Dropout policies and trends for students with and without disabilities

Students with and without disabilities are dropping out of school at an alarming rate. However, the precise extent of the problem remains elusive because individual schools, school districts, and state departments of education often use different definitional criteria and calculation methods. In addition, specific reasons why students drop out continues to be speculative and minimal research exists validating current dropout prevention programs for students with and without disabilities. This study examined methods secondary school principals used to calculate dropout rates, reasons they believed students dropped out of school, and what prevention programs were being used for students with and without disabilities. Results indicated that school districts used calculation methods that minimized dropout rates, students with and without disabilities dropped out for similar reasons, and few empirically validated prevention programs were being implemented. Implications for practice and directions for future research are discussed.     

Attributional style in psychosis--the role of affect and belief type

People holding persecutory beliefs have been hypothesised to show a self-serving attributional style, which functions to protect self-esteem Bentall, Corcoran, Howard, Blackwood, and Kinderman (2001). Experimental support for this has been mixed. Freeman et al. (1998) suggested depressed and grandiose subgroups of those with persecutory beliefs might explain events differently. In this study, 71 participants completed measures of delusional beliefs, depression and attributional style. We hypothesised that those with persecutory beliefs would form grandiose and depressed subgroups, and that a self-serving attributional style would characterise only the grandiose subgroup. Hypotheses were partially confirmed. Clear subgroups were evident and only those with both persecutory and grandiose beliefs showed an externalising attributional style for negative events. Depression, irrespective of co-occurring persecutory beliefs, was related to a reduced self-serving bias and an externalising attributional style for positive events. On their own, persecutory beliefs were not related to any particular attributional style. Depressed and grandiose subgroups of those with persecutory beliefs might account for some of the inconsistencies in the attribution literature. Even within a single symptom group, care should be taken in both research and therapy to consider individual symptom patterns.     

Locus of control predicts appraisals and cardiovascular reactivity to a novel active coping task

These two studies investigated the influence of dispositional locus of control (LOC) on subjective and physiological responses to a novel laboratory stressor task. Across two studies, 64 healthy undergraduate students, ages 18-22, completed Levenson's (LOC) scales for internal, powerful others, and chance prior to performing a video-game task. Participants rated pretask and posttask stressfulness and coping ability (i.e., measures of primary and secondary appraisal). Cardiovascular measures (heart period, HP; preejection period, PEP; respiratory sinus arrhythmia, RSA; cardiac output, CO; systolic blood pressure, SBP; diastolic blood pressure, DBP & total peripheral resistance, TPR) were recorded during 4-minute baseline and 4-minute stressor task periods. The internal LOC factor predicted pretask reports of coping ability as well as posttask reports of stressfulness. In contrast, the powerful-others LOC factor predicted cardiac changes (HP, PEP, and RSA) during the task but not cardiac output or any other vascular change measure. These results underscore the importance of using the three subscales of the Levenson LOC to assess relationships between dispositional LOC and the response to stressors because self-reported appraisals of a task are predicted by a different component of dispositional LOC than are task-related cardiovascular functions.     

Critical issues in the prevention of violence-related behavior in youth

Violence prevention programs with varying degrees of scientific support have proliferated in the United States and elsewhere. This paper previewed a broad range of programs involving youth, families, or systems that aimed to prevent or reduce violence-related behavior. The purpose of the review was to address critical issues concerning (1) target level of programming, (2) theory-driven versus problem-driven conceptualization, (3) cultural considerations, (4) developmental considerations, (5) intervention fidelity, and (6) outcome and impact assessment. Conclusions about these issues address tendencies and trends across programs.     

Index to Volume 29

Other Index

Index to Volume 29     

Relationship Quality of Aggressive Children and Their Siblings: A Multiinformant, Multimeasure Investigation

Sibling influence on the learning and enactment of aggressive behavior has been consistently demonstrated in studies of sibling relationships. Available evidence suggests that, compared with nonaggressive children's sibling interactions, the sibling interactions of aggressive children are marked by more frequent, intense, and prolonged aggressive behaviors. Although research on normative and aggressive children's sibling interactions has increased recently, a number of limitations in this literature were addressed in this study by: (1) including both an aggressive and nonaggressive comparison group, (2) examining both positive and negative features of sibling relationships, (3) employing a multimethod/multiinformant approach to data collection, and (4) utilizing an improved self-report method. In support of our hypotheses and consistent with previous research, results showed that aggressive children's sibling relationships were marked by higher levels of observed conflict and lower levels of self-reported positive features. When gender was examined, results showed that older brother/younger sister dyads were characterized by higher levels of negative features and lower levels of positive features.     

Scholastic Attainment Following Severe Early Institutional Deprivation: A Study of Children Adopted from Romania

The relationship between severe early institutional deprivation and scholastic attainment at age 11 in 127 children (68 girls and 59 boys) adopted from institutions in Romania was compared to the attainment of 49 children (17 girls and 32 boys) adopted within the UK from a non-institutional background. Overall, children adopted from Romania had significantly lower attainment scores than those adopted within the UK; the children within the Romanian sample who had spent 6 months or more in an institution had significantly lower attainment scores than those who had spent less than 6 months in an institution, but there was no additional risk of low attainment associated with longer institutional care after 6 months. The lower scholastic attainment in the children adopted from Romanian institutions, as compared with domestic adoptees, was mediated by IQ, and to a lesser degree, inattention/overactivity. When these factors were taken into account, only small between-group differences in attainment remained.     

Goal shifts following reminders of mortality: reconciling posttraumatic growth and terror management theory

Research findings within posttraumatic growth (PTG) and terror management theory (TMT) currently appear contradictory. Following confrontations with mortality, PTG research demonstrates intrinsic goal shifts, whereas TMT suggests extrinsic shifts. The current studies examine factors contributing to these inconsistent results. Study 1 demonstrates that perceived death threat is associated with PTG effects. Study 2 illuminates the importance of duration of death processing. Study 3 demonstrates that existing goal values and duration and type of processing all interact in determining ultimate goal structure, with a match between level of goals and processing producing the most psychologically advantageous outcomes. Although previous research suggests that short-term confrontations with death may lead to defensiveness, the current studies suggest that encountering death over a longer period or in a manner consistent with goal structure may lead individuals to transcend defensiveness and maintain intrinsic goals or become more intrinsically oriented.     

Stability of scores for the Slosson Full-Range Intelligence Test

The test-retest stability of the Slosson Full-Range Intelligence Test by Algozzine, Eaves, Mann, and Vance was investigated with test scores from a sample of 103 students. With a mean interval of 13.7 mo. and different examiners for each of the two test administrations, the test-retest reliability coefficients for the Full-Range IQ, Verbal Reasoning, Abstract Reasoning, Quantitative Reasoning, and Memory were .93, .85, .80, .80, and .83, respectively. Mean differences from the test-retest scores were not statistically significantly different for any of the scales. Results suggest that Slosson scores are stable over time even when different examiners administer the test.     

Content validity of the Visual Similes Test II

This study examined the content validity of the Visual Similes Test II, designed to measure affective and cognitive arousal in individuals 5 to 21 years of age. The 54 participants were asked to rate the affective and cognitive content of unoccluded stimuli from the Visual Similes Test II. The participants, whose mean age was 27.0 yr. (SD=8.6), included 1 (2%) man and 53 (98%) women who were enrolled in undergraduate and graduate special education courses. Paired-sample t tests comparing the affective and cognitive ratings for each item were significant for 53 of the 55 stimuli. The mean effect size (Cohen d) was 1.49 (range = .08 to 1.9).