Functional Impairment as a Variable in Adjustment Post-Combat

This study examined how functional impairment relates to postcombat adjustment over time, controlling for the influence of combat exposure. Analyses used sequential random coefficient models to examine 2 hypotheses: a) combat exposure and functional impairment predict the change in posttraumatic stress, depression, and anger/aggression symptoms during the first year postcombat; and b) combat exposure and functional impairment at reintegration predict symptom scores at 1 year postdeployment. A Brigade Combat Team completed surveys at reintegration, 4 months, and 12 months after a 1-year deployment to Iraq. Soldiers reporting high functional impairment at reintegration had higher symptoms at both follow-up periods, and functional impairment was a significant predictor of symptoms at the last time point, even after accounting for the influence of combat exposure. There was also an interaction effect, such that functional impairment exacerbated the impact of combat exposure on posttraumatic stress and anger/aggression symptoms at 12 months postdeployment.     

Unit Cohesion,Resilience, and Mental Health of Soldiers in Basic Combat Training

Military unit cohesion has been shown to correlate with physical and psychological outcomes. However, little is known about the development of cohesion in the early days of military service during Basic Combat Training (BCT) and how it relates to positive support and the negative stressors of training. The current study assessed the development of unit cohesion across the 10-week BCT period (N = 1,939), and the relation of cohesion to stress, resilience, mental health measures, and BCT outcomes (graduation, passing the Army Physical Fitness Test, and final Basic Rifle Marksmanship scores). The sample was primarily male (62%), under age 25 (88%), and unmarried (88%). All putative mediators showed significant change over time. Unit cohesion increased over time (slope 0.22; p < .001), and these increases were associated with decreases in psychological distress (p < .001), sleep problems (p < .001), and tolerance of BCT stressors (p < .001), as well as increases in resilience (p < .001), confidence managing stress reactions (p < .001), and positive states of mind (p < .001). Unit cohesion was indirectly associated with successful graduation and passing the Army Physical Fitness Test through cohesion-related improvement in psychological distress, resilience, and confidence managing reactions to stress. Sleep problems also mediated BCT graduation. Cohesion effects on the Basic Rifle Marksmanship scores were mediated by psychological distress and tolerance of BCT stressors only. These results suggest that unit cohesion may play a key role in the development of psychological health among new soldiers.     

Objective measures of executive functioning are highly discrepant with parent-report in fetal alcohol spectrum disorders

The purpose of the current study was to evaluate the relationship between parent-report and objective measures of executive function in children diagnosed with Fetal Alcohol Spectrum Disorder (FASD). The participants were a clinical sample of 551 children who completed 597 evaluations, including initial and re-evaluations. Participants were 6–16 years old, with a mean age of 10. Pearson correlations were used to determine the relationship between performance-based measures and parent-report measures of executive functioning. Relationships among the same types of measures, that is, performance based or parent report, were also evaluated. The data largely demonstrate low nonsignificant correlations between performance-based measures and parental report of executive function. Parent-report measures were internally consistent as were objective measures. It is possible that a third variable, for example, parental frustration, significantly influences parent reports. It is also likely that objective measures, which are administered in a controlled environment, do not fully capture children’s day-to-day functioning. That is, a child may have the executive function abilities (i.e., good performance on objective measures) but may be unable to deploy the appropriate skills in their daily lives, as evidenced by parental report. Children with FASD who have executive function abilities but not implementation skills likely require different interventions than children who lack abilities and skills.     

A National Evaluation of Community-Based Youth Cessation Programs: End of Program and Twelve-Month Outcomes

Most youth cessation treatment research consists of efficacy studies in which treatments are evaluated under optimal conditions of delivery. Less is known about the effectiveness of youth cessation treatments delivered in real-world, community based settings. A national sample of 41 community-based youth cessation programs participated in a longitudinal evaluation to identify site, program, and participant characteristics associated with successful cessation. Validated quit rates were comparable to those in randomized controlled trials; 7-day abstinence at the end of program averaged 14% and 30-day abstinence at 12 months averaged 12%. Multivariate GEE models explored predictors of smoking cessation at the end of the programs and at 12 months. Results showed correlates of both short- and long-term cessation. Findings point to the importance of both individual and community-level variables, including motivation, opportunities for and encouragement to engage in activities outside of academics, having youth participate in treatment before they become highly dependent smokers, and community norms and ordinances that discourage youth purchase, use and possession of tobacco. Providing evidence-based treatment to youth in community-based settings results in successful cessation.     

“Why Won't My Parents Help Me?”: Therapeutic Assessment of a Child and Her Family

We present a case study of a child's psychological assessment using the methods of Therapeutic Assessment (TA). The case illustrates how TA can help assessors understand the process and structure of a family by highlighting how maladaptive family processes and interactions impact a child's development. It also illustrates how TA with a child can serve as a family intervention. In this case, it became apparent that the child's social difficulties were significant, not minor as initially reported by the parents, and were rooted in an insecure attachment, underlying depression, an idiosyncratic view of the world, and longing for attention, all of which were hidden or expressed in grandiose, expansive, and off-putting behaviors. In addition, the familial hierarchy was inverted; the parents felt ineffective and the child felt too powerful, leading to enhanced anxiety for the child. Intervention throughout, punctuated by the family session and feedback sessions, allowed the parents to develop a new “story” about their child and for the child to experience a new sense of safety. Following the TA, the parents and child indicated high satisfaction, enhanced family functioning, and decreased child symptomatology. Subsequent family therapy sessions allowed the family to further implement the interventions introduced in the TA.     

Further Investigation of the Validity and Reliability of the Photographic Figure Rating Scale for Body Image Assessment

Previous studies have not fully investigated the psychometric properties of the Photographic Figure Rating Scale (PFRS). In 2 studies, we report on the test–retest reliability and convergent validity of ratings derived from the PFRS. In Study 1, 322 female university students in Britain provided self-ratings on the PFRS and objectively measured body mass index (BMI); a subsample of 132 women also completed the task after 5 weeks. In Study 2, 243 women from the community in Austria completed the PFRS along with a battery of other body image scales. Results of Study 1 showed that ratings on the PFRS had good test–retest reliability (all rs > .87) and good convergent validity in relation to BMI. Results of Study 2 showed that PFRS-derived body dissatisfaction scores were significantly correlated with a range of body image variables. These results provide evidence for the convergent validity and good test–retest reliability of the PFRS.     

Similarity, feature discovery, and the size principle

In this paper we consider the “size principle” for featural similarity, which states that rare features should be weighted more heavily than common features in people’s evaluations of the similarity between two entities. Specifically, it predicts that if a feature is possessed by n objects, the expected weight scales according to a 1/n law. One justification of the size principle emerges from a Bayesian analysis of simple induction problems ( [Tenenbaum and Griffiths, 2001a] and [Tenenbaum and Griffiths, 2001b]), and is closely related to work by Shepard (1987) proposing universal laws for inductive generalization. In this article, we (1) show that the size principle can be more generally derived as an expression of a form of representational optimality, and (2) present analyses suggesting that across 11 different data sets in the domains of animals and artifacts, human judgments are in agreement with this law. A number of implications are discussed.     

An investigation of the generalizability and dependability of Direct Behavior Rating Single Item Scales (DBR-SIS) to measure academic engagement and disruptive behavior of middle school students

A total of 4 raters, including 2 teachers and 2 research assistants, used Direct Behavior Rating Single Item Scales (DBR-SIS) to measure the academic engagement and disruptive behavior of 7 middle school students across multiple occasions. Generalizability study results for the full model revealed modest to large magnitudes of variance associated with persons (students), occasions of measurement (day), and associated interactions. However, an unexpectedly low proportion of the variance in DBR data was attributable to the facet of rater, as well as a negligible variance component for the facet of rating occasion nested within day (10-min interval within a class period). Results of a reduced model and subsequent decision studies specific to individual rater and rater type (research assistant and teacher) suggested degree of reliability-like estimates differed substantially depending on rater. Overall, findings supported previous recommendations that in the absence of estimates of rater reliability and firm recommendations regarding rater training, ratings obtained from DBR-SIS, and subsequent analyses, be conducted within rater. Additionally, results suggested that when selecting a teacher rater, the person most likely to substantially interact with target students during the specified observation period may be the best choice.