William Ellery Samuels

Use of averaged norbeck social support questionnaire scores.

Background. Averaged Norbeck Social Support Questionnaire (NSSQ) support scores remove the influence of network size variability but may unduly lower scores for participants with large networks. Objectives. To evaluate the use of averaged NSSQ scores. Method. Pearson correlations determined if averaged scores decreased as network size increased across three samples. Then, Pearson correlations between a criterion variable and both averaged and raw support scores were computed along with the resultant power to detect a true effect. Results. Neither averaged total functional support nor averaged affect and affirmation scores decreased as sample size increased. However, averaged aid scores did decrease as network size increased. Power also increased markedly in all averaged versus raw scores except in averaged aid scores. Discussion and Conclusions. Use of averaged aid scores is not recommended. Use of all other averaged scores appears acceptable.

IMPROVING UPPER ELEMENTARY STUDENTS' HUMANE ATTITUDES AND PROSOCIAL BEHAVIORS THROUGH AN IN-CLASS HUMANE EDUCATION PROGRAM

ABSTRACT Humane education is a long-standing field of education that endeavors to nurture kindness, compassion, and concern for nonhuman animals, people, and the environment. Despite its long history, however, few randomized control studies have evaluated its effectiveness to promote the development of relevant outcomes. The current study sought to address this dearth by investigating the effects of a humane education program on not only participating students’ attitudes, but also their behaviors. Classes of under-served, fourth-grade students in two major US cities were randomly assigned to participate in either a school-based humane education program or a chess club (the control group); all students participated in their respective activity during the same period once a week for 11 weeks. Data were collected on the attitudes (n = 236) and behaviors (n = 167) of participating students exactly one week before and exactly one week after these programs were conducted. Students self-reported their attitudes about the treatment of animals and the environment via the Intermediate Attitude Scale. Teachers rated each students’ prosocial and disruptive behaviors through sub-scales of the Teacher Observation of Classroom Adaptation– Checklist. Nested multilevel models of change found that the development of prosocial behaviors and self-reported attitudes significantly interacted with group assignment: Students who participated in the humane education program showed stronger growth in both of these outcomes compared with students in the control group. Changes in disruptive behaviors, how-ever, were not found to differ between groups. The results support the effectiveness of a humane education program to teach a relatively large and diverse group of upper elementary students to learn about animal welfare issues and to improve their prosocial behaviors. Effects appeared strongest on attitudes; behavioral effects were found to be largely limited to behaviors directly addressed by the humane education program.

Peplau’s Theory of Interpersonal Relations: An Alternate Factor Structure for Patient Experience Data?

A confirmatory factor analysis of data from the responses of 12,436 patients to 16 items on the Consumer Assessment of Healthcare Providers and Systems–Hospital survey was used to test a latent factor structure based on Peplau’s middle-range theory of interpersonal relations. A two-factor model based on Peplau’s theory fit these data well, whereas a three-factor model also based on Peplau’s theory fit them excellently and provided a suitable alternate factor structure for the data. Though neither the two- nor three-factor model fit as well as the original factor structure, these results support using Peplau’s theory to demonstrate nursing’s extensive contribution to the experiences of hospitalized patients.