Lyndon Abrams - Academia.edu (original) (raw)

Papers by Lyndon Abrams

Research paper thumbnail of Men and Emotions: A Psychoeducational Approach

TCA Journal, 1997

Avaliação da Retenção Mineral em Leguminosas Verdes Submetidas ao Tratamento Térmico Resumo: A pr... more Avaliação da Retenção Mineral em Leguminosas Verdes Submetidas ao Tratamento Térmico Resumo: A produção de leguminosas tem grande impacto na agricultura familiar, além de grande importância nutricional. O consumo de feijão verde é generalizado no Brasil. Técnicas culinárias, além do processamento industrial, podem levar à perda de micronutrientes e espécies tóxicas por mecanismos de lixiviação. Este estudo avaliou a influência do tratamento térmico na retenção de Ca, Fe, Zn, Mn, Mg, Cu, Cr, Co, Ba, Cd, Pb nas seguintes leguminosas. Os elementos químicos característicos de cada uma dessas espécies de leguminosas podem ser usados em estudos dos padrões de identidade das leguminosas avaliadas. Em geral, o mangalô (Lablab purpureus L. Sweet) apresentou um menor número de elementos cujas concentrações se alteram significativamente quando um tratamento térmico é realizado. O feijão guandu mostrou uma maior diversidade de elementos químicos que diferem significativamente após o cozimento, enquanto o feijão caupi está em uma posição intermediária.

Research paper thumbnail of Ac 2009-885: The Tect Workshop: Raising High School Teachers and Guidance Counselor Self-Efficacy in Counseling Students About Engineering Careers and Majors

Research paper thumbnail of Responding to the Needs of At-Risk Students in Poverty

A major challenge in the educational system today is improving the quality of instruction for urb... more A major challenge in the educational system today is improving the quality of instruction for urban students. Concentrated poverty, family instability, and early exposure to violence are but a few hardships typical of growing up in an urban environment. From an early age urban children are confronted with a series of obstacles in their attempts to meet academic, personal, and social success. Urban teachers need to be conscious of and understand the ecology of the environment that has a profound influence and impact on the urban child’s success in school. Additionally, urban teachers must respond to the needs of their students by creating culturally responsive classrooms that spotlight a variety of instructional practices and methodologies that reduce the risks of school failure. In this article, we identify the external factors (outside of school) and internal factors (in school) that continuously place urban children at risk for academic failure. A profile of effective urban teache...

Research paper thumbnail of Identifying Barriers and Access to Mental Health Care for African Americans

African Americans and Mental Health

Research paper thumbnail of Responding to the Needs of At-Risk Students in Poverty

Essays in Education, 2006

A major challenge in the educational system today is improving the quality of instruction for urb... more A major challenge in the educational system today is improving the quality of instruction for urban students. Concentrated poverty, family instability, and early exposure to violence are but a few hardships typical of growing up in an urban environment. From an early age urban children are confronted with a series of obstacles in their attempts to meet academic, personal, and social success. Urban teachers need to be conscious of and understand the ecology of the environment that has a profound influence and impact on the urban child's success in school. Additionally, urban teachers must respond to the needs of their students by creating culturally responsive classrooms that spotlight a variety of instructional practices and methodologies that reduce the risks of school failure. In this article, we identify the external factors (outside of school) and internal factors (in school) that continuously place urban children at risk for academic failure. A profile of effective urban teachers who respond to these external and internal factors, and are culturally proficient is presented. Responding to the Needs of At-Risk Students in Poverty Nobody disputes that urban school districts are confronted with multiple challenges. The isolation of urban neighborhoods, concentrated poverty, and family instability all contribute to the severe conditions and risks of failure in urban schools. Kincheloe (2004) states ".. . nowhere are the obstacles to success and the existential needs of the students as great as in urban areas" (p. 4). These issues are further magnified in the schools when teachers are not adequately prepared for this type of environment, lack cultural sensitivity and awareness, and use pedagogical methodologies that are not culturally congruent. Although there are occasions of impressive educational success, the vast majority of urban schools continue to face "savage inequalities" that impact learning and achievement (Kozol, 1991).

Research paper thumbnail of Conceptualizing Identity Development in Members of Marginalized Groups

Journal of Professional Counseling Practice Theory Research, Apr 1, 2005

Research paper thumbnail of Ac 2007-583: Expanding Engineering Diversity by Teaching Engineering to Counselors and Teachers

Research paper thumbnail of An Institute for Social Capital: Enhancing Community Capacity Through Datasharing

Child Indicators Research, 2010

This paper describes the establishment of a unique entity, The University of North Carolina at Ch... more This paper describes the establishment of a unique entity, The University of North Carolina at Charlotte Institute for Social Capital, Inc. (ISC), to link agencies and organizations serving children, youth, and families in order to allow for information sharing among these groups, with the broader goal of fostering data-based community decision-making. In addition, the Institute establishes an important connection between

Research paper thumbnail of The Tect Workshop: Raising High School Teachers and Guidance Counselor Self-Efficacy in Counseling Students About Engineering Careers and Majors

Research paper thumbnail of Expanding Engineering Diversity by Teaching Engineering to Counselors and Teachers

Research paper thumbnail of Addressing the Demand for Engineers by Teaching Engineering to Counselors and Teachers

2007 IEEE Meeting the Growing Demand for Engineers and Their Educators 2010-2020 International Summit, 2007

The future of America's global competitiveness depends upon a well-educated, technologically lite... more The future of America's global competitiveness depends upon a well-educated, technologically literate workforce. However, if proactive measures are not taken in the near future, the United States will face a serious shortage of scientists, engineers, technologists, and mathematicians because high school students, especially those from underrepresented groups, are increasingly losing interest in these subjects. The key in reversing this trend lies in our ability to promote science, technology, engineering and math (STEM) subjects and professions in a more socially relevant, real-world context and to recognize the differences in learning styles and self-efficacy between males, females and minorities. As STEM teachers and school guidance counselors will be the catalysts for introducing students to engineering and technology subjects and careers, the Teaching Engineering to Counselors and Teachers (TECT) professional development workshop is being developed by the University of North Carolina at Charlotte to strengthen the way in which high school teachers and counselors approach the integration of engineering based materials into their courses and counseling. The TECT workshop, a National Science Foundation (NSF) funded proof-of-concept project, incorporates the well-established STEM model that hands-on activities improve student learning and comprehension and builds upon another successful NSF sponsored project that funds high school clubs and summer camps focused on students who are underrepresented in engineering related majors. The TECT workshop makes use of the summer camps as a time to conduct concurrent teacher and counselor in-service education and promote best practices that reach across the diversity of student learning styles and interests. The first TECT workshop was held on July 23 -27, 2007 and included 18 high school teachers and guidance counselors from nine local area high schools. This paper presents some of the results and findings derived from the first workshop.

Research paper thumbnail of An Evaluation of the Adults and Children Together (ACT) Against Violence Parents Raising Safe Kids Program

The Journal of Primary Prevention, 2011

This study evaluated the effectiveness of the Adults and Children Together (ACT) Against Violence... more This study evaluated the effectiveness of the Adults and Children Together (ACT) Against Violence Parents Raising Safe Kids program, developed by the American Psychological Association in collaboration with the National Association for the Education of Young Children, as an economical primary prevention intervention for child maltreatment. Using an experimental design with random assignment to groups, program impact on participating parents' knowledge, behavior, and attitudes compared to those of a comparison group of parents receiving standard community-based support services was examined. As hypothesized, the ACT Parents Raising Safe Kids program achieved positive results in several areas related to effective parenting, including a reduction in the use of harsh verbal and physical discipline and an increase in nurturing behavior. Positive results were observable both at the conclusion of the ACT program and at threemonth follow-up. Results further indicated a positive impact on parent expectations and social support for those parents with the greatest need in these areas. Qualitative data collected through focus groups demonstrated that parents themselves perceived numerous benefits to the ACT program, including assistance in controlling their anger, learning and implementing better parenting and discipline strategies, and recognizing when their child's behavior is developmentally appropriate. Overall, findings suggest that the ACT Parents Raising Safe Kids program is a promising primary prevention strategy that can be implemented across diverse community settings.

Research paper thumbnail of Identity Development and School Climate: The Role of the School Counselor

The Journal of Humanistic Counseling, Education and Development, 2009

The authors examined aspects of school climate pertaining to issues of diversity at 2 elementary ... more The authors examined aspects of school climate pertaining to issues of diversity at 2 elementary schools, conducting focus groups with students, school personnel, and parents. Findings indicated that degree of parental involvement and interaction regarding issues of ...

Research paper thumbnail of African Americans' Racial Identity and Socially Desirable Responding: An Empirical Model

Journal of Counseling & Development, 2004

The authors developed a model of the relationships between racial identity development and social... more The authors developed a model of the relationships between racial identity development and socially desirable responding, using a sample of African American undergraduate students. Instruments used were the Racial Identity Attitude Scale-Long Form (J. E. and the Balanced Inventory of Desirable Responding (D. L. Paulhus, 1991). The results challenge previous research conclusions regarding social desirability and racial identity development. Implications of findings for researchers, instrument developers, and counselors are included.

Research paper thumbnail of An Exploration of the Relationship between Racial Identity Attitudes and the Perception of Racial Bias

Journal of Black Psychology, 2002

ABSTRACT This study explored the relationship between specific theories of racial identity attitu... more ABSTRACT This study explored the relationship between specific theories of racial identity attitudes and the asymmetry hypothesis—which states that discriminatory acts perpetrated by the strong against the weak will be seen as more biased than similar acts perpetrated by the weak against the strong. Participants consisted of 92 African American undergraduate students who completed the Racial Identity Attitude Scale (RIAS), the African Self-Consciousness Scale (ASC), and the Discriminatory Scenarios Questionnaire. Pro-Black attitudes were positively correlated with the attribution of more racial bias to White as compared to African American characters who were described as discriminating against individuals not of their racial group. No significant relationship was found between anti-Black attitudes and the attribution of racial bias. This study also investigated the relationship between the RIAS and the ASC.

Research paper thumbnail of An Institute for Social Capital: Enhancing Community Capacity Through Datasharing

Child Indicators Research, 2010

This paper describes the establishment of a unique entity, The University of North Carolina at Ch... more This paper describes the establishment of a unique entity, The University of North Carolina at Charlotte Institute for Social Capital, Inc. (ISC), to link agencies and organizations serving children, youth, and families in order to allow for information sharing among these groups, with the broader goal of fostering data-based community decision-making. In addition, the Institute establishes an important connection between

Research paper thumbnail of Responding to the Needs of At-Risk Students in Poverty Sueanne E. McKinney

usca.edu

A major challenge in the educational system today is improving the quality of instruction for urb... more A major challenge in the educational system today is improving the quality of instruction for urban students. Concentrated poverty, family instability, and early exposure to violence are but a few hardships typical of growing up in an urban environment. From an early age urban children are confronted with a series of obstacles in their attempts to meet academic, personal, and social success. Urban teachers need to be conscious of and understand the ecology of the environment that has a profound influence and impact on the urban child's success in school. Additionally, urban teachers must respond to the needs of their students by creating culturally responsive classrooms that spotlight a variety of instructional practices and methodologies that reduce the risks of school failure. In this article, we identify the external factors (outside of school) and internal factors (in school) that continuously place urban children at risk for academic failure. A profile of effective urban teachers who respond to these external and internal factors, and are culturally proficient is presented.

Research paper thumbnail of Clinical experiences of play therapists: Does race/ethnicity matter?

International Journal of Play Therapy, 2006

... Phyllis Post, University of North Carolina, Charlotte. Bob Algozzine, University of North Car... more ... Phyllis Post, University of North Carolina, Charlotte. Bob Algozzine, University of North Carolina, Charlotte. Theresa Miller, University of North Carolina, Charlotte. Scott Ryan, Florida State University. Tomi Gomory, Florida State University. Joseph B. Cooper, Marymount University ...

Research paper thumbnail of Men and Emotions: A Psychoeducational Approach

TCA Journal, 1997

Avaliação da Retenção Mineral em Leguminosas Verdes Submetidas ao Tratamento Térmico Resumo: A pr... more Avaliação da Retenção Mineral em Leguminosas Verdes Submetidas ao Tratamento Térmico Resumo: A produção de leguminosas tem grande impacto na agricultura familiar, além de grande importância nutricional. O consumo de feijão verde é generalizado no Brasil. Técnicas culinárias, além do processamento industrial, podem levar à perda de micronutrientes e espécies tóxicas por mecanismos de lixiviação. Este estudo avaliou a influência do tratamento térmico na retenção de Ca, Fe, Zn, Mn, Mg, Cu, Cr, Co, Ba, Cd, Pb nas seguintes leguminosas. Os elementos químicos característicos de cada uma dessas espécies de leguminosas podem ser usados em estudos dos padrões de identidade das leguminosas avaliadas. Em geral, o mangalô (Lablab purpureus L. Sweet) apresentou um menor número de elementos cujas concentrações se alteram significativamente quando um tratamento térmico é realizado. O feijão guandu mostrou uma maior diversidade de elementos químicos que diferem significativamente após o cozimento, enquanto o feijão caupi está em uma posição intermediária.

Research paper thumbnail of Ac 2009-885: The Tect Workshop: Raising High School Teachers and Guidance Counselor Self-Efficacy in Counseling Students About Engineering Careers and Majors

Research paper thumbnail of Responding to the Needs of At-Risk Students in Poverty

A major challenge in the educational system today is improving the quality of instruction for urb... more A major challenge in the educational system today is improving the quality of instruction for urban students. Concentrated poverty, family instability, and early exposure to violence are but a few hardships typical of growing up in an urban environment. From an early age urban children are confronted with a series of obstacles in their attempts to meet academic, personal, and social success. Urban teachers need to be conscious of and understand the ecology of the environment that has a profound influence and impact on the urban child’s success in school. Additionally, urban teachers must respond to the needs of their students by creating culturally responsive classrooms that spotlight a variety of instructional practices and methodologies that reduce the risks of school failure. In this article, we identify the external factors (outside of school) and internal factors (in school) that continuously place urban children at risk for academic failure. A profile of effective urban teache...

Research paper thumbnail of Identifying Barriers and Access to Mental Health Care for African Americans

African Americans and Mental Health

Research paper thumbnail of Responding to the Needs of At-Risk Students in Poverty

Essays in Education, 2006

A major challenge in the educational system today is improving the quality of instruction for urb... more A major challenge in the educational system today is improving the quality of instruction for urban students. Concentrated poverty, family instability, and early exposure to violence are but a few hardships typical of growing up in an urban environment. From an early age urban children are confronted with a series of obstacles in their attempts to meet academic, personal, and social success. Urban teachers need to be conscious of and understand the ecology of the environment that has a profound influence and impact on the urban child's success in school. Additionally, urban teachers must respond to the needs of their students by creating culturally responsive classrooms that spotlight a variety of instructional practices and methodologies that reduce the risks of school failure. In this article, we identify the external factors (outside of school) and internal factors (in school) that continuously place urban children at risk for academic failure. A profile of effective urban teachers who respond to these external and internal factors, and are culturally proficient is presented. Responding to the Needs of At-Risk Students in Poverty Nobody disputes that urban school districts are confronted with multiple challenges. The isolation of urban neighborhoods, concentrated poverty, and family instability all contribute to the severe conditions and risks of failure in urban schools. Kincheloe (2004) states ".. . nowhere are the obstacles to success and the existential needs of the students as great as in urban areas" (p. 4). These issues are further magnified in the schools when teachers are not adequately prepared for this type of environment, lack cultural sensitivity and awareness, and use pedagogical methodologies that are not culturally congruent. Although there are occasions of impressive educational success, the vast majority of urban schools continue to face "savage inequalities" that impact learning and achievement (Kozol, 1991).

Research paper thumbnail of Conceptualizing Identity Development in Members of Marginalized Groups

Journal of Professional Counseling Practice Theory Research, Apr 1, 2005

Research paper thumbnail of Ac 2007-583: Expanding Engineering Diversity by Teaching Engineering to Counselors and Teachers

Research paper thumbnail of An Institute for Social Capital: Enhancing Community Capacity Through Datasharing

Child Indicators Research, 2010

This paper describes the establishment of a unique entity, The University of North Carolina at Ch... more This paper describes the establishment of a unique entity, The University of North Carolina at Charlotte Institute for Social Capital, Inc. (ISC), to link agencies and organizations serving children, youth, and families in order to allow for information sharing among these groups, with the broader goal of fostering data-based community decision-making. In addition, the Institute establishes an important connection between

Research paper thumbnail of The Tect Workshop: Raising High School Teachers and Guidance Counselor Self-Efficacy in Counseling Students About Engineering Careers and Majors

Research paper thumbnail of Expanding Engineering Diversity by Teaching Engineering to Counselors and Teachers

Research paper thumbnail of Addressing the Demand for Engineers by Teaching Engineering to Counselors and Teachers

2007 IEEE Meeting the Growing Demand for Engineers and Their Educators 2010-2020 International Summit, 2007

The future of America's global competitiveness depends upon a well-educated, technologically lite... more The future of America's global competitiveness depends upon a well-educated, technologically literate workforce. However, if proactive measures are not taken in the near future, the United States will face a serious shortage of scientists, engineers, technologists, and mathematicians because high school students, especially those from underrepresented groups, are increasingly losing interest in these subjects. The key in reversing this trend lies in our ability to promote science, technology, engineering and math (STEM) subjects and professions in a more socially relevant, real-world context and to recognize the differences in learning styles and self-efficacy between males, females and minorities. As STEM teachers and school guidance counselors will be the catalysts for introducing students to engineering and technology subjects and careers, the Teaching Engineering to Counselors and Teachers (TECT) professional development workshop is being developed by the University of North Carolina at Charlotte to strengthen the way in which high school teachers and counselors approach the integration of engineering based materials into their courses and counseling. The TECT workshop, a National Science Foundation (NSF) funded proof-of-concept project, incorporates the well-established STEM model that hands-on activities improve student learning and comprehension and builds upon another successful NSF sponsored project that funds high school clubs and summer camps focused on students who are underrepresented in engineering related majors. The TECT workshop makes use of the summer camps as a time to conduct concurrent teacher and counselor in-service education and promote best practices that reach across the diversity of student learning styles and interests. The first TECT workshop was held on July 23 -27, 2007 and included 18 high school teachers and guidance counselors from nine local area high schools. This paper presents some of the results and findings derived from the first workshop.

Research paper thumbnail of An Evaluation of the Adults and Children Together (ACT) Against Violence Parents Raising Safe Kids Program

The Journal of Primary Prevention, 2011

This study evaluated the effectiveness of the Adults and Children Together (ACT) Against Violence... more This study evaluated the effectiveness of the Adults and Children Together (ACT) Against Violence Parents Raising Safe Kids program, developed by the American Psychological Association in collaboration with the National Association for the Education of Young Children, as an economical primary prevention intervention for child maltreatment. Using an experimental design with random assignment to groups, program impact on participating parents' knowledge, behavior, and attitudes compared to those of a comparison group of parents receiving standard community-based support services was examined. As hypothesized, the ACT Parents Raising Safe Kids program achieved positive results in several areas related to effective parenting, including a reduction in the use of harsh verbal and physical discipline and an increase in nurturing behavior. Positive results were observable both at the conclusion of the ACT program and at threemonth follow-up. Results further indicated a positive impact on parent expectations and social support for those parents with the greatest need in these areas. Qualitative data collected through focus groups demonstrated that parents themselves perceived numerous benefits to the ACT program, including assistance in controlling their anger, learning and implementing better parenting and discipline strategies, and recognizing when their child's behavior is developmentally appropriate. Overall, findings suggest that the ACT Parents Raising Safe Kids program is a promising primary prevention strategy that can be implemented across diverse community settings.

Research paper thumbnail of Identity Development and School Climate: The Role of the School Counselor

The Journal of Humanistic Counseling, Education and Development, 2009

The authors examined aspects of school climate pertaining to issues of diversity at 2 elementary ... more The authors examined aspects of school climate pertaining to issues of diversity at 2 elementary schools, conducting focus groups with students, school personnel, and parents. Findings indicated that degree of parental involvement and interaction regarding issues of ...

Research paper thumbnail of African Americans' Racial Identity and Socially Desirable Responding: An Empirical Model

Journal of Counseling & Development, 2004

The authors developed a model of the relationships between racial identity development and social... more The authors developed a model of the relationships between racial identity development and socially desirable responding, using a sample of African American undergraduate students. Instruments used were the Racial Identity Attitude Scale-Long Form (J. E. and the Balanced Inventory of Desirable Responding (D. L. Paulhus, 1991). The results challenge previous research conclusions regarding social desirability and racial identity development. Implications of findings for researchers, instrument developers, and counselors are included.

Research paper thumbnail of An Exploration of the Relationship between Racial Identity Attitudes and the Perception of Racial Bias

Journal of Black Psychology, 2002

ABSTRACT This study explored the relationship between specific theories of racial identity attitu... more ABSTRACT This study explored the relationship between specific theories of racial identity attitudes and the asymmetry hypothesis—which states that discriminatory acts perpetrated by the strong against the weak will be seen as more biased than similar acts perpetrated by the weak against the strong. Participants consisted of 92 African American undergraduate students who completed the Racial Identity Attitude Scale (RIAS), the African Self-Consciousness Scale (ASC), and the Discriminatory Scenarios Questionnaire. Pro-Black attitudes were positively correlated with the attribution of more racial bias to White as compared to African American characters who were described as discriminating against individuals not of their racial group. No significant relationship was found between anti-Black attitudes and the attribution of racial bias. This study also investigated the relationship between the RIAS and the ASC.

Research paper thumbnail of An Institute for Social Capital: Enhancing Community Capacity Through Datasharing

Child Indicators Research, 2010

This paper describes the establishment of a unique entity, The University of North Carolina at Ch... more This paper describes the establishment of a unique entity, The University of North Carolina at Charlotte Institute for Social Capital, Inc. (ISC), to link agencies and organizations serving children, youth, and families in order to allow for information sharing among these groups, with the broader goal of fostering data-based community decision-making. In addition, the Institute establishes an important connection between

Research paper thumbnail of Responding to the Needs of At-Risk Students in Poverty Sueanne E. McKinney

usca.edu

A major challenge in the educational system today is improving the quality of instruction for urb... more A major challenge in the educational system today is improving the quality of instruction for urban students. Concentrated poverty, family instability, and early exposure to violence are but a few hardships typical of growing up in an urban environment. From an early age urban children are confronted with a series of obstacles in their attempts to meet academic, personal, and social success. Urban teachers need to be conscious of and understand the ecology of the environment that has a profound influence and impact on the urban child's success in school. Additionally, urban teachers must respond to the needs of their students by creating culturally responsive classrooms that spotlight a variety of instructional practices and methodologies that reduce the risks of school failure. In this article, we identify the external factors (outside of school) and internal factors (in school) that continuously place urban children at risk for academic failure. A profile of effective urban teachers who respond to these external and internal factors, and are culturally proficient is presented.

Research paper thumbnail of Clinical experiences of play therapists: Does race/ethnicity matter?

International Journal of Play Therapy, 2006

... Phyllis Post, University of North Carolina, Charlotte. Bob Algozzine, University of North Car... more ... Phyllis Post, University of North Carolina, Charlotte. Bob Algozzine, University of North Carolina, Charlotte. Theresa Miller, University of North Carolina, Charlotte. Scott Ryan, Florida State University. Tomi Gomory, Florida State University. Joseph B. Cooper, Marymount University ...