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The purpose of this paper is to evaluate the effectiveness of the dialectical behavior therapy (DBT) training which was provided to community agency staff (N=18) implementing DBT in the community with street-involved youth.

Staff participated in a multi-component approach to training which consisted of webinars, online training, self-study manuals, and ongoing peer consultation. To evaluate assess the effectiveness of the training, questionnaires assessing evaluating DBT skills knowledge, behavioral anticipation and confidence, and DBT skills use, were completed at baseline, immediately post-training, four to six months post-training, and 12-16 months post-training. Additionally, the mental health outcomes for youth receiving the DBT intervention are reported to support the effectiveness of the training outcomes.

Results demonstrate that the DBT skills, knowledge, and confidence of community agency staff improved significantly from pre to post-training and that knowledge and confidence were sustained over time. Additionally, the training was clinically effective as demonstrated by the significant improvement in mental health outcomes for street-involved youth participating in the intervention.

Findings suggest that this evidence-based intervention can be taught to a range of staff working in community service agencies providing care to street-involved youth and that the intervention can be delivered effectively.

These findings help to close the knowledge-practice gap between evidence-based treatment (EBT) research and practice while promoting the implementation of EBT in the community to enhance positive youth outcomes.

This chapter focuses on the early history of feminist explorations in criminology in the UK in particular, but with reference to developments elsewhere. The chapter discusses the achievements of early feminist perspectives in criminology and assesses their impact in terms of ‘transforming and transgressing’ the criminological enterprise. In particular, the author focuses on the case for transformations in traditional research methodologies and looks at the different ways in which feminist writers in criminology grappled with the question of how to produce good quality knowledge. The chapter takes a chronological approach, identifying developments pre-1960s in a phase which might be described as an ‘awakening’ and then describing initiatives in the 1960s and 1970s. The discovery that ‘woman’ was a conceptual term which could be incorporated into the criminological framework really took off in the 1970s with the publication of Carol Smart’s pioneering work. Notwithstanding faster developments in other disciplines, slowly, mainstream criminology took stock of feminism’s early claims.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This paper aims to evaluate the relative effectiveness of four‐hour ServSafe^® food safety training, a theory‐based intervention targeting food service employees' perceived barriers to implementing food safety practices, and a combination of the two treatments. Dependent measures include behavioral compliance with and perceptions of control over performing hand washing, use of thermometers, and handling of work surfaces.

Four groups are compared: employees receiving only ServSafe^® training, intervention alone, training and intervention, and no treatment. Employees complete a questionnaire assessing perceived barriers to practicing the targeted behaviors. Then, employees are observed in the production area for behavioral compliance.

Training or intervention alone is better than no treatment, but the training/intervention combination is most effective at improving employees' compliance with and perceptions of control over performing the behaviors.

Research is limited to restaurant employees in three states within the USA, in only 31 of the 1,298 restaurants originally contacted. Future research should identify barriers of other types of food service employees and evaluate the effectiveness of these and other intervention strategies.

ServSafe^® training can be enhanced with a simple intervention targeting food service employees' perceived barriers to food safety. Providing knowledge and addressing barriers are both important steps to improving food safety in restaurants.

No previous research has used the theory of planned behavior to develop an intervention targeting food service employees' perceived barriers to implementing food safety practices. Research also has not attempted to improve the effectiveness of ServSafe^® food safety training by adding an intervention.

I consider the following question: given my commitment to creating an inclusive classroom environment where students of all backgrounds and skill levels can feel comfortable taking emotional and intellectual risks, how do I responsibly teach a course on American Life Writing in which students both read and write narratives of trauma, many of which stem from gender-based violence? With the rise of the #MeToo movement, especially, many survivors of this kind of violence feel compelled to share their stories as a way to heal themselves and to create communities of care and support. In some cases, this kind of disclosure can be restorative. But it is also important to recognize that sharing one's narrative of trauma does not always serve as a path to healing and wholeness. There is also power in choosing to tell part of one's story, sharing one's story only with a certain audience, or not disclosing one's story at all. The works that I assign in the seminar highlight these different paths to healing and model for students the ways in which a confessional model is not the only model for dealing with trauma. In this chapter, I first describe how feminist pedagogy shapes my teaching. Then I outline my approach to teaching life writing, focusing on how I teach texts that highlight trauma and how I teach the personal narrative assignment. Finally, I reflect on how these pedagogical practices might inform our larger conversations about gendered oppression, trauma, and healing.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Constrained by requirements of efficiency and economy as well as tight building regulations, Hong Kong's high-density residential architecture is very different from architectural approaches that are typically taught in the architectural studio. This paper reports on a second year architectural studio project taught at The University of Hong Kong that uses the Open Building paradigm to integrate the constraints of a high-density environment, community considerations and building technology in the context of a mixed use programme to be constructed on small individual lots.

Following a series of short introductory exercises, the main studio assignment required groups of students to negotiate the design of individual projects and community areas within a given generic structural frame. Based on their individual design ideas and architectural programme, students developed a structural solution following a kit-of-parts approach. We describe the tasks and rule sets given as the studio framework and discuss students' response to this new type of architectural programme. Based on our experiences, we critically review initial studio settings, final outcomes and observations made during the teaching and learning process with regard to future implementations of similar open building studio projects.