Judith Warchal

Bio: Judith Warchal is an academic researcher from Alvernia University. The author has contributed to research in topics: Professional association & Mission statement. The author has an hindex of 4, co-authored 9 publications receiving 59 citations.

Service-Learning Code of Ethics

Abstract: About the Authors. Foreword. Preface. Acknowledgements. Part I: Introduction. 1. Overview of Service-Learning. 2. Service-Learning Code of Ethics. Part II: Students. 3. Service-Learning Code of Ethics for Students. 4. Conflict Between Student Personal Commitments and Service-Learning Requirement. 5. Confidentiality and Student Responsibility to Agency. 6. Research and Informed Consent. 7. Treating Service Recipients With Respect and Understanding Assignment Limitations. 8. Service-Learning Requirement Places Psychological Burden on Student. Part III: Faculty. 9. Service-Learning Code of Ethics for Faculty. 10. Faculty Responsibility to the Community Agency. 11. Student Poses a Potential Risk in Service-Learning Placement. 12. Academic Freedom and Service-Learning. 13. Misuse of Results of Service-Learning Research Project. Part IV: Administrators. 14. Service-Learning Code of Ethics for Administrators. 15. University Policies and Faculty Implementation of Service-Learning. 16. Administrator Commitment to Service-Learning. 17. Treat All Constituents in a Manner Consistent With Ethical Principles. 18. Allocation of Institutional Resources and Service-Learning Implementation. Part V: Assessment and Risk Management. 19. Assessment of Service Learning Code of Ethics. 20. Service-Learning and Risk Management. Appendix. Additional Dilemmas. Bibliography. Index.

Promoting positive adaptation in adult survivors of natural disasters

Abstract: This article integrates the guidelines of American Red Cross and the Psychological First Aid: Field Operations Guide (Brymer et al., 2006) with adult development theories to demonstrate the promotion of adaptive functioning in adults after a disaster. Case examples and recommendations for counselors working in disaster situations are included. ********** Disasters, natural and human-made, strike with and without warning. Lifetime prevalence for a significant traumatic life event involving posttraumatic stress disorder (PTSD) is estimated at 60.7% for men and 51.2% for women (Kessler, Sonnega, Bromet, Hughes, & Nelson, 1995). Lifetime prevalence for exposure to a natural disaster is approximately 20% (Briere & Elliott, 2000; Kessler et al., 1995). Norris, Friedman, Watson, Byrne, et al. (2002) in a study of 60,000 disaster survivors found that between 18% and 21% of the participants indicated severe to very severe impairment. Survivors' rates of PTSD in technological and human-made disasters range from 29% to 54% (McMillen, North, & Smith, 2000), whereas survivors' rates of PTSD in natural disasters are lower, between 4% and 8% (Norris, Friedman, Watson, Byrne, et al., 2002). Study results also indicate that impairment from experiencing a disaster can endure for years (Briere & Elliott, 2000; Grace, Green, Lindy, & Leonard, 1993). Some researchers have called into question the low rates of PTSD because of the stringent criteria for PTSD and given the higher rates of other psychiatric disorders among those with PTSD (Yehuda & McFarlane, 1995). McMillen et al. (2000) proposed that the low rates of PTSD may reflect the stringency of PTSD symptom Criterion C, avoidance and numbing. In a study of Hurricane Hugo survivors 1 to 2 months postdisaster (Norris, Friedman, Watson, Byrne, et al., 2002), 83% met Criterion B (reexperiencing) and 42% met Criterion D (arousal), but only 6% met Criterion C. This criterion is more difficult to meet given that one must exhibit three symptoms in this category; however, the outpouring of community support that often occurs after a disaster may minimize social withdrawal and numbing symptoms (McMillen et al., 2000). McMillen et al. (2000) tested this hypothesis with 130 Northridge, California, earthquake survivors. Of the primarily female sample, 13% met the full criteria for PTSD, whereas 48% met both the reexperiencing and the arousal symptoms Criteria B and D, respectively. As noted earlier, much attention has focused on the psychological effects experienced by survivors in the aftermath of a disaster. Psychologists, licensed professional counselors, social workers, and marriage and family counselors assist survivors of disasters by serving on state and local disaster teams associated with the Disaster Response Network of the American Psychological Association (APA) or by volunteering with the American Counseling Association or the American Red Cross as a disaster mental health volunteer (DMHV). In this article, we integrate adult development theories, the guidelines of the American Red Cross (2005) disaster mental health training workbook, and the principles in the Psychological First Aid: Field Operations Guide (PFA; Brymer et al., 2006) developed by the National Child Traumatic Stress Network in the presentation of case examples of adult disaster survivors who received services from American Red Cross DMHVs. PROBLEMATIC RESPONSES Research on the mental health and psychosocial supports that are most effective during and immediately following a disaster is scarce (Inter-Agency Standing Committee [IASC], 2007). Most empirical studies are conducted in the months and years after a disaster. It is well known that specific subgroups of the population are considered to be at increased risk during a natural disaster. Women, children, older adults, individuals who are poor, and young men who become targets of violence are among the most vulnerable (Cronkite & Moos, 1984; Kessler et al. …

Ethics as an Undergraduate Psychology Outcome: When, Where, and How to Teach it

Abstract: The American Psychological Association (APA) recently approved a new set of Guidelines for the undergraduate psychology major, version 2.0 (APA, 2013a) which addressed ethics specifically. Yet the ...

Families in Crisis: When the Veteran Returns Home

Abstract: Counseling Association by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is to provide a means of capturing the ideas, information and experiences generated by the annual ACA Conference and selected ACA Division Conferences. Papers on a program or practice that has been validated through research or experience may also be submitted. This digital collection of peer-reviewed articles is authored by counselors, for counselors. VISTAS Online contains the full text of over 500 proprietary counseling articles published from 2004 to present.

The Presentation of Ethics in Undergraduate Psychology Syllabi: A Review

Abstract: To identify where ethics is presented to undergraduate psychology students, this study reviewed a national sample of 706 syllabi for required mandatory psychology courses The results indicated tha

Learning through Serving: A Student Guidebook for Service-Learning Across the Disciplines

Abstract: Introduction: Why a Book about Learning-through-Serving? Chapter 1: What Is Service-Learning? Chapter 2: Building and Maintaining Community Partnerships Chapter 3: Becoming Community - Moving from I to We Chapter 4: Groups are Fun, Groups are Not Fun - Teamwork for the Common Good Chapter 5: Creating Cultural Connections - Navigating Difference, Investigating Power, Unpacking Privilege Chapter 6: Reflection in Action--The Learning-Doing Relationship Chapter 7: Failure with the Best of Intentions--When Things Go Wrong Chapter 8: Expanding Horizons--New Views of Course Concepts Chapter 9: Beyond a Grade--Are We Making a Difference? The Benefits and Challenges of Evaluating Learning-through-Serving Chapter 10: Looking Back, Looking Forward--Where Do You Go from Here?

INSTRUCTIONAL DESIGN AND ASSESSMENT A Diabetes Camp as the Service-Learning Capstone Experience in a Diabetes Concentration

Abstract: Objectives. To assess the effectiveness of a service-learning advanced pharmacy practice experience (APPE) in a diabetes camp to improve student confidence in diabetes knowledge and related skills Design. Pharmacy students assisted medical staff during a week-long diabetes camp for children. Students participated in all aspects of diabetes care, as well as wrote pre- and post-camp reflection papers, completed online quizzes, presented an educational training session, and completed pre- and post-camp survey instruments. Assessment. Students’ confidence in their diabetes knowledge and patient care skills increased as a result of participating in the camp. Conclusion. A diabetes camp APPE improved students’ confidence in their knowledge and ability to manage diabetes, and allowed them to gain experience working with an interdisciplinary team in a unique real-world environment.

Espacios híbridos, espacios humanos, para un futuro “viable”: revisitando la psicología ambiental

Abstract: Llibre d'actes: Congres Internacional de Psicologia Ambiental, que inclou el XII Congres de Psicologia Ambiental (PsicAmb) i les VI Jornades Cientifiques de l'ArpEnv. Barcelona, 22-25 octubre 2013.

Supporting close others' growth after trauma: The role of responsiveness in romantic partners' mutual posttraumatic growth.

Abstract: OBJECTIVE: Following a major life crisis, people may simultaneously report both significant distress and positive change or posttraumatic growth (PTG; Calhoun & Tedeschi, 2006). Accumulating evidence has suggested that in close relationships, PTG can be mutual, wherein 1 person's PTG is positively correlated with others' PTG (e.g., Manne et al., 2004). However, the mechanism by which mutual growth occurs is unclear. We suggest that an interpersonal process mediates mutual PTG between partners, and we draw from the social psychology and relationship science literatures to suggest that the interpersonal process of responsiveness may explain people's correlated PTG following trauma. METHOD: Married couples (61 at Time 1; 48 at Time 2) whose homes had been severely damaged by flooding completed measures of PTG, responsiveness to partners, and perceptions of partners' responsiveness at 2 time points, 6 months apart. RESULTS: Findings did not consistently replicate a direct link between actors' and partners' PTG. RESULTS did support an interpersonal process by which actors' PTG predicted their greater responsiveness to partners; partners perceived actors' greater responsiveness, which predicted partners' greater PTG. Further, this interpersonal pathway was independent of known intrapsychic predictors of PTG, social support, and relationship quality. CONCLUSION: These results suggest that close relationships may play an important role in fostering PTG and are the first to outline an interpersonal process by which people experience mutual growth and personal growth can be passed from 1 person to another. (PsycINFO Database Record (c) 2016 APA, all rights reserved) Language: en