The authors performed a qualitative analysis of revisiting exercise narratives provided by 22 bereaved individuals undergoing complicated grief (CG) treatment. Revisiting entails telling the story of the death. Most participants described social interactions in the narratives, viewing others as helpful (n = 7), unhelpful (n = 7), or both (n = 6). Many noted the presence of helpful individuals, yet perceived helpfulness was not sufficient to protect against developing CG, and helpfulness was not associated with lower depressive, grief, or trauma symptoms. However, the absence, rudeness, or aggression of others distressed and angered grieving participants. Implications for the role of social support in CG are discussed.

Women are an increasingly large presence in undergraduate education, and many female students are mothers in addition to their role as college students. To compare and contrast 2 groups of student mothers (adult and traditional college-age), we administered a 39-item survey to 95 student mothers. We assessed demographic variables, reasons for college enrollment, and views of how mothers' college enrollment affects children. Results reflect both possibility and problems for student mothers of all ages. Traditional college-age mothers evidenced particular challenges in terms of maintaining grades and accessing student support services. Recommendations for institutions seeking to support student mothers in balancing school, work, and family are presented.

Purpose Mobile technologies, such as QR codes, play a particularly important role in scaffolding the child user’s active learning in informal environments. The purpose of this paper is to examine the impact of QR code scanning on two informal learning outcomes: increased interest and greater knowledge understanding. Design/methodology/approach In total, 91 children and their families participated in the study as part of the iQ Zoo Project. Children in both the smartphone group and the control group completed were assessed qualitatively and quantitatively before and then after their zoo visits. Findings Qualitative findings suggest that most children’s interest in learning about animals was sustained as a result of the experience. Quantitative results reveal that QR code scanning was effective in promoting knowledge gains, especially on subjects that are challenging for the informal learner. Findings were comparable across the younger (5–8) and older (9–12) age groups. Originality/value This study provides empirical support for the value and usefulness of mobile technologies such as QR code scanning for children's learning in informal environments.

Twelve students in a developmental psychology service-learning course engaged in a service-learning project with two groups of elders in an urban setting. Nine members of the class provided quantitative and qualitative feedback on this experiential learning experience. Survey results indicated that students believed the project increased their interest in the content area and that the project was a valuable aspect of the course. Based on student reflection papers in the course, students could identify specific ways the project helped them to learn course content. Finally, two interviewed students commented on how the project helped dismantle ageist preconceptions they held prior to completing the course. The project illustrates the advantages of experiential teaching in promoting interactions and understanding between diverse age groups. Three recommendations for implementing experiential teaching in community psychology and service-learning courses are presented.