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The transition to college can be very challenging for individuals with ADHD. Increased task and life demands happen in tandem with deficits in time management, study skills and habits, and delaying rewards to achieve longer-term goals. Cognitive-behavioral treatment (CBT) holds promise for targeting these and related challenges. Psychosocial interventions exist for the general population of adults with ADHD, but not college students. Importantly, an intervention designed for college students should be manageable in terms of time and cost. We developed such an intervention specifically for college students with ADHD; organizational, time management, and planning (OTMP) skills were the focus of this largely behavioral treatment, as these most directly relate to the executive function deficits characteristic of ADHD and to the demands of college. Academic study skills and psychoeducation regarding ADHD and medication management were also included. The intervention was tested with 30 undergraduate, post-baccalaureate, and graduate students (57% biological males; M age 22.6; 83.3% White/Non-Hispanic) from two public universities in the U.S. Participants completed a battery of self-report measures of ADHD symptoms, impairment, and OTMP skills pre- and post-treatment. Most participants reported a past diagnosis of ADHD (n = 23; including possible comorbidity), with all others reporting at least 5 pre-treatment symptoms of inattention (M for all participants = 6.3). The manualized intervention consisted of 6 group therapy sessions and 2 individual sessions. Results suggested that this new treatment has promise, with t-tests comparing pre- and post-intervention scores indicating significant improvements in inattention symptoms, total ADHD symptoms, self-concept impairment, total impairment, and use of organization, time management, and planning skills. In addition, participants generally reported satisfaction with the intervention and had a very high attendance rate. Future studies of this new intervention should include a randomized controlled trial, the collection of objective outcome measures, and a more diverse sample.

College students with attention-deficit/hyperactivity disorder (ADHD) and/or a learning disorder (LD) are at higher risk for not attaining a bachelor’s degree. The purpose is to identify the predic...

Attention-deficit/hyperactivity disorder (ADHD) is characterized by inattentive, hyperactive, and impulsive behaviors. Impairment in individuals diagnosed with ADHD is significant; one such domain of impairment is achieving a college education. College students with ADHD tend to have lower grade point averages, take longer to graduate, and have higher dropout rates than individuals without ADHD. Those with ADHD may be inadequately prepared for college. College readiness can be broken into self-determination, academic skills, and daily living skills, all of which are possible areas of deficit for individuals with ADHD, given their common characteristics. In the current study, we examined differences in college readiness in undergraduates with and without ADHD. In general, students with ADHD were found to be less prepared for college than those without ADHD, and specific areas of unpreparedness were identified. The findings support the need for intervention for students with ADHD before or early in their college careers. Further research on specific skill deficits and ameliorative steps is needed.

Changes were made in DSM-5 to address the criticism that ADHD symptoms in DSM-IV were not developmentally appropriate for adults. Specifically, parenthetical examples were added to symptoms, and the symptom threshold was lowered. ADHD diagnosis in college students in particular is a growing concern. It was hypothesized that changes to the ADHD symptoms across DSM editions would result in higher symptom endorsement rates in this group. To this end, 3877 college students rated their own ADHD symptoms using DSM-IV and DSM-5 symptom wording. College students with a past diagnosis of ADHD (n = 435) endorsed slightly more symptoms with the updated DSM-5 wording (an additional 0.41 ADHD symptoms). In addition, 5.2% more college students met the new, lowered DSM-5 symptom threshold as compared to the older DSM-IV threshold. Changes to DSM-5 Criterion A for ADHD increase symptom endorsement and the number of college students eligible for a diagnosis.

The purpose of the current study was to test for a relation between emerging adult Attention-Deficit/Hyperactivity Disorder (ADHD) status, how they reported being reared (i.e., perceived parenting style), and how the maternal parenting they received in childhood was linked with current adjustment. College students completed online surveys regarding their ADHD status, impairment, and maternal parenting style. Participants with ADHD reported higher levels of maternal authoritarian parenting (controlling/punitive) and lower levels of maternal authoritative parenting (structured/supportive) compared with participants without ADHD. Across the entire sample, higher reported maternal authoritative parenting was associated with lower levels of inattention (IA), hyperactivity/impulsivity (HI), depression, anxiety and stress, and higher levels of maternal authoritarian and permissive parenting was associated with higher levels of IA, HI, depression, anxiety, and stress. Sex moderated the relations between maternal parenting style and psychopathology such that women who reported low levels of authoritative parenting also reported higher levels of symptoms of depression, anxiety, and stress, where no differences in psychopathology were found in men across both low and high levels of authoritative parenting. These links between current adjustment and maternal parenting style suggest authoritative parenting may protect against negative adjustment in college students and may be especially important for women.

Objective: The current study examines psychometric properties of the Weiss Functional Impairment Rating Scale (WFIRS), a measure of adult ADHD-related impairment. It is a self-report questionnaire that provides a metric of overall life impairment and domain-specific dysfunction. Method: Using data from a large ( N = 2,093), multi-institution sample of college students and including a subsample of collateral informants ( n = 262), a series of analyses were conducted. Results: The WFIRS demonstrated robust internal reliability, cross-informant agreement on par or superior to other measures of ADHD symptomatology and impairment, and concurrent validity. The WFIRS was not shown to be uniquely associated with ADHD, as internalizing symptoms also associated with the total and domain scores. Conclusion: The use of the WFIRS in identifying ADHD-related impairment in emerging adults appears to be psychometrically supported, and will prove useful to clinicians and researchers.

While youth with emotional and behavioral disorders experience increased rates of obesity, few obesity interventions exist that are tailored to their needs. Qualitative methods were employed to elucidate obesity management practices in this population. In all, 56 participants (i.e. 21 youths with emotional and behavioral disorders, 20 caregivers of youth with emotional and behavioral disorders, and 15 mental health providers) were recruited from community mental health centers. Participants completed a demographic form and semi-structured interview regarding obesity-related behaviors. Barriers (e.g. psychiatric symptoms) and facilitators (e.g. social support) to obesity management were identified. These results highlight preferred intervention components for this unique population.

The disparity between urban and rural suicide rates is increasing. In response to thismajor public health problem, clinicians and schoolmental health researchers designed a systematic crisis intervention protocol to be used with adolescents presenting with suicidal or homicidal ideation. The prevention of escalating adolescent crisis events (PEACE) protocol is a comprehensive risk assessment designed for use by licensed clinicians working collaboratively with school personnel. A revised and extended version of the PEACE protocol was employed during 68 crisis events involving 42 high school students in 2013–14. These results and clinical implications of utilizing a systematic protocol to address potential suicidal or violence threats are discussed.

Symptoms of posttraumatic stress, depression, and unresolved grief can appear in children and adolescents following the witnessing or experiencing of a traumatic event and respond with intense fear, helplessness, or horror. Those who lose a loved one in a traumatic manner can develop childhood traumatic grief (CTG), where typical grieving is hindered by trauma symptoms, causing significant impairment in daily functioning, relationships, and academic pursuits. The following is a case study describing a trauma-focused cognitive behavioral approach to treat posttraumatic stress disorder and CTG in a 16-year-old driver of a motor vehicle accident in which his peer was killed. A graduate student clinician provided treatment under supervision within the context of a school mental health program. The results of the intervention were associated with significant reductions in symptoms and impairments in daily living. The implications of these data and recommendations for clinicians treating CTG are provided.

Objective: Approximately 5% of adults have ADHD. Despite recommendations regarding the diagnosis of emerging adults, there is not a strong consensus regarding the ideal method for diagnosing ADHD in both emerging and mature adults. We were interested in determining whether a threshold of four, five, or six ADHD symptoms would be associated with significantly different levels of functional impairment and be more or less indicative of a potential ADHD diagnosis. Method: We examined the relation between functional impairment and these ADHD symptom thresholds in 2,577 college students. Results: Our findings suggest that none of these symptom thresholds are differentially better at predicting functional impairment. Conclusion: The Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5) threshold of five symptoms for ages 17 years and older is not necessarily predictive of ADHD-related impairment in college students and may not be preferable to other thresholds. Options for resolving this diagnostic dilemma are discussed.

Objective: We sought to elucidate the effects of an organization, time management, and planning (OTMP) skills training intervention for college students reporting elevated levels of ADHD symptomatology and academic impairment. Method: Undergraduate participants enrolled in either the intervention ( n = 22) or comparison ( n = 15) condition in exchange for psychology course credit. Those in the intervention condition attended three weekly group meetings designed to improve organizational skills. Treatment effectiveness was evaluated by comparing pre- and postmeasurements of academic impairment, inattention, hyperactivity/impulsivity, and OTMP skills utilization. Results: Intervention group participants improved significantly on ratings of inattention, hyperactivity/impulsivity, and academic impairment, relative to the comparison group. Intervention group participants also improved in their use of OTMP skills, relative to their baseline ratings. Conclusion: This study suggests an organizational skills intervention has the potential to ameliorating ADHD symptomatology and academic impairment among college students.

Very often after a strongly felt earthquake, the media and the general public consider seismologists to be the source of all information, particularly in regions where earthquakes occur infrequently. Widely felt earthquakes can have a strong social impact (“the post-earthquake vibrations among the public”) whenever the population is unprepared. Since 1935, eastern Canadian seismologists have been involved in four cases of post-earthquake communications with social impact. Recently, seismologists of the Geological Survey of Canada developed a communications strategy to help people cope with post-earthquake stress, particularly that component of stress arising from an insufficient knowledge of earthquakes. A communications plan is prepared before the emergency response period; a high priority is given to those persons who felt the earthquake most strongly; basic information on earthquake phenomena and preparedness is provided; and finally, seismologists make themselves both known and available before and after the earthquake. With this strategy, seismologists can help to relieve unnecessary anxiety and to promote positive preparation.

The locations of all instrumentally recorded earthquakes of magnitude greater than 412, which occurred in the St. Lawrence Valley near La Malbaie, Québec, in the period 1927 to 1978, have been reexamined, along with some smaller associated events. Although the cataloged epicenters scattered on both shores of the St. Lawrence River, the relocated epicenters fall into two distinct epicentral areas, which coincide with the ends of the 70-km-long northeast trending zone of recent microearthquake activity. This zone lies mainly beneath the St. Lawrence River between Ile aux Lièvres to the northeast and Ile aux Coudres to the southwest.The major St. Lawrence earthquake of 1925 originally located (±40 km) close to the town of La Malbaie, near the middle of the current microearthquake zone, is relocated 30 ± 15 km northeast near Ile aux Lièvres. If the pattern of the past half-century continues, significant earthquakes may be expected only near the two ends of the zone.Structures known at present from geological or geophysical data do not explain completely the preferential stress concentrations near Ile aux Lièvres and Ile aux Coudres. However, the Charlevoix impact crater and Logan's contact together may influence the concentration of regional stress producing the larger earthquakes just beyond the crater rim near Ile aux Lièvres.

The SiN B2Σ+−X2Σ+ (3800–5200 A) spectrum was excited by continuous introduction of SiCl4 in trace amount into the afterglow produced by microwave excitation of nitrogen. Relative intensities of 21 bands were measured photo-electrically and interpreted with the aid of Franck–Condon factors qν′ν″ and r-centroids [Formula: see text] in terms of the variation of the electronic transition moment Re(r) with internuclear separation r. It was found that Re(r) could be represented empirically by Re(r) = const.(1−1.27r + 0.412r2), [Formula: see text].

The nature of force systems at the foci of earthquakes can be studied by analyzing initial longitudinal (P) and transverse (S) displacements produced by them on the surface of the earth. The force system described in this paper results from a superposition of three mutually orthogonal double forces which act at a point focus. A family of equations is derived which depends only on S polarization angles and not on initial P displacements to determine the orientation of this generalized force system. An IBM 1620 computer has been programmed to solve the family of equations for two particular focal mechanisms—the single couple (Honda's Type I) and the double dipole (Honda's Type II). Two possible force systems are thus calculated for each earthquake using only S angles. The appropriate mechanism for each earthquake is selected by comparing the distribution of initial P displacements actually recorded, with that predicted from the solutions of the mechanism equations making use of S data. Computer solutions are presented for 32 earthquakes for which data are available in the literature. The orientation of the force system for each earthquake calculated from S data alone is in general agreement with that determined from P data.

The mechanism of energy release at the origin or focus of the Hindu Kush earthquake of July 6, 1962, was studied by comparing recorded and theoretical P (longitudinal) and S (transverse) ground displacements produced at large distances from the focus by a system of forces acting at the origin. S-Wave polarization angles were used to solve a set of S-wave mechanism equations for the orientation of the two focal models considered, a single-couple and a double-dipole force system acting at a point focus. These models may be interpreted tectonically in terms of faulting and stress release, respectively, in the focal region. The double-dipole focal model gave the better fit to the S data and was also consistent with P-wave and surface-wave data for this earthquake. The mechanism type and force orientation of the 1962 Hindu Kush earthquake were shown to characterize 56 previous earthquakes in the same focal region. Hence the focal mechanism of all intermediate focus Hindu Kush earthquakes may be considered to be the double-dipole type with pressure and tension axes dipping at about 45°, roughly perpendicular to the trend of the Hindu Kush mountain system, and with the intermediate stress axis lying horizontally along the trend.

Computer-determined P nodal solutions in the Wickens-Hodgson Catalogue were compared with earlier visually-determined solutions for the same earthquakes. Good agreement was found in about 40 per cent of the solutions. Lack of agreement was due chiefly to poor distribution of data in azimuth about the epicenter. Necessary, but not sufficient, conditions for well-defined nodal plane solutions were determined: there must be a minimum of 100 observations with at least two in each 90° segment of azimuth; data must be at least 80 per cent consistent with the selected nodal planes. Fourteen of the 618 earthquakes in the Catalogue met these requirements.

During the past 70 years, earthquakes have caused several million dollars in property damage in eastern and western Canada, and 27 persons were drowned in a tsunami generated by an eastern offshore earthquake. Thus, earthquake risk is not negligible in Canada. Within this same period in Canada, other earthquakes of magnitude at least 6.0 have occurred a number of times and such activity will continue in the future. Earthquake “hazard” expresses the probability that an earthquake may occur; earthquake “risk” expresses the probability that an earthquake may occur and cause damage. Seismic zoning maps show the variation of seismic hazard across Canada for a given level of probability of exceedance. These maps and related information, such as the earthquake-resistant standards of the National Building Code of Canada, all contribute towards better planning to minimize the damaging effects of earthquakes.