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Descriptors:
Child Abuse; Adults; Resilience (Psychology); Risk; Trauma; Child Development; Intervention; Adolescents; Children

Abstract:
Roughly one third of children subjected to abusive environments grow into healthy and capable adults, demonstrating remarkable resiliency, despite risks for developing maladaptive self-structures and destructive behaviors (Werner, "American Journal of Orthopsychiatry" 59:72-81 1989; Kendall-Tackett "et al.", "Psychological Bulletin" 113:164-180 1993). This paper suggests that, for adults with developmental arrests due to childhood traumas, it may be beneficial to approach enhancing resilience through interventions meant to foster resiliency factors in adolescents and children, tailored appropriately for an adult. Connections to current and effective interventions are reviewed as well as an invitation to the international community for additional perspectives. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Equal Education; Foreign Countries; Classification; School Community Relationship; Human Resources; Volunteers; Inclusion; Minority Group Students; Ethnicity; Racial Differences; At Risk Students; Interaction; Grouping (Instructional Purposes); Heterogeneous Grouping; Adults; Case Studies; Educational Environment

Abstract:
Despite the limited success of grouping students by attainment in enhancing educational achievement for all, this practice is still widely followed in European schools. Aiming at identifying successful educational actions that promote high academic achievement and social inclusion and cohesion, part of the EU-sponsored Europe-wide INCLUD-ED project analysed different ways of grouping students in classrooms. A classification was developed that distinguishes between three ways according to two dimensions--homogeneity/heterogeneity and use of human resources. This classification differentiates among mixture, streaming, and inclusion. In this paper, an example of inclusive action, Interactive Groups (IGs), is explored in depth. Based on grouping students heterogeneously and including adults from the community in the classroom, IGs address educational inequalities and enhance learning for students participating in them. Empirical data obtained from three case studies in schools in Spain indicate that IGs are one of the most successful inclusive actions implemented in these schools. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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African Americans; Whites; Adults; Stimuli; Photography; Visual Aids; Preferences; Ethnicity; Speech

Abstract:
This study determined whether using photographic stimuli displaying different ethnicity (African American vs. Caucasian American) influenced preference, word count, and number of content units produced by African American or Caucasian American participants. Six photograph pairs depicting common scenes were developed, differing only by model ethnicity. Participants sorted photographs by preference and described each photograph from which word count and content unit were determined. Each group showed significant preference for photographs of their own ethnicity. Caucasian Americans produced significantly more words than African Americans. Caucasian Americans also produced significantly more content units. Caucasian Americans produced more content units for African American scenes (nonsignificant). Results suggest that ethnic groups prefer photographic stimuli representing their own ethnicity. Other factors may influence the amount and content of speech produced. If African Americans typically produce less speech with less content than Caucasian American counterparts, separate normative data may be needed for each ethnic group. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gap; Citizen Participation; Community Organizations; Democracy; Urban Youth; Activism; After School Programs; Adolescent Development; Adults; Minority Group Students; Low Income Groups; Interpersonal Relationship; Interviews; Adolescents

Abstract:
The National Assessment of Education Progress (NAEP) shows a civic knowledge gap similar to the achievement gap, showing urban youth struggling in particular. However, research has shown that urban youth can be civically engaged when they are involved in projects or organizing intended to improve community conditions, not simply absorbing civic knowledge. This article shares findings from case studies of two Bronx-based community organizations that have successful models of civic engagement with urban youth. The findings reveal the practices that the adults use in the organizations to get urban youth civically engaged and to develop a "civic identity". (Contains 2 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Behavior Modification; Behavior Disorders; Mental Disorders; Emotional Disturbances; Suicide; Self Destructive Behavior; Adults; Psychological Studies; Outcomes of Treatment

Abstract:
Dialectical behavior therapy (DBT) was originally developed for chronically suicidal adults with borderline personality disorder (BPD) and emotion dysregulation. Randomized controlled trials (RCTs) indicate DBT is associated with improvements in problem behaviors, including suicide ideation and behavior, non-suicidal self-injury (NSSI), attrition, and hospitalization. Positive outcomes with adults have prompted researchers to adapt DBT for adolescents. Given this interest in DBT for adolescents, it is important to review the theoretical rationale and the evidence base for this treatment and its adaptations. A solid theoretical foundation allows for adequate evaluation of content, structural, and developmental adaptations and provides a framework for understanding which symptoms or behaviors are expected to improve with treatment and why. We first summarize the adult DBT literature, including theory, treatment structure and content, and outcome research. Then, we review theoretical underpinnings, adaptations, and outcomes of DBT for adolescents. DBT has been adapted for adolescents with various psychiatric disorders (i.e., BPD, mood disorders, externalizing disorders, eating disorders, trichotillomania) and problem behaviors (i.e., suicide ideation and behavior, NSSI) across several settings (i.e., outpatient, day program, inpatient, residential, correctional facility). The rationale for using DBT with these adolescents rests in the common underlying dysfunction in emotion regulation among the aforementioned disorders and problem behaviors. Thus, the theoretical underpinnings of DBT suggest that this treatment is likely to be beneficial for adolescents with a broad array of emotion regulation difficulties, particularly underregulation of emotion resulting in behavioral excess. Results from open and quasi-experimental adolescent studies are promising; however, RCTs are sorely needed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Attention Deficit Hyperactivity Disorder; Social Environment; Anxiety; Clinical Diagnosis; Personal Narratives; Adults; Psychological Patterns; Self Concept

Abstract:
This study systematically analyzed life stories of adults with attention-deficit hyperactivity disorder (ADHD) who were diagnosed in adulthood, using an adapted version of Labov's textual-analysis method. These life stories provided an opportunity to examine the processes experienced by these individuals before and after the diagnosis of ADHD, from their perspective. The results indicate that the narrators experienced repeated failures in many aspects of life. Many of them internalized negative views to which they have been subjected to in their social environment. Consequently, they developed self-blame that subsequently further hampered their functioning. Once diagnosed with ADHD, these adults were able to construct a more coherent view of their life and of their difficulties, move beyond guilt, and understand that they could overcome their challenges. Consequently, many of them began to take a more positive view of themselves and of the course of their lives, and to admit to some positive aspects of having ADHD. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grammar; Nouns; Language Processing; Second Language Learning; Syntax; Advanced Students; Form Classes (Languages); Computational Linguistics; Morphology (Languages); Adults; English; Native Speakers; German; Language Research; Control Groups; Eye Movements; Task Analysis; Language Tests; Placement

Abstract:
In order to identify the causes of inflectional variability in adult second-language (L2) acquisition, this study investigates lexical and syntactic aspects of gender processing in real-time L2 production and comprehension. Twenty advanced to near-native adult first language (L1) English speakers of L2 German and 20 native controls were tested in a study comprising two experiments. In elicited production, we probe accuracy in lexical gender assignment. In a visual-world eye tracking task, we test the predictive processing of syntactic gender agreement between determiners and nouns. The findings show clear contingencies (1) between overall accuracy in lexical gender assignment in production and target predictive processing of syntactic gender agreement in comprehension and (2) between the speed of lexical access and predictive syntactic gender agreement. These findings support lexical and computational accounts of L2 inflectional variability and argue against models positing representational deficits in morphosyntax in late L2 acquisition and processing. (Contains 7 tables, 3 figures and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Problems; Autism; Interaction; Mental Retardation; Pervasive Developmental Disorders; Race; Ethnicity; Comorbidity; African Americans; Adults; Institutionalized Persons; Measures (Individuals); Predictor Variables; Correlation

Abstract:
Rates of challenging behaviors were assessed in 175 adults with intellectual disability (ID) or ID and a comorbid autism spectrum disorder (ASD). The relationship between ASD diagnosis, race, and challenging behaviors was assessed using the "Autism Spectrum Disorders-Behavior Problems for Adults (ASD-BPA)." Those with ASD and ID were found to exhibit significantly more challenging behaviors than those with ID alone. No significant main effect of race was found. However, a significant interaction between ASD diagnosis and race was found: In those with ASD, Caucasian participants exhibited more challenging behaviors than African Americans, whereas the opposite held true in those without ASD. Specific subscales of the ASD-BPA were also examined, with a significant interaction found on the Stereotypy subscale. Results and their implications are discussed. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Attachment Behavior; Marriage; Adults; Parent Child Relationship; Spouses; Adjustment (to Environment); Multiple Regression Analysis; Gender Differences

Abstract:
The present study explored relations among remembered parental (paternal and maternal) acceptance in childhood, spouse acceptance and psychological adjustment of adults. It also explored whether remembered childhood experiences of parental acceptance mediate the relation between perceived spouse acceptance and psychological adjustment. The sample consisted of 354 married adult men (178) and women (176). Results showed that the more accepting both men and women perceived their spouses to be, the better was their psychological adjustment. Similarly, the more accepting both men and women remembered their parents had been to them during childhood, the better was their psychological adjustment. Standard multiple regression analyses revealed that paternal acceptance mediated the relation between perceived spouse acceptance and the psychological adjustment of both men and women. In addition, remembered maternal acceptance mediated the relation between men's (but not women's) perceived spouse acceptance and psychological adjustment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Romance Languages; Articulation (Speech); Phonemes; Vowels; Phonetics; Native Speakers; Adults; Old English; Semitic Languages; Indo European Languages; English

Abstract:
Coarticulation data for Catalan reveal that, while being less sensitive to vowel effects at the consonant period, the alveolar trill [r] exerts more prominent effects than [dark "l"] on both adjacent [a] and [i]. This coarticulatory pattern may be related to strict manner demands on the production of the trill. Both consonants also differ regarding the relative prominence of the consonant-to-vowel anticipatory and carryover effects in VCV sequences: while [r] and [dark "l'] exert much anticipatory coarticulation on the preceding vowel, carryover effects on the following vowel turn out to be more salient for [r] than for [dark "l"]. These consonant-dependent differences in coarticulatory direction parallel the directionality patterns observed in related vowel assimilatory and glide insertion processes occurring in the Romance languages, in Early Germanic, in Old, Middle and Modern English, and in Arabic when the target consonant is not [dark "l'] or [r] but a pharyngealized dentoalveolar. (Contains 1 table and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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