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Objective: This study was designed to assess the relationship between mental health service utilization and heavy episodic drinking (HED) after controlling for demographic and student-level variables. Participants: A national sample of college undergraduate respondents to the 2017–2018 Healthy Minds Study survey (n = 67,427). Methods: Hierarchical logistic regression entering all variables on a single step. Subsequent logistic regression was used to assess interactions between mental health service variables and select demographic and student level variables. Results: Twenty-two demographic and student-level variables were associated with current HED (9 protective and 11 risk factors). Current mental health therapy was associated with a lower risk of current HED while mental health medication use in the past 12 months (but not currently) was associated with a higher risk of HED. Conclusions: Findings provide guidance to college/university community professionals given the responsibility of designing and implementing programs for mitigation of alcohol misuse on their campus. [ABSTRACT FROM AUTHOR]

Major depressive disorder (MDD) is a common disorder among adolescents. The Treatment for Adolescents with Depression Study (TADS) was a randomized controlled trial to examine the efficacy of fluoxetine and cognitive-behavioral therapy (CBT), separately and together, compared with placebo, in adolescents 12 to 17 years of age. The Survey of Outcomes Following Treatment for Adolescent Depression (SOFTAD) was designed as a naturalistic follow-up of participants in TADS. The aims of the current analyses are to describe mental health service use during the SOFTAD period. There were 196 adolescents recruited from 12 TADS sites. The Schedule for Affective Disorders and Schizophrenia for School-Age-Children-Present and Lifetime Version was used for clinical diagnoses. Participants completed a psychiatric treatment log and the Child and Adolescent Services Assessment to assess service use. 58% received psychotherapy or nonstimulant psychotropic medication during SOFTAD. Youth with recurrent MDD had higher rates of treatment compared to youth without recurrent MDD (71% vs. 45%). However, nearly one third of the adolescents in the study did not receive treatment for a recurrent episode of depression. Service use differed by gender for those with recurrent MDD, with female participants (79%) receiving treatment at higher rates than male participants (55%), although there was no significant difference in depression severity between genders. Younger participants with recurrent MDD had higher odds of receiving psychotherapy. Use of psychotherapy and psychotropics following recurrence of depression appears to be influenced by age and gender. Even when youth respond well to treatment, a sizeable percentage are likely to experience a subsequent episode that may go untreated. [ABSTRACT FROM AUTHOR]

Even in the absence of major disabilities, children born prematurely are at high risk for academic delays and deficits. Research suggests that some differences in outcomes may relate to problems with self-regulation, especially attention regulation. Previous research has demonstrated that individual differences in attention regulation is associated with both child and parent factors. This study examines the role of child temperament and parental sensitivity for attention regulation in preschool-age children (n = 95) born with very low birth weights (VLBW) by using both questionnaire and observational data. Regression analyses demonstrate differential effects of specific child temperament characteristics and specific aspects of parental sensitivity on attention regulation. Early assessment of temperament and individualised parent sensitivity training may be important for improving outcomes for VLBW children. [ABSTRACT FROM AUTHOR]

This article describes a paid field experience designed to investigate teacher candidates' willingness to teach in urban schools. Seventy-three teacher candidates each participated in an urban field experience including 90 hours of tutoring and 12 hours of training. Data from pre and post surveys indicated no significant difference as the number of previous field hours increased, from the beginning to the conclusion of field experience, on ratings of field experience and willingness, and between ethnic and SES groups. Significant differences (p < .05) were found on willingness based on ratings of previous urban field experiences, and between candidates who had and had not attended urban schools (p < .05). Implications of these findings for teacher preparation programs are discussed and suggestions for future research are shared. [ABSTRACT FROM AUTHOR]

In contrast to the many studies that have examined parenting in low-income families from a deficit perspective, this study examines their strengths by proposing and testing a model of parenting goals derived from social and developmental theories on goal-orientation, motivation, attachment, and child socialization. The model posits two categories of parenting goals, empathy goals, and socialization goals, as described by Dix (1992), and extends previous theories of parenting, e.g., Darling's and Steinberg's (1993), by suggesting that empathy goals operate more distally to academic achievement, through the mediator of socialization goals. The model, tested in a sample of 220 Head Start pre-schoolers of largely African American descent, suggests that establishing an environment of responsiveness to a child's emotional needs is an important precursor to parents' efforts at improving academic performance. Based on the results of these tests, a number of theoretical and practical implications are offered regarding increasing parental involvement in the early education of low-income children. [ABSTRACT FROM PUBLISHER]

Given the large numbers of people fleeing their homelands, social workers are likely to encounter refugees from all over the world. Although the social work profession has a mandate to work with disenfranchised populations, limited attention has been paid to providing services to refugees. Residents of the largest refugee shelter in the U.S. were interviewed about their claims. These findings can help social workers understand the situations refugees come from as well as processes they go through in applying for legal status. With this information, it is possible to identify roles social workers can play with this vulnerable population. [ABSTRACT FROM PUBLISHER]

This project examined nonartists', hobby artists', student artists', and professional artists' responses to questions about the visual games and visual analyses they engaged in as adults and their recollections of these experiences from childhood. Findings indicate that in comparison to nonartists, (a) more artists reported these visual perceptual experiences, (b) artists reported having these experiences more often (particularly as adults), and (c) artists provided better examples of these perceptual experiences that were also more vivid and detailed (particularly as adults). These findings suggest an important connection between artists' reports of past and current visual experiences and actual performance on attention and object perception tasks. Our long-term goal is to understand the importance of visual perceptual abilities to the development of artistic talent. [ABSTRACT FROM AUTHOR]

While survival rates for the smallest infants are increasing, so is the rate of disability. Low birth rate children are at increased risk for psychiatric and behavioral symptoms especially those related to attention deficit and hyperactivity disorders. Researchers have demonstrated that even "normal" low birth weight (LBW) children receive special educational services at an alarming rate. Little is understood about the processes responsible for these academic delays. Preventative interventions cannot be implemented without understanding the underlying developmental processes. The study of self-regulation (SR) of cognition and the factors that may influence the development of regulatory capacity are suggested as a way to frame future work. SR of cognition refers to one's ability to select and use information appropriately. Problems in the development of the self-regulation of attention may explain deficits in the acquisition of cognitive skills as well as other deficits. The argument is made that specific variables may directly, indirectly or in both ways influence mechanisms and processes underlying the development of attention in LBW children. It is proposed that studying the SR of cognition provides a potentially useful and powerful focus for intervention research. [ABSTRACT FROM AUTHOR]

ABSTRACT. Developmental changes in kindergarten, 1st-, and 4th-grade children's knowledge about the variables that affect attention sharing and resource allocation were examined. Findings from the 2 experiments showed that kindergartners understood that person and strategy variables affect performance in attention-sharing tasks. However, knowledge of how task variables affect performance was not evident to them and was inconsistent for 1st and 4th graders. Children's knowledge about resource allocation revealed a different pattern and varied according to the dissimilarity of task demands in the attention-sharing task. In Experiment 1, in which the dual attention tasks were similar (i.e., visual detection), kindergarten and 1st-grade children did not differentiate performance in single and dual tasks. Fourth graders demonstrated knowledge that performance on a single task would be better than performance on the dual tasks for only 2 of the variables examined. In Experiment 2, in which the dual attention tasks were dissimilar (i.e., visual and auditory detection), kindergarten and 1st-grade children demonstrated knowledge that performance in the single task would be better than in the dual tasks for 1 of the task variables examined. However, 4th-grade children consistently gave higher ratings for performance on the single than on the dual attention tasks for all variables examined. These findings (a) underscore that children's meta-attention is not unitary and (b) demonstrate that children's knowledge about variables affecting attention sharing and resource allocation have different developmental pathways. Results show that knowledge about attention sharing and about the factors that influence the control of attention develops slowly and undergoes reorganization in middle childhood. [ABSTRACT FROM AUTHOR]

Discusses research that addressed the apparent inconsistency in the literature between perceptual development as a progression of increasing separability and categorization as a process based on overall similarity relations across development. Examination of the influence of task demands, stimulus set similarity, and age on organizing principles of perceptual similarity; Results; Discussion.

SUMMARY The relation of laterality to intelligence was assessed by administration of Berman's ICD (Index of Cerebral Dominance) to 20 male and female college students and 20 retarded Ss (IQs 32-75) of comparable age and sex. The college Ss were more lateralized in hand, foot, ear, and eye, but it was primarily foot lateralization that distinguished the groups, despite the fact that hand was the most lateralized subsystem in both groups. While these results are not entirely consistent with Berman's, they are generally confirmatory of a positive relation of laterality and intelligence. [ABSTRACT FROM AUTHOR]

Explores group differences in a randomized trial of case management among youths with serious emotional disturbance (SED). Characteristics of case management; Effects on mental health services provision; Effects on inpatient services; Individual and family outcomes.

The authors describe the probable role that psychologists will play in the training of primary health care providers for the delivery of mental health services. This concept is based upon the expectation that the primary care practitioners will soon be assuming an expanded role requiring the incorporation of more specialist knowledge during his professional training period and that the psychologist will likely be the facilitator for this process in the mental health are of training. [ABSTRACT FROM AUTHOR]

A new test of computer‐aptitude and knowledge about computer technologies for young children was developed based on the Computer Aptitude, Literacy and Interest Profile (Poplin, Drew and Gable, 1984). The measure of computer‐aptitude was based on tests of number estimation, comprehension of directions, and geometric color and form analogies. Young children's knowledge about computer technologies was measured in four subsections: 1) background experience, 2) technical knowledge, 3) awareness of understanding of the role of the computer in society, and 4) perception and understanding of how the computer works. Results from testing kindergarten and third‐grade children with equal experience are described and the implications of this type of research for issues in basic and applied developmental psychology are discussed. [ABSTRACT FROM PUBLISHER]

An obituary for Dannia Southerland, a doctor of philisophy (PhD) is presented.