Posttraumatic stress severity is associated with coping motives for alcohol use among in-patient and community recruited adolescents

Background and Objectives: A growing body of work suggests individuals with more severe post-traumatic stress symptoms (PTSS) are at higher risk for developing problematic alcohol use outcomes. Extending work from the adult literature, the present study was the first to examine the extent to which PTSS is related to drinking motives for alcohol use in both clinical and non-clinical samples of adolescents.

Design: Hierarchical regression analyses were used to predict coping motives for alcohol use from PTSS, above and beyond demographic variables, alcohol use frequency, and other alcohol use motives.

Methods: Trauma-exposed adolescents before entering treatment (Sample 1 n?=?41) and recruited from the local community (Sample 2 n?=?55) self-reported on PTSS and alcohol use motives.

Results: PTSS positively predicted coping motives for alcohol use after controlling for age, gender, and alcohol use frequency.

Conclusions: The current study highlights the need to consider both PTSS severity, as well as underlying cognitive mechanisms (e.g., motives), to better understand the etiology of problematic alcohol use among trauma-exposed youth. Future work focused on clarifying the trajectory of alcohol use motives and problems as a function of PTSS is needed.     

Gender Differences in the Relationship of Language Development to Disruptive Behavior and Peer Relationships in Preschoolers

The present study examined whether there are gender differences among preschoolers in how language development is related to disruptive behavior and peer relationships. Participants were 185 largely minority, preschool children from low income families and their 16 teachers. Videotaped observations were coded to assess disruptive and off-task behavior in group learning situations. Teachers rated disruptive behavior and the quality of peer relationships and they provided information about service referrals. Language skills were assessed with standardized tests. Lower levels of language skills were more strongly associated with disruptive behavior and poor peer relationships for boys than for girls. Disruptive behavior was related to the probability that a child would be referred for services. Language development difficulties tended to be seen by teachers only when paired with behavior problems.     

Violent behavior in schizophrenic patients: relationship with clinical symptoms

Considerable evidence suggests that violent behavior observed in schizophrenic patients is motivated by psychotic symptomatology. The understanding of violence in schizophrenic patients requires consideration of psychiatric symptomatology. Objective: This study investigated the relationship between violent behavior and psychiatric symptomatology in schizophrenic patients. Method: One hundred and thirteen patients were recruited. Thirteen patients were excluded due to concomitant substance abuse six months prior to the assessment. Diagnoses were based on the SCID‐I. Psychotic symptom severity was assessed with the PANSS. Violent behaviors were assessed with the OAS. Results: Violent behaviors were associated with more severe psychotic symptomatology including hallucinations, delusions, excitement, poor impulse control, and thinking disturbances. Conclusions: Patients with exacerbation of psychotic symptomatology have an increased risk of violent behavior. It is necessary to determine which subtypes of hallucinations and delusions are implicated in the association of schizophrenia and violent behavior. Violent behavior in schizophrenic patients is a heterogeneous phenomenon best explained in the context of specific symptoms associated with violence and course of illness. The retrospective assessment of the variables raises methodological questions concerning the reliability of measurement of the impact of psychotic symptoms on violence. Aggr. Behav. 00:1–10, 2005. © 2005 Wiley‐Liss, Inc.     

Student Explanations in the Context of Computational Science and Engineering Education

Creating explanations is an important process for students, not only to make connections between novel information and background knowledge, but also to be able to communicate their understanding of any given topic. This article explores students’ explanations in the context of computational science and engineering, an important interdisciplinary field that enables scientists and engineers to solve complex problems. Specifically, this study explores: (a) students’ approaches to create written explanations of programing code and (b) the relationship between students’ explanations and their ability to do computer programing. Students wrote in-code comments for 3 MATLAB^® worked-examples, which were qualitatively analyzed using a coding scheme. Different approaches to self-explain were identified using hierarchical cluster analysis, and differences in students’ ability to do computer programing were identified using analysis of variance. The resulting approaches to self-explain were: original solution, mechanistic, principle-based, limited, and goal-based. The findings suggest that experienced students wrote simple in-code comments to self-explain, but students with lower ability to do computer programing wrote more comprehensive explanations, as they may take this as a learning opportunity.