The specific purpose of this study was to try and understand why unique experiences of living with an alcoholic parent could create developmental deficits which emotionally challenge COAs' when faced with the life lessons a college environment offers. This study offered four possible explanations for experiencing challenges in its theoretical background: (1) psychosocial development, (2) the epistemology of alcoholism and its effects on the family, (3) personality development and the concurrence of building resilience, and (4) the college environment itself, with the phenomenon of binge drinking--forcing COAs to confront family alcoholism. A total of 7 participated in this study--4 men and 3 women. Despite the dynamic differences in the answers overall, all 7 participants acknowledged one important concept. When the participants were asked about their own drinking habits, each participant said, though in different ways, they had to be careful with their drinking habits. Participants seemed to be aware that whether alcoholism is genetic or a learned addiction, they were at risk of becoming alcoholics themselves. This study found overall, as previous literature suggests, no matter how COAs are studied, they are found to be a heterogeneous population. Specifically, this study's results points out that they are indeed heterogeneous, yet …

This descriptive study utilized semi-structured interviews and observations to examine the experiences of hospitalized school-age children, and explore the potential of a live, closed-circuit television program as a psychosocial intervention. Among findings, Phase I data from 16 subjects indicates a) concern with painful medical procedures, particularly intraveneous (IV) injections, b) a desire for more information, especially concerning medical equipment, c) a variety of responses to social issues among subjects, d) the importance of activities, and e) the central role of the hospital playroom. Phase II data indicates that live, closed-circuit television can provide ambulatory and room-bound children opportunities for making choices, social interaction, participation, and information on their environment. Conclusions and implications are included.