Sex differences in realization of individual potential for achievement

Data from 4035 participants in Project TALENT were analyzed to examine the extent to which known sex differences in achievement held up when early potential for achievement was contolled. Original TALENT data, consisting of information on socioeconomic background, cognitive abilities, and educational and occupational aspirations, were collected in 1960 when members of the study sample were in Grade 9. Follow-up surveys measuring participants' educational and occupational attainment were conducted at 1, 5, and 11 years after the date of participants' expected graduation from high school. Women had higher high school grades and scored higher on a composite of academic ability tests taken in Grade 9 than did men. However, by 11 years after high school, men had acquired more education and were earning more money on the job. Sex differences in realization of achievement potential were found across all socioeconomic levels. At least part of the reason behind women's relative failure to translate potential into achievement may lie in the greater conflict, for women, between the roles of spouse/parent and the roles of student/worker: variables measuring the onset, duration, and extent of family-related commitments were more strongly related to female than to male realization of potential. Sex differences in achievement grew larger between the 5- and 11-year follow-ups as a greater proportion of women in the study sample became wives and mothers. The widening of the sex gap in achievement during this period was particularly pronounced among the subgroup of individuals who were in the top quartile of potential in Grade 9.     

Nontraditional careers for women: A prototypical example

A nationwide survey of a stratified sample of 461 Army ROTC college cadets and 470 of their non-ROTC schoolmates was conducted in order to investigate sex and racial differences in military-related perceptions and attitudes. This article focuses on survey findings dealing with sex differences in respondents' military socialization, knowledge of ROTC and the Army, attitudes toward ROTC and the Army, and behavioral intentions with respect to a military career. Female cadets had (1) fewer military socializing influences, (2) less accurate knowledge about ROTC and the Army, (3) more favorable attitudes toward ROTC and the Army, and (4) less favorable intentions regarding military service than male cadets. Findings 2, 3, and 4 were also obtained in the noncadet schoolmate group; however, in this group, there were no significant sex differences in military socializing influences. A model based on these findings is developed as a starting point for attempts to account for the higher attrition rates of women in the military.     

Findings for a CBT Support Group for Latina Migrant Farmworkers in Western Colorado

Despite previous research findings that suggested that migrant farmworkers are at great risk for mental health problems, no published research has evaluated mental health interventions in migrant farmworkers. The purpose of the present study was to evaluate a culturally-responsive cognitive-behavioral support group for migrant farmworker women of Mexican descent. Six participants with elevated depression and migrant farmworker stress underwent a 6-session intervention conducted in Spanish by a licensed clinical psychologist and a lay health worker (promotora). Participants completed baseline, posttreatment and 6-month followup assessments. Baseline and outcome measures included the Center for Epidemiologic Studies Depression Scale, Migrant Farmworker Stress Inventory, Personality Assessment Inventory Anxiety Scale, Beck Hopelessness Scale, and Rosenburg Self-Esteem Inventory. Wilcoxon Signed Ranks Tests indicated significant reductions in depression, anxiety, migrant farmworker stress, and hopelessness and increased self-esteem scores at posttreatment and followup. Eighty-three percent of participants achieved clinically significant pretreatment-posttreatment change and 100 % achieved clinically significant pretreatment-followup change. Our overall findings provide support for the usage of culturally-responsive support groups as an effective short-term intervention for migrant farmworkers. Our use of a promotora appeared especially helpful in decreasing stigma and promoting trust. Although our intervention shows promise, future research should evaluate the intervention in a more controlled manner.     

The relationship between self-efficacy,readiness to change,and AUDIT risk levels in a sample of active duty emergency department patients

The purpose of this study was to test the relationship between self-efficacy, readiness to change, and Alcohol Use Disorders Identification Test (AUDIT) risk levels in a sample of active duty drinkers who were seeking care in a military emergency department. Civilian health educators screened participants for alcohol use with the AUDIT and collected sociodemographic, service, and drinking-related cognitions data from active duty patients admitted to an emergency department. A total of 787 active duty military personnel participated in the study. Almost half (48%) drank at least once a week and 32% reported consuming five or more alcoholic drinks during a typical drinking episode. One in five participants reported heavy episodic drinking weekly to almost daily. Results of a multinomial logistic regression model showed that active duty service members with a self-reported diagnosis of posttraumatic stress disorder since joining the military were more likely to be an at-risk or high/severe risk drinker relative to a low risk drinker. Higher controlled drinking self-efficacy was associated with a decrease in the odds of being either an at-risk or high/severe risk drinker. Increased readiness to reduce drinking was associated with an increase in the odds of being either an at risk or high/severe risk drinker. The results of this research suggest self-efficacy to control one’s heavy drinking as well as readiness to change may be important factors to consider when designing alcohol education programs within the military.     

ADHD children outperform normal children in an artificial grammar implicit learning task: ERP and RT evidence

This study focuses on Implicit learning (IL) in children. One of the main debates in this field concerns the occurrence of IL indicators in experimental settings and its manifestation in different populations. In this research, we are looking for evidence of the occurrence of IL in normal children and in children with Attention Deficit Hyperactive Disorder (ADHD), based on the relationship between accuracy, reaction time and event-related potentials (ERPs). Our results show differences between the analyzed groups with respect to markers for electrophysiological activity and reaction time, but not for accuracy. In consequence, we suggest that research in IL should explore different indicators and their relationship with the cognitive processing levels involved. In addition, IL might involve different forms of information processing in normal children and children with ADHD. We discuss the possible impact of these findings for future research.     

Potential consequences of abandonment in preschool-age: Neuropsychological findings in institutionalized children

Objective: Several longitudinal studies had shown that early deprivation and institutionalization during the first six months of life affects the emotional, cognitive, social and neurophysiologic development. Nevertheless, our understanding of possible similar effects of delayed institutionalization, in preschool-age remains unclear to this day. The goal of this study is to evaluate the cognitive performance of institutionalized children with history of preschool-age physical abandonment. Method: 18 male institutionalized children with history of abandonment during the preschool-age (2-5 years old) and comparison group matched by age, handedness, gender, educational and socioeconomic level were tested on multiple tasks of attention, memory and executive functions. Results: We found a cognitive impairment in the institutionalized children in several measures of attention, memory and executive functions. This is the first report of cognitive impairment related to late abandonment and institutionalization effects (after 2 years old), extending the already known effects on early institutionalization. Conclusions: This preliminary study suggests that environmental factors including abandonment and institutional care, can affect not only the infancy period, but also the preschool period providing new insights into our understanding of neurocognitive development.     

Advancing Our Knowledge of ADHD in Latino Children: Psychometric and Cultural Properties of Spanish-Versions of Parental/Family Functioning Measures

The lack of available Spanish versions of assessment measures contributes to insufficient research and underutilization of mental health services for Latino children with Attention-Deficit/Hyperactivity Disorder (ADHD). Thus, the goal of the current study was to examine the psychometric and cultural properties of several Spanish versions of parental/family functioning measures commonly used in comprehensive ADHD assessments (i.e., the Parenting Sense of Competence Scale, Alabama Parenting Questionnaire, and Confusion, Hubbub, and Order Scale). Participants included 68 Spanish-speaking, Latino parents in Southeast Wisconsin. In general, the Spanish translations of the measures demonstrated good reliability and validity. Furthermore, the psychometrically-sound measures were significantly related to acculturation as predicted, suggesting that the scales are not only psychometrically valid, but also culturally valid for use with Spanish-speaking, Latino families.