Grief is very individual, and not all individuals may benefit from a support group. When suggesting a support group or any intervention, timing and a caring approach are essential.

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The purpose of this cross-sectional study was to compare the mental health, physical health, and healthcare practices of homeless, previously homeless, and never homeless poor school-aged children. The sample was comprised of 134 children who ranged in age from 8 to 12 years. The children participated in health assessments and completed two psychometric tests: the Children's Depression Inventory (CDI) (Kovacs, 1985) and the Revised Children's Manifest Anxiety Scale (RCMAS) (Reynolds & Richmond, 1985). Their mothers completed the Child Behavior Problem Checklist (CBCL) (Achenbach, 1991) and participated in an interview. The homeless (n = 67), previously homeless (n = 30), and never homeless children (n = 37) were similar in regard to their health assessment findings, reported health problems, healthcare practices, and CBCL scores. The proportions of homeless and previously homeless children with CDI scores in the clinical range were significantly greater than the never homeless poor children. The homeless children had significantly higher anxiety scores than the previously homeless and never homeless children. All three groups of children were at risk for physical and mental health problems; however, the findings suggest that school-aged children who experience homelessness may be at greater risk for depression and anxiety than never homeless poor children.

A program of cognitive apprenticeship focusing on problem solving skills through reflection, discussion, and actions shared between novice and experienced students was developed and piloted in a large baccalaureate nursing program in the midwestern United States. The program paired senior students in a leadership course with instructor-led groups of first-year students in the clinical and laboratory setting. Senior students developed leadership skills associated with best practices including preparation, planning, clear communication, feedback, and change, while gaining a better appreciation of individual learning needs. First-year students gained confidence with their knowledge and skills and were able to refine communications with patients, patients' families, and staff members and think more critically about patient care issues. Unanticipated benefits included patient, family, and staff recognition and appreciation for a new model for patient care delivery.

Focus group methodology was used to describe the medication adherence experience of 24 HIV-infected gay men who reported being adherent to their medication regimens. A conceptualization of medication adherence as an evolving process consisted of challenges to adherence (learning the diagnosis, starting the medications, struggling with the medications, dealing with side effects, coping with stigma) as well as those factors supportive of adherence (believing in medications, finding motivating factors, using reminders, depending on others, owning the disease). Themes associated with challenges to adherence focused on diagnosis and the physical and emotional adjustments individuals made to incorporate antiretroviral medications into their daily lives and move toward medication adherence. The factors supportive of adherence were related to the ongoing behaviors identified with establishing and maintaining adherence behaviors. What can be taken from the study is that adherence is a complex and dynamic process rather than a static behavior.

The purpose of this study was to compare the stressors and coping behaviors of homeless, previously homeless, and never homeless poor school-aged children. Content analyses of interview data from 132 children were used. Forty-four (68%) of the homeless children identified at least one stressor related to being homeless. The three groups of children were similar in regard to stressors related to the family, self, peers, health, school, and environment. In regard to the violent behavior category, significantly more of the previously homeless and never homeless children expressed stressors compared to the homeless children. Significantly more previously homeless and never homeless children identified more social support coping behaviors compared to the homeless children. The three groups of children did not differ in regard to the use of behavioral and cognitive coping strategies.

This article is based on a research study of hospitalized school-aged children's perception of stress. Forty-two different stimuli were identified through the use of a projective-type game developed by the investigator. The findings of the study did not support the hypotheses that there is a relationship between the stimuli that children perceive as stressful and their preparation for hospitalization nor their length of time in the hospital.