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We introduce and evaluate the College Assets Measurement Profile for Undergraduate Students (CAMPUS), an assessment instrument for resilience factors in college-enrolled emerging adults. Developmental assets, its focus, are constructs proposed to protect against psychopathology, floundering, and riskiness, while also bolstering the likelihood of success, growth, and thriving. Literature reviewed covers emerging adulthood, unique challenges of college life, the developmental assets framework, and young adult resilience assessment. Research goals involved evaluating 3 indicators of the reliability of CAMPUS (internal consistency, temporal consistency, and item-total relationships) and 3 indicators of validity (factor structure, criterion relationships with symptomatology, and criterion relationships with life satisfaction). The sample consisted of 526 emerging adult university students with a subsample of 66 for test-retest analyses. Results indicated that the 120-item CAMPUS is reliable and valid for its intended population. Utility of the developmental assets framework for emerging adults is discussed. There is strong support for adopting CAMPUS for resilience assessment in college students.

In this argumentative literature review, we advocate an existentially-informed clinical psychology. Many of today's challenging societal issues would benefit from the lens of existentialism, and our field has seen an emergence of interest lately in topics such as death anxiety as a transdiagnostic construct. We see this context as opportune for an existential-psychological confluence of ideas and praxes. We identify and review here four relevant ongoing streams of literature (core existentialism philosophy, existentially-oriented psychotherapy, death anxiety psychometrics, and terror management theory) and argue in favour of their increasingly intertwined integration with one another and with the broader field of clinical psychology. We propose methods for both academics and practitioners alike to more fully embrace an existentially-informed mindset, culminating in a set of ten recommendations for clinical psychology across applied clinical work, research/scholarship, and pedagogy/supervision. Examples include increased use of qualitative data via case study and mixed-method approaches in our science, enhanced incorporation of existential themes (including but not limited to death anxiety) into psychotherapy, and adoption of a student-focused freedom-enhancing existential mindset in teaching. Our field has made great strides in deepening the understanding of how life's ultimate concerns inform mental health and functioning in recent years, and we support an even more robust endorsement of existential frameworks in clinical psychology to continue such progress. KEY POINTS What is already known about this topic: Existentialism is a humanistic philosophy, emphasizing choice, responsibility, authenticity, and acceptance of limitations in life. Scholarship in psychotherapy, psychometrics, and other psychological topics benefits from influences of existential philosophy. Death anxiety is a transdiagnostic etiological variable and therapies involving existential themes are empirically supported. What this topic adds: (1) Existentialism has many clinically useful lessons to offer psychology, across its teaching, research, and psychotherapy. (2) Areas of clinical psychology involving death anxiety, mortality salience, meaning-making, and others should be better integrated. (3) We advocate the adoption of an existentially-informed clinical psychology and offer suggestions for moving forward. [ABSTRACT FROM AUTHOR]

In this article, we evaluate the appropriateness of the developmental assets model for college emerging adults and introduce the Young Adult Developmental Assets Survey (YADAS). Constructed as communication tools for adolescent resiliency, Search Institute’s developmental assets are reformulated here as 40 characteristics of university lifestyles promoting success and buffering risk for emerging adults. We investigated the YADAS’ reliability (via temporal consistency and internal consistency) and validity (via construct convergence and clinical criterions), and generally found evidence of strong psychometrics. The YADAS’ global assets score had a test-retest coefficient of r = .89 and a coefficient alpha of α = .90, and was also statistically significantly correlated to the majority of the thriving indicators (e.g., positive emotionality and spiritual wellbeing) and risk indicators (e.g., substance abuse and anti-social behavior) studied here. The global assets score also displayed meaningful links to mental health, with a coefficient of r = .50 with life satisfaction and r = −.35 with symptomatology. We conclude by discussing support for the use of the developmental assets model with this age range and life context, describing the YADAS’ strengths and limitations, and proposing strategies for utilizing the assets model in university contexts. [ABSTRACT FROM AUTHOR]

Abstract: The psychometric structure of the Perfectionism Inventory was re-examined, and the relationships among perfectionism traits and broad personality traits were examined in a college sample (N =390). Results supported the psychometric structure reported by . Additionally, the Self-Evaluative Perfectionism component was moderately correlated with Neuroticism, and the Conscientious Perfectionism component was strongly correlated with Conscientiousness. However, the most accurate picture of perfectionism’s relationship with broad personality traits was found when examining the perfectionism subscales and personality facets. Findings suggest that the instrument’s composite score and component scores are not as meaningful as subscale scores. Implications for future iterations of the DSM and conceptualization of OCPD are discussed. [Copyright &y& Elsevier]

A self-report measure of service-mindedness was designed in order to fill in a gap in the literature and evaluate a potential link between spirituality and satisfaction with life. A sample of 133 undergraduate students at a Catholic university in the Mid-west completed the Service-Mindedness Scale (SMS), along with the Spiritual Involvement and Beliefs Scale (SIBS) and the Satisfaction with Life Scale (SWLS). The sample consisted of 45 males (33.8%) and 88 females (66.2%), whose ages ranged from 18 to 24 (M = 19.03, SD = 1.24). Results indicated that the SMS has strong internal consistency as measured by Cronbach's Alpha (a = .934), and that service-mindedness acts as a significant mediator between spirituality and life satisfaction (R[sup 2] = .111). Implications involve increasing service-oriented motives in Jesuit education programs to further align with spiritual goals and increase student life satisfaction. [ABSTRACT FROM AUTHOR]