Resiliency among United States Air Force personnel: The direct and interactive influence of cognitive fitness and confidence in social connections.

The United States (U.S.) military has focused on increasing service members' (SM) mental and social fitness to bolster resiliency (successful role performance).

Connecting experiences of community shared responsibility and collective competence to the well-being of adults in military families.

Drawing from the social organization theory of action and change, the role of community-capacity elements (shared responsibility and collective competence) for military members' and their civilian spouses' well-being is examined. With data from 266 active-duty military families, military members and their spouses are classified by theory-based community-capacity type. A path analysis examines associations between community types, elements of military context (rank and transitions), and dimensions of well-being (anxiety, depressive symptoms, self-efficacy, life satisfaction).

Intimate Partner Violence Among Same-Sex Couples in College: A Propensity Score Analysis.

Intimate partner violence (IPV) is a pervasive social issue with numerous detrimental effects on individuals, families, and society. Existing research and a social-ecological minority stress framework suggest, as compared with mixed-sex couples, those in same-sex relationships may be at heightened risk for perpetrating and experiencing IPV. Using a U.

The Willingness of Military Members to Seek Help: The Role of Social Involvement and Social Responsibility.

Anchored in the social organization theory of action and change, we use data from a large sample of active-duty Air Force members to examine the direct and indirect influence of social involvement and social responsibility on willingness to seek help in times of need via trust in formal systems and informal supports. Group comparisons are conducted between junior male, junior female, senior male, and senior female service members. The key mediational path in the model for all groups is the connection between social involvement and willingness to seek help via trust in formal systems.

Low effect sizes of evidence-based programs in school settings.

School practitioners working from an evidence-based practice framework are expected to implement interventions that are effective with students. In the current study, the authors explore the feasibility of that expectation in light of the availability of critical effect size information necessary for making informed intervention decisions. Effect sizes for 51 school-based programs endorsed as effective by authoritative sources were reviewed.

Evidence-based programs in school settings: barriers and recent advances.

In spite of multi-disciplinary calls for the use of evidence-based practice in schools, empirically supported interventions are not being implemented in most schools. To increase the use of evidence-based programs in schools, it may be necessary first to identify characteristics of those programs and other factors that represent barriers to their use. This study examined implementation requirements and the availability of program information of 51 school-based intervention programs.

The Development and Evaluation of Procedures to Assess Child Self-report Item Validity.

Cognitive pretesting (CP) is an interview methodology for pretesting the validity of items during the development of self-report instruments. The present research evaluates a systematic approach to the analysis of CP data. Materials and procedures were developed to rate self-report item performance with CP interview text data.

Cognitive Pretesting and the Developmental Validity of Child Self-Report Instruments: Theory and Applications.

OBJECTIVE: In the context of the importance of valid self-report measures to research and evidence-based practice in social work, an argument-based approach to validity is presented and the concept of developmental validity introduced. Cognitive development theories are applied to the self-report process of children and cognitive pretesting is reviewed as a methodology to advance the validity of self-report instruments for children. An application of cognitive pretesting is presented in the development of the Elementary School Success Profile.