One of the key elements in qualitative data analysis is the systematic coding of text (Strauss and Corbin 1990:57�60; Miles and Huberman 1994:56). Codes are the building blocks for theory or model building and the foundation on which the analyst’s arguments rest. Implicitly or explicitly, they embody the assumptions underlying the analysis. Given the context of the interdisciplinary nature of research at the Centers for Disease Control and Prevention (CDC), we have sought to develop explicit guidelines for all aspects of qualitative data analysis, including codebook development. On the one hand, we must often explain basic methods such as this in clear terms to a wide range of scientists who have little or no experience with qualitative research and who may express a deep skepticism of the validity of our results. On the other, our codebook development strategy must be responsive to the teamwork approach that typifies the projects we undertake at CDC, where coding is generally done by two or more persons who may be located at widely dispersed sites. We generally use multiple coders so that we can assess the reliability and validity of the coded data through intercoder agreement measures (e.g., Carey et al. 1996) and, for some projects, as the only reasonable way to handle the sheer volume of data generated. The standardized structure and dynamic process used in our codebook development strategy reflects these concerns. This paper describes (1) how a structured codebook provides a stable frame for the dynamic analysis of textual data; (2) how specific codebook features can improve intercoder agreement among multiple researchers; and (3) the value

In the past decade medical applications of virtual reality (VR) and telemedicine have been rapidly developing, and the technology has changed from a research curiosity to a commercially and clinically important area of medical informatics technology.

Training in Psychology (e.g., Bailey, 2003) generated much content of relevance to the structure and commitments of Combined-Integrated (C-I) programs, faculty, and students—and Competencies 2002: Future Directions in Education and Credentialing in Professional Psychology (www.appic.org) developed language and guidelines regarding the knowledge areas, skills, and values that students in professional psychology programs should acquire and demonstrate—specific models and methods are necessary to translate these professional guidelines and aspirations into reality. This article offers one such model, Equilintegration (EI) Theory, and method, the Beliefs, Events, and Values Inventory (BEVI), that can be used by faculty, training staff, supervisors, and students in C-I programs to operationalize, assess, and cultivate basic values of education and training from a C-I perspective (e.g., self-awareness, self-assessment, and selfreflection). In addition to this model and method, relevant background information, theory, and research are presented along with attendant implications,

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“stage model”) can guide development of programs to increase Medicare beneficiaries’ readiness to make informed health plan choices. In this study, TTM staging algorithms were developed to assess readiness to engage in three types of informed choice: (1) learning about the Medicare program; (2) learning about Medicare health maintenance organizations (HMOs); and (3) reviewing different plan options. Stage of change based on all three algorithms is related to knowledge about the Medicare program and information-seeking. Findings provide evidence for the construct validity of the stage measures and for the applicability of the TTM to informed choice among beneficiaries.

The production of this document was made possible through the financial support of the Public

We were fortunate to find so many highly committed individuals for this evaluation. Special thanks to the gatekeepers who made it possible to administer the interviews and access administrative data (Executive Directors and Program Directors of the Domestic

This is the first study which examines the effects of individual and program level characteristics on treatment attrition within a prison-based setting. The sample of 1,446 men and women were from19 programs. Differences were found in both individual and program level predictors of disciplinary discharges and drop outs. Drop outs were more likely to be women and enter treatment with lower levels of motivation. Individuals who were disciplinary discharges from treatment were more likely to be young, have a history of violence and have a diagnosis of antisocial personality. Only one program factor – an emphasis on disciplinary discharge for violation of program rules – was associated with disciplinary discharge. The clinical implications of these findings are discussed. 1 Staying in Treatment

Maryhaven, a comprehensive, communitybased drug abuse treatment facility, combines a core commitment to 12step principles and practices with the use of scientifically derived treatment interventions. Treatment goals at Maryhaven include abstinence from substance abuse, patient engagement and progress in 12step activities, and strong patient affiliation with 12step organizations within the community. The author discusses the reasons why Maryhaven takes this approach, describes the program’s use of empirically derived treatment tools to further 12step objectives, argues that there are natural affinities between 12step and some empirical treatment tools such as the Stages of Change model, and suggests research projects that he believes can improve treatment and illuminate the mechanisms by which 12step activities help patients overcome addiction.

The development and use of technology-based tools for financial literacy education has grown rapidly in recent years, often based on the presumption that digital media will enhance past practice. However, little attention has been given to understanding why such technologies may be expected to enhance outcomes for either general or vulnerable populations. This literature review fills this gap by examining behavioral and educational theories that provide insight into how digital pedagogies may support personal-finance-related teaching and learning. The authors present an ecological model for technology-based financial literacy education intervention and propose an action agenda for practice and further research. The research reported herein was performed pursuant to a grant from the U.S. Social Security Administration (SSA) funded as part of the Financial Literacy Research Consortium. The opinions and conclusions expressed are solely those of the authors and do not represent the opinions or policy of SSA or any agency of the Federal Government.