Current research indicates that parents of children with developmental disabilities experience more parental stress than parents of typically developing children, yet most are able to successfully cope with the additional care giving demands. There has been little research however, on the role of the communication ability of children with developmental disabilities on parental stress. This study examined the effects of a parent-implemented language intervention on parental stress and its relation to parental perceptions of communication development in young toddlers (N = 59) and their parents. Results indicate that parent stress did not decrease significantly following language intervention. Parents’ perceptions about the severity of their child’s communication deficits partially mediated the relationship between expressive language at baseline and parent stress at post-intervention. In addition, exploratory results begin to support the idea that parents who are initially high in parent stress are able to decrease their overall parent stress following language intervention.

There are myriad definitions of the terms race, ethnicity and culture in social sciences literature. Often these terms are used interchangeably with no conceptual rationale. This study aims to contribute to our greater understanding of the similarities and differences between the conceptualization and use of race and culture as they are experienced by African American adolescents. Multiple regression analyses and factor analysis were conducted for 223 African American high school aged students who completed a survey about racial and ethnic identity and a variety of positive youth development outcomes. Results showed preliminary support for race and culture being distinguishable yet intricately related. Results are also presented that compares the relationship of either a racial or cultural orientation on various youth development outcomes.

The purpose for the present study was to examine working memory for what, where, and when information in rhesus monkeys (Macaca mulatta) and adult humans using a computerized task. In Experiment 1, monkeys and humans completed three delayed matching-to-sample (DMTS) tasks: 1) identity DMTS, 2) spatial DMTS, and 3) temporal DMTS. In Experiments 2, the identity and spatial tasks were combined so that monkeys had to report both what and where information about an event. In Experiment 3, the identity, spatial, and temporal tasks were combined in order to examine what-where-when memory integration. In Experiment 4, monkeys and humans were presented with two sequential events, and a memory cue indicated which event they were required to report. The rhesus monkeys and human participants were able to report all three components of the events and there was some evidence suggesting that these components were integrated in memory for the rhesus monkeys.

Self-concept, or feelings about oneself, encompasses various areas including social and academic domains and has been suggested to be a predictor and mediator of other outcomes (Bryne, 1996). In this study, the relationships between achievement, intelligence scores, and self-concept in children with mild intellectual disabilities were examined. Self-concept and WISC verbal intelligence scores evidenced significant relationships. Additionally, relationships were demonstrated between gains in achievement and higher ratings of self-concept. These results suggest that relationships exist between intelligence, achievement, and self-concept in elementary school children with MID. Specifically, a positive relationship was demonstrated between achievement gains and self-concept. Associations between intelligence and self-concept also were demonstrated, where higher intelligence scores were related to both lower nonacademic self-concept and higher cognitive self-concept.

The effects of program fidelity, gender, socioeconomic status, and school level were tested on various outcomes of a dating violence prevention program, Expect Respect. Fidelity data was collected from program facilitators, and individual posttest scores were gathered for individuals nested within each programmatic site. Multiple HLM models indicated that main effects for fidelity were present for the knowledge gained outcome scale, such that higher program fidelity led to higher posttest scores for participants. No other site level predictors affected outcomes or the fidelity-outcome relationship. Results from this study point towards the importance of implementing program fidelity when cognitive gains are a central goal of the program, whereas a more flexible program approach may be more optimal in conveying other programmatic components.

The current study explored the association between sexual minorities’ experiences in schools and relationships. Socio-political-psychological theory provided a framework for the exploration of how retrospective reports of sexual orientation violence in school (SOVS) and school environment predicted the experience and perpetration of sexual minority intimate partner violence (SMIPV). Because of its relation to both school and interpersonal violence, alcohol was also hypothesized to predict rates of experiencing and perpetrating SMIPV. Group differences for all scales were explored on the basis of sexual orientation, gender, race/ethnicity, and education. Chi-square and analysis of variance analyses revealed several significant differences. Logistic regressions revealed that the experience of SOVS was not found to significantly affect the risk of experiencing or perpetrating SMIPV. However, a negative school environment was found to affect the risk of experiencing and perpetrating SMIPV differentially by gender and race, respectively. Results also revealed that alcohol significantly predicted the perpetration of SMIPV.

Problematic levels of eating disorder (ED) spectrum problems are becoming increasingly pervasive on college campuses, especially among female college students. Research suggests that ED cognitions and a lack of body image acceptance are linked to diminished psychological flexibility (PF), which is linked to ED and other negative health symptoms. Two hundred thirty-six undergraduates completed an online survey, and mediation analyses were conducted. PF fully mediated the relation between ED cognitions and non-specific psychiatric symptoms and partially mediated the link between ED cognitions and ED symptoms. PF also partially mediated the link between body image acceptance and non-specific psychiatric symptoms, but not the relation between body image acceptance and ED symptoms. Findings suggest that clinical symptoms and one’s coping style are both important factors to take into consideration in case conceptualization and treatment, and suggest that therapies such as ACT that target PF may be beneficial in treating ED spectrum problems.

Deficiencies in mathematics skill constrain students’ educational achievement and subsequently, their employment outcomes. This study included 265 school-identified students with mild intellectual disabilities. The research questions investigated the extent to which phonological awareness, color naming speed, and vocabulary knowledge, was related to mathematics skill after controlling for grade level via regression analyses. Further, the mediating effects of expressive vocabulary on the relationship between receptive vocabulary and mathematics skill as well as the indirect effect of receptive vocabulary knowledge on mathematics skill through expressive vocabulary were examined. The findings indicated that after controlling for grade level, phonological awareness, naming speed, and vocabulary knowledge were significantly related to mathematics skill. The mediating effects of expressive vocabulary as well as the indirect effects of receptive vocabulary knowledge on mathematics skill were also significant.

The purpose of the current study is to revise the wording of the items in the Strong Black Woman (SBW) attitudes scale and investigate the psychometric properties of this revised scale (renamed the SBW Cultural Construct Scale, SBWCCS). Another goal is to determine if the scale predicts racial identity, stress, and social support. The sample consisted of 152 women of African descent, who were recruited from a community based organization. An exploratory factor analysis on the SBWCCS scale suggested a 3-factor model consisting of (1) caretaking, (2) affect regulation, and (3) self-reliance. These factors parallel those found in the original scale (Thompson, 2003). The internal consistency was adequate for the overall scale and the caretaking subscale, but somewhat low for affect-regulation and self-reliance. The SBWCCS scale predicted centrality of racial identity and stress (measured as perceived stress and number of stressful events). Specifically, women who reported higher levels on the SBWCCS also reported higher levels of centrality and stress. In addition, higher levels on the caretaking subscale predicted lower reciprocity of social support. Other aspects of racial identity (public and private regard) and social support (received and satisfaction) were not predicted by SBWCCS. Methodological limitations and implications for future research are discussed.

The traditional model of Western mental health treatment for survivors of torture has focused mainly on posttraumatic stress disorder and related conditions. This model is symptoms-focused in which the goal is to reduce pathology. In this model, the mental health professional is the expert and the survivors learn from the professionals. Using grounded theory methodology, the current study seeks to expand the understanding for treatment of torture survivors by investigating, from the perspective of the torture survivors, the process of “getting better” after torture. By asking the survivors to explain this process, this study broadens the focus of areas of healing and intervention to include social, psychological, political, and biological aspects of their lives that need to be impacted in order for them to get better. Eleven adult torture survivors (9 men and 2 women) from various African and Asian countries described their process of getting better through qualitative interviews. A model of getting better was developed to describe this process. The central phenomenon of this process is moving on from difficult past experiences. Participants described a multi-dimensional process that includes various environmental factors and intrapersonal beliefs and coping strategies that promoted moving on and getting better. These multi-dimensional themes include using belief and value systems, establishing safety and stability, and establishing social support in order to move on. Once the survivors felt a sense of safety and support, they felt empowered to take action to move on from their past. These action strategies include disclosing torture experiences, controlling memories, supporting others, and utilizing available supports. Moving on led to improved relationships, more adaptive functioning, improved health, and release from emotional pain. Findings of this study were consistent with current literature documenting recovery after torture and other traumatic experiences. Implications for both theory and practice are discussed and directions for future research are delineated.