This study evaluated the effects of yoga on posttraumatic stress disorder (PTSD) symptoms, resilience, and mindfulness in military personnel. Participants completing the yoga intervention were 12 current or former military personnel who met the Diagnostic and Statistical Manual for Mental Disorders-Fourth Edition-Text Revision (DSM-IV-TR) diagnostic criteria for PTSD. Results were also benchmarked against other military intervention studies of PTSD using the Clinician Administered PTSD Scale (CAPS; Blake et al., 2000) as an outcome measure. Results of within-subject analyses supported the study's primary hypothesis that yoga would reduce PTSD symptoms (d = 0.768; t = 2.822; p = .009) but did not support the hypothesis that yoga would significantly increase mindfulness (d = 0.392; t = -0.9500; p = .181) and resilience (d = 0.270; t = -1.220; p = .124) in this population. Benchmarking results indicated that, as compared with the aggregated treatment benchmark (d = 1.074) obtained from published clinical trials, the current study's treatment effect (d = 0.768) was visibly lower, and compared with the waitlist control benchmark (d = 0.156), the treatment effect in the current study was visibly higher.

This article discusses some of the social justice issues that multicultural students and families encounter that are directly relevant to school consultation practice. The issues include culturally fair education, fair expectations of the child from the family and school, fair assessment, evidence-based intervention, and evaluation of responsiveness to intervention for culturally/linguistically diverse (CLD) students. A case study is provided that illustrates how an ecological framework is useful in understanding the challenges multicultural children face and what consultants can do to promote social justice. Consultants are encouraged to (a) diligently increase their own multicultural competency; (b) actively consider the social, economic, environmental, political, and cultural contexts of consultation; (c) be mindful of school-specific social justice issues in consultation practice; (d) promote fair collaboration between the school and CLD families; and (e) advocate for just treatment for CLD children.In this article, we address some of the social justice issues that school consultants encounter when working with multicultural children and families. First, we present a consultation case from an ecological perspective and consider social justice issues at various levels of the ecological system that are typically not considered in consultation practice. These issues include culturally fair education, fair expectations of the child from the family and school, fair assessment, evidence-based intervention, and evaluation of culturally/linguistically diverse (CLD) students' responsiveness to intervention (RTI). Then we explore practical ways to address these social justice issues for multicultural children and families through a case study. Finally,

This study examined why Chinese undergraduates performed better on an eight-item water-level task (WLT) than did American undergraduates. Based on cognitive developmental theory, it was hypothesized that ability to write Chinese characters may facilitate performance on the WLT. This hypothesis was tested along with an additional hypothesis that extensive training in mathematics, especially geometry, facilitates WLT performance. The participants were three groups of Chinese undergraduates: 295 native writers of Chinese from Beijing, China; 49 Chinese American writers of Chinese; and 129 Chinese Americans who could not write Chinese. Results suggest that the combined effect of writing Chinese and strong math training contribute significantly ( p < .01) to skills necessary to master WLT. Among Chinese Americans, the effect of writing Chinese is significant for males ( p < .05) but not for females. Scholastic Aptitude Test math score has a significant correlation ( p < .001) with success on WLT.

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