Medically underserved women in the Greater Denver Metropolitan Area had low rates of routine repeat mammograms in the latter 1990s. “Increasing Mammography Adherence among Medically Underserved Women” was designed to increase annual rescreening among medically underserved populations living in this area. Four community-based organizations collaborated to implement this 5-year study. A culturally modified navigator model including both face-to-face and telephone formats was used to facilitate mammography for African Americans, Latinas, Native Americans, and poor White women who had not been rescreened in more than 18 months. The navigator-implemented intervention was statistically significant at the 0.05 level for increasing rescreening.

Restorative Practices (RP) in schools is a new and emerging field. Meeting in Circles to build friendships, develop emotional literacy skills, resolve conflict, or learn interactively are some of the core components of these programs. This article describes a 2-year study of 12 weekly Talking Circles organized under the auspices of a RP program in an urban high school with 60 adolescent girls. Primary data sources included 257 hr of participant observations in Talking Circles and individual, semi-structured interviews with 31 students. The Relational Cultural model, rooted in the work of Jean Baker Miller, served as the conceptual framework for understanding teens’ interactions within the Circle’s unique set of social conditions in a school environment. Findings demonstrated that Talking Circles provided a safe space for peers helping peers, and that the girls improved their listening, anger management, and empathic skills, which led to greater self-efficacy. It appears that Talking Circles could provide another venue for developing social-emotional literacy skills and growth-fostering relationships in schools.