While existing literature suggests that professional students (e.g., medical, dental, law, nursing, etc.) experience high levels of stress and depression, the experiences of veterinary medical students have been less well examined. The purpose of this study was to explore the levels of stress and depression among veterinary medical students and to examine the relationship between these variables. Study participants were 1,245 veterinary medical students from North America. The findings provide support for the assertion that veterinary medical students experience high levels of stress and depression. Results also indicated that there is a correlation between stress and depression for veterinary medical students and that female students experience higher levels of stress and depression than their male counterparts.

During the past two decades, youth-focused professionals have increasingly called for social-emotional learning (SEL) education in schools. A holistic approach to youth development suggests that, given the interconnected nature of development in the domains of career development and SEL, children and youth are better supported whenwe provide education in both domains in an integrated way. An opportunity exists to examine possible links between the two domains. In this paper we integrate a model of SELwith models of childhood career development competencies and career-related reasoning, offering a new understanding of how social-emotional experiences and competencies are integrated into children’s career development processes. We identify strategies for educators to incorporate this integrated model into their classroom practices.

Over the last decade, universities have increasingly begun to recognize their responsibility to address the issues and problems confronting society. Many universities are responding to this challen...

This study examines the effectiveness of a financial literacy program, Invest in Girls (IIG), in promoting financial capability among high school girls. Using a quasi-experimental separate-samples pretest-posttest design and a longitudinal qualitative study, the study aims to assess the program efficacy and investigate the perspectives of the female students on its impact on their knowledge, behavior, and future goals and aspirations. The results indicated that the participants had significantly higher confidence for engaging in financial literacy after the program. The findings from the longitudinal study also suggested that that the program was influencing the students in positive ways, increasing their financial capability and leading them to consider wide occupational pathways available in finance. Given the lack of female leaders in the world of finance, the IIG program aims to address gender disparity in financial knowledge and highlight the importance of building financial literacy skills among girls.

This study examines the academic and career goals set by urban youth as well as their perceived career barriers and the strategies they anticipate using to face these barriers. Nine adolescents in the 11th and 12th grades from two large, urban public schools in the Midwest were interviewed for this study. Students’ responses were analyzed using the consensual qualitative research method developed by Hill and colleagues. Seven domains were identified in participant responses, addressing participant ideas about both ideal and alternate career choices, the influences on their career choices, potential obstacles in their future, and methods for managing obstacles. Categories and subcategories are described and discussed and implications for practice and future research are offered.