RESUMO
Two studies were conducted to demonstrate that maladaptive aspects of high and low Openness to Experience were related to characterological impairment and that this aspect of personality may define a new domain of personality dysfunction. The 55-item Experiential Permeability Inventory (EPI; containing 4 scales) was developed and demonstrated to have acceptable psychometric properties. Evidence of convergent, discriminant, and incremental validity was provided. These studies provide a methodological framework for identifying and developing aspects of personality dysfunction that can expand the comprehensiveness of the current set of Axis II disorders. Theoretical implications of the EPI are discussed.
Assuntos
Transtornos da Personalidade/diagnóstico , Inventário de Personalidade/estatística & dados numéricos , Adolescente , Adulto , Caráter , Manual Diagnóstico e Estatístico de Transtornos Mentais , Análise Fatorial , Feminino , Humanos , Modelos Psicológicos , Personalidade/classificação , Transtornos da Personalidade/classificação , Escalas de Graduação Psiquiátrica , Psicometria , Reprodutibilidade dos Testes , Inquéritos e Questionários , Terminologia como AssuntoRESUMO
While researchers have developed more effective programs and strategies to prevent the initiation of substance use and increasingly communities are delivering these interventions, determining the degree to which they are delivered as they were designed remains a significant research challenge. In the past several years, more attention has been given to implementation issues during the various stages of program development and diffusion. This paper presents the findings from a substudy of an evaluation of a newly designed middle and high school substance abuse prevention program, Take Charge of Your Life delivered by local Drug Abuse Resistance Education officer instructors. A key aspect of the study was to determine the extent to which implementation fidelity, using the measures of content coverage and appropriate instructional strategy, was associated with improvement in the program mediators of realistic normative beliefs, understanding the harmful effects of substance use and the acquisition of decision-making and resistance skills. Although it was found that higher fidelity was associated with better scores on some of the mediators, this was not a consistent finding. The mixed results are discussed within the context of the lesson activities themselves.