Moral injury,coherence, and spiritual repair

In the PTSD literature, moral injury represents dissonance between a person’s beliefs about how they and the world should function, and the trauma event(s) they experienced. Given the association of moral injury with the assumptive world, it is not surprising the concept is closely intertwined with spiritual concerns. This paper reports on a spiritually integrated group intervention designed to help veterans with PTSD in the process of moral and spiritual repair. Qualitative findings are shared from interviews conducted with 18 participants who completed the intervention. Themes are centred around participants’ overall response to their experience in the group; where they are at regarding feelings such as guilt, shame, anger, trust, sense of betrayal, and desire for forgiveness; changes in religious/spiritual beliefs and practices and the experience of moral injury; and if they now find meaning in the trauma. The findings support the need for additional treatment options that address the moral and spiritual aspects of trauma.     

Teacher Beliefs and Responses Toward Student Misbehavior: Influence of Cognitive Skill Deficits

This study aimed to examine whether having knowledge of student cognitive skill deficits changes teacher beliefs and responses in regard to classroom misbehavior. Teachers (N = 272) were randomly assigned to an experimental or control condition. Although teachers in both conditions read the same vignette describing a student's misbehavior, the experimental group also reviewed information about the student's cognitive skill deficits. Teachers provided with cognitive skill deficit information were, on average, less likely to believe the student had control over the misbehavior, suggesting perceptions of unintentionality. Furthermore, they were significantly more likely to indicate positive emotional responses. Results suggest that school psychologists may consider sharing cognitive skill deficits information with teachers who are working with students displaying challenging behavior.     

The gender-stereotyped nature of christmas toys received by 36-, 48-, and 60-month-old children: A comparison between nonrequested vs requested toys

This research provides normative information on the gender-stereotyped nature of Christmas toys that children received from their parents. A list of over 500 toys was obtained from the parents of 86 children between the ages of 31 and 65 months. The toys were rated and placed into gender-stereotyped groups, and were categorized into child requested or nonrequested groups. It was found that the children had considerable input into the types of toys they received from their parents for Christmas, requesting approximately one half of the toys. Toys the children requested were judged to be more gender stereotyped than nonrequested toys. Very few boys received either requested or nonrequested toys considered stereotyped for the opposite sex. In contrast, one third of the girls received at least one toy judged to be stereotyped for the opposite sex. Also, boys appeared to develop sex-typed interests in toys at an earlier age than girls, and they requested 72%, 76%, and 75% gender-stereotyped toys in the corresponding age groups of 36-, 48-, and 60-months. The girls' sex-typed interests in toys lagged behind the boys', with girls requesting 29%, 51%, and 73% gender-stereotyped toys for the same age groups. In the nonrequested condition, parents selected types of toys judged to be traditionally more sex role neutral and emphasized musical instruments, art supplies, and educational toys for their sons and educational toys for their daughters.     

The Relations of Pro-Drug-Use Myths With Self-Reported Drug Use Among Youth at Continuation High Schools1

Drug-use myths, questionable beliefs regarding the effects of drug use, may help to explain why people engage in self-injurious drug-use behavior. While clinicians and applied social researchers have used this concept of drug-use myths extensively when developing substance abuse prevention or cessation programs, drug belief-type myth measures have not been investigated empirically. The present study examined the internal consistency and discriminant validity of a drug-use myth measure among 362 continuation (alternative) high school youth and found it to be discriminable from demographic, drug use, and other psychosocial measures. Controlling for its relations with its correlates, social desirability, perceived friends' drug use, ethnicity items, and gender, the myth measure remained significantly associated with 4 drug-use measures. Future research regarding drug use myths as predictors of drug use is encouraged based on these results.     

Perspectives on Marital Love and Satisfaction in Mexican American and Anglo-American Couples

Aspects of intimacy and satisfaction were explored for a volunteer sample of 54 Mexican American (classified as either Hispanic-oriented or bicultural) and 30 Anglo-American married couples. Data were collected by questionnaire through network sampling. Measures included the Acculturation Rating Scale for Mexican Americans, a background inventory, the Love Attitudes Scale, and the Dyadic Adjustment Scale. Ethnic differences occurred for 3 love attitudes and 2 sex attitudes (e.g. Hispanic-oriented respondents were more pragmatic about love and less idealistic about sex). Passionate love was correlated with marital satisfaction for Anglo-Americans and both groups of Mexican Americans. Partner similarity was evident in all 3 groups, and marital satisfaction was best predicted for all groups by passionate love scores. Implications for counseling are discussed.     

Pro-drug-use myths and competing constructs in the prediction of substance use among youth at continuation high schools: a one-year prospective study

Experimentation with drugs among adolescents often is preceded by faulty beliefs (myths) regarding drug effects. The present study provides empirical demonstration of the utility of a drug use myths index in the prediction of subsequent drug use in a prospective study of substance use among high-risk adolescents. Drug use was measured as an index of recent cigarette, alcohol and marijuana use. A belief-type drug use myths index was compared as a predictor of drug use with four other frequently researched correlates of drug use. The other measures were of social influence, outcome expectancies, attitudes toward wrongness of drug use and sensation seeking. The belief-type drug use myths, attitudes toward wrongness and sensation seeking indices were found to be significant predictors of drug use among our sample of 1074 youth when controlling for gender, ethnicity and prior drug use. These findings have implications for understanding factors contributing to individual differences in drug use behaviors and could benefit the development of drug education programs for high-risk individuals.     

A model of academic enablers and mathematics achievement in the elementary grades

The purpose of this study was to test a model of the relations between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and mathematics achievement. Using teacher judgments of academic enablers and achievement, we examined the fit of this model for primary (Grades K-2) and intermediate (Grades 3-6) samples of elementary students. The results of structural equation modeling analyses indicated that prior achievement and interpersonal skills predict motivation, which then predicts study skills and engagement. These latter skills, in turn, are positively associated with academic achievement. Differences in magnitude of specific model pathways, however, were noted between the primary and intermediate samples. Implications of the findings and directions for future research regarding models of academic enablers are discussed.