Separate externalizing and internalizing pathways to problem drinking have been described. However, internalizing and externalizing are substantially correlated, thus, there is good reason to believe that these two forms of dysfunction behaviors do not operate independently. We tested an integrative developmental model of transactions among internalizing symptomatology, externalizing personality, and psychosocial learning in the prediction of both drinking problems and future internalizing symptoms. To do so, we studied a large sample (n = 1910, 49.9% female) of children over a critical developmental period, from the spring of 5th (last year elementary school) grade through the spring of 9th grade (first year of high school). Using a battery of self-report questionnaires, we assessed demographics, pubertal status, negative urgency, depressive symptoms, positive drinking expectancies, and drinking behavior. Specifically, the present study tested whether internalizing symptomatology (depressive symptoms) in elementary school predicts a classic externalizing pathway ( to problem drinking in middle school, and whether problem drinking in middle school predicts increased depressive symptomatology in highschool. Structural equation modeling yielded significant findings for hypothesized direct and indirect pathways, with overall good model fit (CFI = .94; SRMR = .05; RMSEA = .05, 90% CI .04-.05): elementary school depressive symptomatology predicted middle school drinking problems (mediated by negative urgency and psychosocial learning) and middle school drinking problems predicted increased risk for depressive symptoms in high school, pointing to a reciprocal relationship between internalizing and externalizing dysfunction. The present study incorporated internalizing symptomatology into a traditional externalizing model of drinking risk, and demonstrated a reciprocal relationship between internalizing and externalizing dysfunction during adolescence. These findings are particularly noteworthy when considered in a developmental framework. The present study highlights the need to integrate both internalizing and externalizing forms of dysfunction into models of substance use risk.

Infants who experience multiple risk factors, such as preterm birth, developmental delay, and low socioeconomic status, are at greater risk for mental health problems. Mental health interventions for infants typically target infants from high-risk groups, and there is strong evidence that some intervention programs for infants can prevent long-term negative outcomes and promote long-term positive outcomes. Despite emerging research and federal initiatives promoting early intervention, minimal research has examined community-based mental health services during infancy. Improving the effectiveness and efficiency of routine care requires close examination of current practices. The current study characterized current usual care practices in infant mental health through a survey of mental health providers. Provider, practice, and client characteristics, provider use of intervention strategies and intervention programs, and provider attitudes toward and knowledge of evidence-based practices are described. Study findings are discussed in the context of previous usual care research. Implications and directions for future research are discussed.

Pubertal development is a time of growth and development in the brain, leading to high sensitivity during this period. Past research in our lab has shown that shipping female inbred and outbred mice during pubertal development alters their sensitivity to steroid hormones in adulthood, thus affecting sexual receptivity, cognition, depression-like behavior, and anxiety-like behavior. Here, we test the hypothesis that mice treated with lipopolysaccharide during pubertal development would have more active microglia, the brain's immune cells, after injection than mice treated with lipopolysaccharide in adulthood. No significant interactions were observed between treatment and age between any brain area measured, suggesting that pubertal development does not render the brain's immune system hypersensitive to environmental stressors.

Engaging in physical activity can help older adults to take part in community activities, maintain relationships, and initiate new friendships, thus preventing loneliness and depression. The purpose of this quality improvement (QI) project was to evaluate whether participation in physical activity improved depressive symptoms in 15 older adults at a local senior center. Pender’s health promotion model was used to determine nursing and behavioral science views on components that affect health behavior. The Exercise Benefit/Barrier Scale (EBBS) survey was evaluated before implementation of the walking program to measure the benefits of and barriers to exercise. The EBBS results showed that participants perceived physical activity as beneficial with high percentages in the dimensions of physical performance (90%) and psychosocial aspects (76%). The leading barrier to exercise was fatigue (50%). The 15 elderly participants tracked physical activity by counting the number of steps a day over a 2-month period with a mean number of steps of 3,788/day. The Patient Health Questionnaire-2 (PHQ-2) was administered before and after implementation of physical activity tracking to measure changes in mood and sadness over the past 2 weeks. Forty-seven percent of the participants had depressive symptoms before the program, compared to 13% after the program. Using descriptive statistics via percent difference, results revealed a 34% decrease in depressive symptoms in the program participants. Therefore, this QI project was successful in improving depressive symptoms among older adults. This project paves the way for positive social change through improved quality of life and improved physical/mental health outcomes for older adults who participate in a physical walking activity by decreasing depressive symptoms.

Research on rates of HIV testing among individuals diagnosed with Bipolar Disorder (BPD) is limited, while HIV infection continues to rise among BPD individuals. The problem is that BPD individuals are at high risk for HIV infection due to non-adherence to treatment for bipolar disorder and manic episodes that can lead to high-risk behaviors. The goal of the study was to examine the association between selected demographic variables, having a bipolar diagnosis, engaging in high-risk behaviors, inability to afford treatment for bipolar disorder, non-adherence to treatment for bipolar disorder, and substance abuse, and their relationship to obtaining an HIV test (the dependent variable) for individuals with BPD. The epidemiologic triangle model served as the theoretical model to assist with interpreting findings. Data collected from 383 BPD diagnosed individuals from the 2007 National Health Interview Study were analyzed using binary logistic regression, chi-square, and multiple logistic regression methods. The results indicated that all 5 behavioral independent variables were significantly associated (p=.000) with obtaining an HIV test. Significant associations were also found for demographic variables (race, gender, and homelessness) as confounding factors that influenced HIV testing among BPD individuals. Implications for positive social change are increased education on the risks of HIV infection and the need for appropriate HIV testing among BPD diagnosed individuals in an effort to protect the health and welfare of this vulnerable population.

By law and according to conventional practice. individual psychoeducational testing is an essential part of the identification and placement process of handicapped students. However, evidence reported in the literature suggests that testing results, especially in the form of testing reports, are rarely fully utilized. This study was conducted at Intermountain Intertribal School at Brigham City, Utah and demonstrated a method of collecting objective data about the use of psychoeducational testing reports as well as the opinions and suggestions of staff members who used them. More specifically, this study documented: 1. Who the primary users of testing reports were and for what purposes the reports were used. 2. The clarity, accuracy, utility and adequacy of the reports as perceived by staff members. 3. The extent to which reports provided users with unique information about the student being evaluated. 4. The specificity, reality, applicability, and usefulness of the report recommendations as perceived by staff members. In spite of the fact that respondents generally found the reports to be free from jargon and judged the reports to be useful in preparing the student's educational program, results indicate that the testing results were used almost exclusively in the placement of the student and preparation of the student's individual education plan. Specific problems were noted in the writing and editing of the reports and recommendations for increasing the use and usefulness of testing reports are given.

During the past 50 years, air pollution has become a growing problem throughout the Intermountain West because of increases in personal vehicle ownership and usage. Scientists continue to design interventions to improve air quality by encouraging people to reduce their personal vehicle miles of travel (VMT). However, results of these interventions have only seen modest reductions in VMT because of some methodological and measurement issues. To address these limitations, a 14-week driving reduction intervention was conducted in Cache County, Utah. This intervention employed a prizebased contingency management system within a single-subject, A-B-A withdrawal research design that rewarded participants with prizes if they were able to reduce their VMT below their baseline mean. The VMT was measured each day with an in-car GPS electronic tracking device. Results of this intervention indicate both short- and long-term reductions in VMT as a result of the treatment. Specifically, 6 of the 10 participants showed a statistically significant reduction from the baseline to the intervention stage and maintenance of this reduction during the return-to-baseline stage. The other four participants exhibited a similar pattern but their change in vehicle miles of travel was not statistically significant. Interaction effects were not found between the quo;Choose Clean Airquo; social marketing campaign, gas prices, temperature, and PM 2.5 levels. Despite some problems with the transmission and recording of VMT data, this intervention provides further evidence for the application of prize-based contingency management systems to the reduction of a problematic behavior or encouragement of proenvironmental or pro-social behaviors. The in-car GPS devices improved VMT data collection and quality of the data but hardware and software improvements are still needed to prevent data loss. Further replication is necessary to determine the efficacy of driving reduction intervention that employs prize-based contingency management systems at the community or group level. Future research should also test the possible demographic differences between those that respond favorably to this type of intervention and those that do not, and the differences between prize delivery systems (immediate versus delayed) and prize magnitude (low- versus high-dollar amounts) on driving behaviors.

The effect of a structured group approach on anxiety, using paraprofessionals, was investigated. The variables of setting (junior high school and youth rehabilitation center) and time (pre-post1 -posttest2) were also manipulated. Besides anxiety, four other variables were measured. Self-concept and anxiety were measured using the Piers-Harris Children's Self Concept Scale; peer rejection and peer acceptance were measured using the Peer Perception Questionnaire; teacher rating of student classroom behavior was measured using the Student Behavior: Teacher Rating Form. Sixteen subjects who had been screened with the pretest were randomly assigned to either treatment or control conditions at each institution (two junior highs and two youth rehabilitation centers). Four group leaders used lesson plans for eight sessions over three weeks for treatment and also taught a matched control class on anxiety using lesson plans. Both treatment and control groups were told they would participate in a special class on anxiety. At the end of the treatment period and again after a one-month interval, the measures were readministered. The data were analyzed by means of an analysis of variance for each of the five measures. The results indicate that self-concept, anxiety and teacher rating were affected by the main effect of treatment as well as setting and time. The treatment groups achieved the greatest degree of change during the treatment period (pre-posttest1). However, only the junior high school treatment groups continued to improve over time while the youth rehabilitation center treatment groups regressed. The control groups improved to a lesser extent during the treatment period but also regressed over time. Peer acceptance increased while peer rejection decreased over time regardless of treatment or setting. Implications of the results and limitations of the present study are related to recommendations.

The purpose of this study was to evaluate the effectiveness of a peer counseling program in improving undergraduate students' academic adjustment. Six upperclassmen were carefully selected and systematically trained in the use of a study skills instruction program and certain supportive, therapeutic techniques. These six served as peer counselors. The peer counseling program provided individualized study skills instruction, informal personal/motivational counseling, and general educational information and advising for volunteer students in academic difficulty. Twenty-one volunteer students each completed a minimum of four sessions with a peer counselor. The first objective of the study was to determine if the students who participated in the peer counseling program improved in their study skills and attitudes. A t-test for correlated means was used to analyze differences in the pretest and posttest means of the Survey of Study Habits and Attitudes and the Effective Study Test. The second objective of the study was to determine if students who participated in the peer counseling program made a better academic adjustment to college than a matched group of students who did not participate in the program. Three measures of academic adjustment were examined. First, grade point average for the quarter following participation for the treatment and control groups was compared using a t-test for correlated means. Secondly, the proportion of students who dropped in academic standing during the quarter following participation in the treatment group was compared with the proportion of students who dropped in academic standing in the control group by means of the sign test. Finally, the proportion of students who dropped out of school the quarter following participation and two quarters after participation in the treatment group was compared with the proportion of students in the control group who dropped out of school at corresponding times by utilizing the Cochran Q test. The peer counseling program was effective in improving the study skills and attitudes of students in academic difficulty. The 21 students showed a mean improvement of approximately one standard deviation from the pretest to the posttest on the Survey of Study Habits and Attitudes and on the Effective Study Test. No significant difference was found between students who participated in the program and a matched group who did not participate on grade point average, academic standing, or dropout rate. It was recommended that further research utilize a experimental design with random assignment of students to the two groups and examine the impact that the program has on the individual peer counselors.

The idea of a scholarship program is almost as old as the oldest institution of higher learning. The universality of such a program is almost completely comprehensive throughout the world. Although the purpose of scholarship programs has varied as much as each of the institutions varies, in most of the situations the programs have been well acclaimed. The success of these programs in terms of the student has often been tested or at least scrutinized. This type of study has been attempted several times. However, both Harris and Endler, in reviewing the literature from 1931 to 1959, report that there is little agreement as to the relative merit of any particular kind of test, scores, grades, or other subjective evaluations used to select successful scholastic achievers. Henceforth, throughout this paper, these selective factors and others to be cited will be referred to as factors or variables predictive of academic success or predictive factors. A more complex type of problem associated with the granting of scholarships has been that of predicting the successful scholarship recipient. That is, the scholarship recipient who will be successful in college. An extensive review of the literature to date reveals only a few scientific studies on the predictors of successful scholarship holders. Most of the studies were conducted in an attempt to predict college success, using the grades for the first year of college as the criterion of success. Therefore, with confusion in the area of predicting college success as indicated by the author cited above, the need for such a study is evident. The purpose of this investigation will be to identify some of the variables which appear to be predictive of or correlates of the successful scholarship recipient. In this study it will be necessary to define what the writer means by successful scholarship recipient. Hereafter the term successful scholarship recipient will refer to those students who have been able to maintain, during their freshman year of college, a grade point average of 3.0 or B average. Universities and colleges generally require that a student maintain at least a grade point ranging from C to B to retain his scholarship. He must also live in accordance with the rules and regulations of the institutions. Very few scholarship recipients, for example, lose their financial aids for reasons of incorrigibility. The criterion for success, therefore will be that of maintaining the grade point average required. In this investigation the writer will attempt to answer the following questions: (a) What type of test scores, grades, evaluations or non-intellectual or biographical factors can be used to identify scholarship recipients who will be successful in college; (b) will the use of several factors together be more predictive of the academic success of scholarship recipients; (c) are nonintellectual or biographical factors useful in selecting scholarship recipients; (d) can the factors predictive of academic success now in use be validated.