Faculty Bibliography

Obesity and overweight-obesity have contributed to increases in early mortality and noncommunicable disease incidence. The consumption of sugar-sweetened beverages (SSBs) is linked to obesity, weight gain, and metabolic syndrome. To further explore this relationship in a large urban environment, we assessed disparities in calorie intake between SSB and non-SSB consumers and determine the association between varying SSB consumption, obesity, and overweight-obesity using data from a 2013 representative dietary survey conducted in New York City. Results show that adult SSB drinkers consume 193 kcal/day from SSBs, approximately 10 % of daily caloric needs. Compared to non-SSB drinkers, those who consume SSBs have a 572 kcal greater daily intake. Total calorie differences are due to greater SSB calorie and food calorie consumption. Among SSB consumers, each 10-oz increase in SSB consumption is associated with a greater likelihood of obesity (OR 1.62, 95 % CI 1.05, 2.05) and overweight-obesity (OR 2.23, 95 % CI 1.31, 3.80). Additionally, each 10-kcal SSB increase is related to obesity (OR 1.04, 95 % CI 1.01, 1.08) and overweight-obesity (OR 1.07, 95 % CI 1.02, 1.11).

This paper is concerned with the professional efficacy of school counselors and school psychologists that operate under the umbrella of accountability reforms. Research questions addressed counselor and psychologist job roles and responsibilities, as well as their personal perspectives on the impact of accountability reforms on both the classroom context and student socio-emotional development. Interviews were conducted with counselors and psychologists of varying professional experience and school level, with analysis following analytic induction. Results indicate that the efficacy of student support personnel has been negatively impacted by accountability reforms, but schools that maintain a positive culture dedicated to excellence minimize that effect. Additionally, results highlight the unanticipated consequences of accountability on the teacher, student, and counselor/psychologist relationship and emphasize the need to cultivate a nurturing socio-emotional environment for students