This article documents the experiences of providing housing and supportive services, or ecologically based treatment, to shelter-recruited, substance-abusing homeless women with young children in their care. Among clients, observed experiences related to housing, substance abuse, and health and mental health care are discussed. Among therapists, experiences related to managing the chaotic nature of the client's lives, wanting to manage the client's lives, and frustration with client's life trajectories are reviewed. Observations related to the therapeutic process include the client's relationship to the therapist, balancing the client's independence and need for assistance, and unrealistic expectations among the clients. Recommendations for successfully approaching these clinical situations and experiences are offered. The purpose of this article is to document these therapy experiences to facilitate the work of future teams seeking to intervene in the lives of homeless families through homeless shelters or other settings.

Several terranes of variable tectonic affinity and history underlie the central Appalachian Piedmont Province (eastern United States). These terranes mostly consist of widespread metasedimentary and lesser metavolcanic rocks. Intense and pervasive deformation and metamorphism have made the depositional ages and provenance of sediment in these rocks difficult to determine. The lack of tight constraints on such basic information led to a century-long debate about the tectonic significance of these rocks, particularly how they correlate to similar rocks along and across strike in the Appalachian orogen. We address these issues using U/Pb isotopic ages from single spots in 2433 zircon grains from 18 metasedimentary rock samples distributed across the Maryland Piedmont. The resulting age signatures indicate that the Marburg Formation and Pretty boy Schist, heretofore assigned to the Westminster terrane, actually belong to the Potomac terrane, making the Hyattstown thrust the contact between the two terranes. Ediacaran Laurentia could have supplied all Potomac terrane sediment except for the detritus in one sample from the northern part of the terrane that likely came from Amazonia. This is one of the first recognitions of a Gondwana-derived terrane between Carolinia to the south and Ganderia to the north. Maximum depositional ages for Potomac terrane suprasubduction zone sedimentary rocks are latest Neoproterozoic or early Cambrian, and some may have been deposited ca. 510 Ma. Continental rifting ended ca. 560 Ma at the longitude of our study, so the transition from rifting to subduction at this location in eastern Laurentia may have lasted only 50 M.y. Lower Ordovician arc intrusions into these rocks demonstrate that the transition lasted no longer than 90 M.y. The Iapetan margin of central-eastern Laurentia was one of the shortest lived passive margins that formed in Neoproterozoic time.

To test whether responses to sex questionnaires vary as a function of the milieu in which the questionnaires are administered, university and college students were presented with an explicit sex questionnaire by a psychologist or by a member of the clergy. In the first study conducted at a nondenominational university, students generally responded similarly when tested by a psychologist, a rabbi, or a priest. There was some evidence suggesting that a greater number of students tested by members of the clergy, rather than by the psychologist, omitted responses to sensitive questions. In a second study conducted at a Catholic college, responses generally were similar when comparing a priest and a psychologist as testers. On one sensitive item, however, there was evidence of an experimenter effect in the predicted direction. Under testing situations common to a number of studies, responses to sex questionnaires seem relatively unaffected by experimenter effects.

The journey for students of color (SOC) in predominantly White independent schools (PWIS) is paved with significant educational opportunities and challenging racial conflicts. Little is known about how SOC manage the stress of negotiating these struggles and successes in daily relationships with peers and teachers or within the school climates where the policies and practices often reveal a bracketed commitment to diversity. For decades, programs like Prep for Prep have provided academic and social supports to prepare low‐income SOC for matriculation in PWIS. Using Racial Encounter Coping Appraisal and Socialization Theory, we investigated the racial stress and coping experiences of 593 SOC from the Prep for Prep leadership training program. After measuring development on the racial coping self‐efficacy scale, three factors identified that SOC range in their confidence in reading or noticing racial microaggressions in their schools, recasting stressful racial conflicts from “impossible” to “manageable,” and resolving racial tensions by confronting microaggressions. Results found that a moderated mediation model explains that the relationship of SOC school climate perceptions to school belonging and affect toward school are mediated through racial coping stress. SOC with high racial coping self‐efficacy (RCSE) show less negative influence from that stress on their academic and social experiences compared to those low in RCSE. Implications for supporting SOC by buffering racial stress within PWIS are discussed.