Investigations of children's spatial ability have typically looked at performance on laboratory tasks, and none have examined differences between learning disabled and non-learning disabled children. The present study surveyed sixty-seven parents of third and sixth grade children about the types of spatial activities children engage in everyday. Parents of learning disabled and non-learning disabled children were included. Results provided information about the types of spatial activities children engage in and the relationships between participation and performance. Major findings included differences between learning disabled and non-learning disabled children in navigational ability and in the strategies employed in difficult or ambiguous spatial situations. Findings were discussed in terms of the influence learning disabled children's negative self evaluations have on their performance.

Abstract This study proposes a model for meeting increasingly mandated outcome research objectives in a university counseling center setting. It is proposed that counseling centers utilize their existing intake forms, along with an annual satisfaction survey to determine the effectiveness of counseling services. Effectiveness is defined as improvement and measured by the reduction of the symptoms or presenting concerns with which the client initially presented. It also introduces the Relative-Change Index (R-Chi) as an objective way to quantify intra-individual change occurring as a result of therapy. This new mathematical procedure allows for a more meaningful assessment of the client's degree of improvement, relative to their potential for improvement. By re-administering the problem checklist, routinely included as part of the initial paperwork for each client at intake, again post-therapy, it is possible to quantify improvement by measuring the difference in distressing concerns. Additionally, including a subjective, retrospective survey question asking the client to indicate their perceived rate if improvement at follow-up provides construct validity and allows for correlational comparisons with R-Chi. Results suggest that student/client ratings of the degree to which the services they received satisfactorily addressed their presenting concerns were significantly rated to their R-Chi score. This model suggests that …

Grandparent-headed families are diverse in nature and represent a rapidly growing family type. While challenges facing grandparent caregivers are well documented, less is known about the well-being of their grandchildren, with many early studies relying on small samples of convenience. This study used an existing large national database, the National Survey of America's Families (NSAF), to compare differences in well-being of both children and grandparent caregivers across the independent variables of family type, ethnicity, gender, and age. Findings suggested better mental health and less parental aggravation for caregivers in traditional two parent intact families as compared to grandparents co-parenting in a multi-generation home, skipped generation grandparents (raising their grandchild with no parent present) or single parents. Skipped generation grandparents in particular reported most caregiver aggravation. Child physical health was reported to be worse by skipped generation grandparent caregivers. Behavior problems were reported to be worse for children in grandparent headed households than those in traditional families, particularly for teenagers raised in skipped generation households by their grandmothers. Specific results, limitations and future directions for research on grandparent-headed households were discussed.

This study examined whether the Symbol Language and Communication Battery (SLCB), a measure of learning disabilities (Lds), could identify children with Lds. In addition, possible behavioral differences were examined between unidentified and identified children. Eighty-five students (26 with school identified Lds; 59 unidentified) in the 4th and 5th grade participated in the study. Results indicated that the SLCB has good potential as a supplemental/screening measure of Lds. The SLCB was most effective in identifying children when SLCB diagnoses were restricted to the areas of reading, math, and writing. This study also found that teachers reported more behavioral problems in children with an SLCB diagnosis than children without a diagnosis, whereas unidentified children with SCLB diagnoses reported more behavioral problems than identified children.

Structural equation modeling was utilized in studying the voluntariness of the assumption of caregiving status. A model hypothesizing the stress flow that occurs when assuming a new life schema was presented. Utilizing three groups of caregiving populations, Home Caregivers, Intermediate Care Facility Aides, and Intensive Care Units and Emergency Room Nurses (N = 66), measures were administered to determine the voluntariness of the assumption of the role of caregiver. Path analysis and causal interpretation were utilized to determine outcomes. The involuntary assumption of the role of caretaker was shown to significantly affect depression and burnout rates negatively when perceived feelings of burden were high. When caretaker age was greater upon assumption of the role, self-esteem was low and family support was perceived to be lacking. When the role of caretaker is assumed on a voluntary basis and support from outside sources is perceived as helpful (i.e., social or financial support from the family), job stress and the subjective manageability of the symptoms were viewed as manageable. Implications for those assuming the role of caretaker with the elderly were examined, and recommendations for further training and interventions within the caretaker population were offered.

Meta-analyses with 144 correlations from 44 studies to assess the relationship between experienced, father-to-mother, and mother-to-father violence in the family of origin and partner violence for males and females in clinical, community and student samples.

Using a multimethod-multimodal approach, this study compared the contributions of executive function (EF) abilities (Go No-Go, Visual Search, 2-Back task, and Task Switching) to narrative comprehension tasks (False Belief, Strange Stories, Self-Reported Theory of Mind Inventory [TOMI-SR]) and a narrative production task (interpersonal decentering) in a sample of young adults. Separate regression models were conducted for each theory of mind (ToM) measure with EF measures as predictor variables and empirically selected demographic variables controlled. As expected, in this college student sample (N = 110), False Belief demonstrated a ceiling effect and was not associated with any EF ability. Task Switching and 2-Back accounted for significant variance in Strange Stories. No EF task significantly predicted performance on TOMI-SR or interpersonal decentering. Both story comprehension tasks (False Belief and Strange Stories) were significantly associated, but these tasks were not correlated with either self-reported ToM or interpersonal decentering. Several unanticipated demographic associations were found; having more siblings and English proficiency accounted for significant variability in Strange Stories; education, presence or absence of self-disclosed autism diagnosis and mental health diagnosis explained a large portion of variance in TOMI-SR; interpersonal decentering maturity differed significantly between cisgender men and cisgender women. Lastly, interpersonal decentering number of …