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An explanatory mixed-methods design was used to evaluate a servicelearning model on academic learning, personal and interpersonal devel opment, and community-engagement for 59 service-learning students. A repeated-method ANOVA demonstrates that students improve their aca demic learning and participation in service but reduce their interests in social institutions, local politics, and communication with community recipients from the beginning to the end of the semester. In addition, a 2 (placement site) χ 3 (placement activity) MANOVA indicates that com munity recipients evaluate tutors' attitudes and skills more favorably than social-recreational leaders. Content analyses of student reflections explain the mixed quantitative findings and show how the "value added" from participating in service-learning leads to students' interpersonal and per sonal development. . Her recent research has focused on the effects of service-learning for community recipients and K-5 teachers, multicultural service-learning and student development, and interdisciplinary service-learning and civic engagement. She can be reached regarding questions for this article via

An ex post facto study was conducted to investigate treatment outcomes for 80 women and 168 children admitted into a residential substance-abuse treatment program. The results indicated childhood emotional neglect is a barrier for remaining in and completing treatment for African-American women with comorbid psychological disorders but not for those with crack cocaine dependent disorders. African-American women with comorbid psychological disorders were also three times more likely to dropout of treatment. In addition, there were relatively few differences for between drug-exposed and nonexposed children. However, the results indicated that children of substance-abusing women who completed treatment were more likely to have behavioral problems, to receive early intervention services, and to have mothers as legal guardians by the end of treatment. Implications for gender-specific interventions for African-American women and their children in residential treatment are discussed.

This article summarizes results from a survey on social-contextual risk factors and drinking and polydrug use among 317 undergraduate college students. Retrospective alcohol use was a primary predictor for prospective heavy alcohol use and drinking game participation was a primary predictor for prospective alcohol occurrences, while social-contextual factors were primary predictors for prospective drug use. Primary and secondary predictors differed for prospective alcohol severity, alcohol frequency and drug use, suggesting that there are specific risk factors associated with each type of drinking and drug-using pattern. There were also significant differences in monthly over-the-counter medication, prescription medication and drug use among students who participated in drinking games, collegiate sports, and Greek organizations. These results suggest that students who have experimented with alcohol and drug use prior to entering college may be more likely to engage in social and recreational activities where alcohol and drugs are available; therefore college prevention programs should focus on increasing alternative activities to deter alcohol and drug use.

This study compares student learning outcomes for 1,500 students enrolled in psychology courses that utilize academic- and cultural-based service-learning and experiential learning (i.e., internships) as primary pedagogical methods. A repeated measures analyses of variance with post hoc Tukey HSD analyses were conducted to measure differences in student learning outcomes from the beginning to the end of the semester for academic-based service-learners (ABSL), cultural-based service-learners (CBSL), and experiential learners (EL). There were significant Group x Time interaction effects. Experiential learners and academic-based service-learners increased their guilt and shame regarding their own Whiteness from the beginning to the end of semester compared to cultural-based service-learners. Cultural-based service-learners also increased their intercultural relationships, civic responsibility, interpersonal engagement, and understanding of diversity content by the end of the semester. ABSL, CBSL, and EL contribute to different student learning outcomes. The alignment between HIPs and student learning outcomes is discussed.

This study evaluates the different types of childhood trauma, avoidance coping, and patterns of drug and alcohol use among 112 alcohol and drug abusing females in outpatient and residential treatment. A passive research design with self-report surveys was administered to female participants during treatment to assess the relationship between childhood trauma, coping methods, and alcohol and drug use. A multiple regression analysis demonstrated that women with a history of emotional abuse were more likely to engage in avoidance coping skills than those without a history of emotional abuse, which provides some support for the theory that alcohol and drug abuse may be an avoidance coping method for childhood trauma.

A triangulation mixed-methods design was used to measure differences in service-learning outcomes for 32 students enrolled in criminal justice courses during the academic years 2003 (n = 16) and 2005 (n = 16). Results show that service-learners increase their political awareness and course value but experience a decrease in problem-solving skills and preference for short-term and long-term participation in service projects over the course of the semester. Results further indicate that service-learning impacts the majority of students' attitudes regarding diversity, as well as their interpersonal, personal, and intellectual development.