This article explores how working with incarcerated female Jewish and Protestant inmates affected correctional chaplains personally, professionally, and in their religious lives. The researcher interviewed a group of 10 correctional chaplains who work with female Jewish inmates, and a comparison group of 10 chaplains who work with female Protestant inmates in the Northeastern and Midwestern United States. The research found significant positive benefits for both groups, including a tendency to be less conservative in their views regarding the criminal justice system and more compassionate views towards inmates and humanity in general. Noted in both study groups was a high prevalence of trauma history prior to their employment as a correctional chaplain.

Many children with developmental disabilities are not identified before age 3 years of age, preventing them from being able to fully benefit from early intervention services. Early childhood educators, particularly those in Early Head Start (EHS) programs, are important partners in the early identification of children with developmental delays. Learn the Signs. Act Early. (LTSAE) is a program of the U.S. Centers for Disease Control and Prevention that provides free developmental monitoring resources to increase the early identification of children with developmental delays and disabilities. This paper presents findings from the first evaluation of the use of LTSAE resources in EHS, which was conducted across four states and 11 EHS programs from fall 2018 through spring 2019. Surveys (n = 448) and interviews (n = 39) with EHS management, staff, and parents indicated that LTSAE resources were valued and accepted, and their use in EHS considered feasible. Importantly, families and staff reported the LTSAE materials provided shared language to help them more effectively discuss development. These findings inform EHS and other early education programs that wish to enhance developmental monitoring, screening, and referral.

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This article explores the utility of mindfulness in the field of evaluation. Mindfulness is a translation of the ancient Indian word, Sati, which means awareness, attention, and remembering. While definitions vary, a practical definition of mindfulness is present-moment awareness in an open and nonjudgmental manner. Mindfulness-based interventions have been employed by a wide variety of professions. Although it has received limited attention in the writings of evaluators, we argue that mindfulness can improve the practice of evaluation and support the development of the professional practice and interpersonal domains of American Evaluation Association (AEA) evaluator competencies. We review several mindfulness-based practices and how they can be used by evaluators in their work. Thus, we posit that far from being an esoteric concept, mindfulness practices can serve the pragmatic end of improving our discipline. We also discuss the limits of mindfulness and propose recommendations for future efforts.