross-sectional prospective one-group survey design was used. A convenience sample of pregnant patients attending an obstetrics and gynecology clinic (N=124) completed a survey at the recruitment site that assessed demographics, breastfeeding intention, and breastfeeding self-efficacy theory constructs. Retest surveys (n=14) were taken home and returned to the researcher by mail after completion. Results: Cronbach’s alpha for the 39-item scale was .98 (test) and .97 (retest) with an item-to-total correlation range of .54 to .78. A four-factor solution for the scale was retained. Test-retest indicated each factor was significant and highly correlated: Individual Processes (.88, p < .001), Interpersonal Processes (.893, p < .001), Professional Advice (.919, p < .001), and Social Support (.880, p < .001). Overall prenatal breastfeeding self-efficacy score was highly correlated (.610,p <.001) with breastfeeding intention scores. Conclusions: The Prenatal Rating of Efficacy in Preparation to Breastfeed Scale is a valid and reliable measure of a prenatal women’s self-efficacy in preparation to breastfeed. Measuring the level of self-efficacy could alert prenatal women and health professionals to individual skill sets.

Examining the Aftereffects of Hurricane Katrina in New Orleans: A Qualitative Study of Faculty and Staff Perceptions

Researchers have reported how Hurricane Katrina has affected teachers who work with Kindergarten to Grade 12 (K-12), yet little is known about how the natural disaster has affected other important K-12 faculty and staff (e.g., coaches, librarians, school counselors, and cafeteria workers). Missing from the literature is the impact that this natural disaster has had on these formal (school counselors) and informal (coaches, librarians) helpers of K-12 students. Using a focus group methodology, the authors examined the aftereffects of Hurricane Katrina on 12 school employees in New Orleans, Louisiana, 18 months after the hurricane. Informed by qualitative content analysis, three emergent themes were identified: emotion-focused aftereffects, positive coping, and worry and fear. The implications for future research and promoting hope in mental health counseling are discussed.