Student veterans' construction and enactment of resilience: A constructivist grounded theory study.

WHAT IS KNOWN ON THE SUBJECT?: Resilience is an ability and a process that allows an individual to develop positive adaptation despite challenges and adversities. Many military veterans returning to college after their military service have difficulty transitioning to civilian life. Although some research exists that explores factors related to the resilience of college student veterans, limited theoretical descriptions exist that explain how student veterans construct resilience, and how resilience is enacted and enhanced in their academic and personal (non-academic) lives. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: The resilience of student veterans involves a complex process of transitioning from military to civilian life and an iterative journey between positive adaptation and transient perturbations. Student veterans' resilience is a result of integrating and resolving various aspects of their academic and personal challenges. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Nurses can apply this grounded theory as a practical framework for equipping student veterans with effective strategies to develop and enhance resilience. Nurses can employ a holistic approach of care in their interactions with military veterans and student veterans that includes fostering psychological resilience, helping to manage their multiple non-academic responsibilities and supporting their academic success. ABSTRACT: Introduction Adjusting to college life is one of the most difficult experiences in a military veteran's transition to civilian life. Many military veterans returning to college not only encounter academic challenges, but also deal with physical and psychiatric disabilities, loss of military camaraderie and social disconnect. These often negatively affect their personal and academic lives. Hence, it is important to explore resilience to best support student veterans as they transition from military to civilian life. Aim The aim of this study was to explore how student veterans construct and enact resilience within their personal and academic lives. Method Using constructivist grounded theory methodology, in-depth individual interviews were conducted with 20 military veterans enrolled as undergraduate students at a U.S. university. Results The process of "integrating," which represents student veterans' construction and enactment of resilience, was the core category. This category has three subcategories: (1) the aspects; (2) the expressions; and (3) the enactments of resilience. Implications for practice Nurses can use this grounded theory as the practical framework for their interactions with military veterans, and more particularly with supporting student veterans in their academic lives, in their personal lives and in the transition from military to civilian life.

A critical review of pharmacotherapy for youth with anxiety disorders: things are not as they seem.

Given the increasing trend in clinical child psychology and psychiatry toward cost-effective and pharmacological treatment, a review of key factors that influence treatment outcomes in this area seems warranted. This is especially important for the rapidly changing area of childhood anxiety disorders. In this article, we look at different change producing procedures to illustrate the claim that pharmacological studies are not necessarily what they seem. Specifically, pharmacological outcome studies are classified and reviewed on the basis of varying "secondary" treatments described in method sections. Three groups and efficacy rates were determined: (a) pharmacotherapy only (42.83%), (b) pharmacotherapy plus general/supportive psychotherapy (27.74%), and (c) pharmacotherapy plus a behavior therapy component (65.28%). We also discuss the implications of these findings for research as well as other methodological and theoretical concerns regarding the reviewed articles. These concerns include (a) methods used to diagnose participants, (b) methods used to assess improvement, (c) emphasis on diagnostic categories, (d) exclusionary criteria and comorbidity, (e) participant attrition and follow-up, and (f) key developmental and social contextual variables.

Preference, choice, and persons with disabilities: a synopsis of assessments, interventions, and future directions.

A recent revolution in service delivery for persons with developmental disabilities encompasses increased client independence and improved quality of life. Specifically, care providers have focused on client expressions of preference, choice-making, and choice availability as key elements of study in this new revolution. We review and critique the primary methods of assessing preference and choice for persons with disabilities, including interviews and questionnaires, pictorial presentations, technological apparati, and direct observation. We also provide an overview of the burgeoning literature on intervention programs designed to enhance choice for this population, such as giving more choice to clients, teaching choice-making skills, and improving staff member skills regarding choice availability. Finally, we provide a synopsis of the future directions in this area that should receive the most attention from researchers and caregivers.

The phenomenology of panic disorder in youngsters: an empirical study of a clinical sample.

Questions about the existence of panic disorder in youngsters are now evolving into questions about the phenomenology of panic disorder in children and adolescents. The current study thus examined the primary clinical features of panic disorder in an outpatient sample of older children and adolescents with panic disorder. Youngsters with panic disorder were compared to a matched-gender group of youngsters with non-panic anxiety disorders. Dependent variables included diagnoses and self-ratings of fear, depression, general anxiety, and anxiety sensitivity. The panic group was found to display more frequent diagnoses of depression and greater levels of self-reported anxiety sensitivity than the non-panic group. These results are discussed in the context of one potential cognitive developmental pathway of panic disorder, and preliminary assessment and treatment recommendations are offered.

Casino gambling in private school and adjudicated youngsters: A survey of practices and related variables.

This study provides additional information about casino gambling practices in two adolescent samples. Specifically, 109 adolescents from a religious high school and 84 adolescents from a juvenile detention facility in Las Vegas, Nevada were surveyed. Of these, 71 (36.8%) were found to gamble regularly (58 males, 13 females, mean age 15.9 years). Results indicated many similarities among the two groups. The overall sample appeared to have a strong affinity for casino gambling, were diverse in their practices and reasons for gambling, reported a variety of emotional and physiological behaviors when gambling, occasionally experienced problems from casino gambling, and had parents who generally approved and were aware of their children's gambling behavior. The accessibility and family-oriented nature of many new casinos may be responsible for these effects.

The write-say method for improving spelling accuracy in children with learning disabilities.

We evaluated a teaching strategy designed to improve spelling accuracy in children with learning disabilities. The write-say method provides immediate feedback to dual sensory modalities (i.e., visual and auditory) following the administration of a daily spelling test. Four males and three females (mean age = 11.61 years) with learning disabilities were introduced to the write-say procedure within a multiple-baseline design. Compared to control conditions (i.e., studying words on one's own), experimental procedures significantly enhanced subjects' spelling accuracy in a brief period of time. The write-say procedure was also advocated as a cost-effective method of spelling instruction for small classroom settings.

Listening to our clinical partners: informing researchers about children's fears and phobias.

We surveyed a national sample of clinical psychologists to expand on Graziano and De Giovanni's (Behaviour Research and Therapy, 1979, 17, 161-162) findings that 6.8% of clinically referred children present with problems with fears and/or phobias. The survey was also conducted to assess how clinicians could inform researchers about current needs for investigations in this area. Questions involved epidemiological, demographical, and treatment characteristics of cases recently seen by therapists. The percentage of referred cases for fears/phobias in children was determined to be similar over time. In addition, types of fears, length of history of fear, intensity of fear, length of treatment, types of treatments used, and degree of parental involvement were measured and reported. The results were found to suggest a substantial degree of heterogeneity among types of fears and treatment methods for this population, as well as important lines of future research. They also suggest the need for controlled studies to assess the efficacy of a number of widely used treatments that lack an empirical base.

Risk-taking/gambling-like behavior in preschool children.

The types and characteristics of risk-taking or gambling-like behaviors in children are not well understood. Social learning, as one potential etiological factor of risktaking behavior in preschool children, was empirically examined. Prior to playing a risk-taking game, children in the experimental group were exposed to a peer model who had ostensibly won a large prize, whereas control children were exposed to a peer model who had won nothing. Children in the experimental group initiated more risks to win the large prize in the high-risk situation than children in the control group. The results indicated that modeling can enhance risk-taking/gambling-like behavior in young children. Parallels to compulsive gambling in adults, and recommendations for future research were also discussed.

A preliminary analysis of a functional model of assessment and treatment for school refusal behavior.

We assessed whether treatment of children and adolescents with school refusal behavior is effective when based upon an individualized, functional analysis. Seven children and adolescents, who were currently experiencing difficulties attending school, were evaluated with the School Refusal Assessment Scale (SRAS), an instrument designed to identify maintaining variables surrounding school refusal behavior. These included specific fearfulness/general overanxiousness, escape from aversive social situations, attention-getting or separation anxious behavior, and tangible reinforcement. Prescriptive treatment was given in accordance with the assessed motivating condition and included systematic desensitization/relaxation training, modeling and cognitive restructuring, shaping and differential reinforcement of other behavior, and contingency contracting for each condition, respectively. Daily measures of anxiety, depression, distress, and school attendance were taken, as well as pretreatment, posttreatment, and 6-month follow-up child and/or parent questionnaires. Results indicated that 6 of the subjects maintained full-time school attendance by posttreatment and at the 6-month follow-up. All reported moderate improvements in daily levels of anxiety, depression, and/or distress. The implications of a prescriptive treatment approach for school refusal behavior are discussed.

Treatment of an adolescent with obsessive-compulsive disorder by alternating response prevention and cognitive therapy: an empirical analysis.

This paper reports on the treatment of a 14-year-old boy with severe obsessive-compulsive disorder. Baseline measures indicated that two checking behaviors were of extreme frequency. Personal discomfort was severe and parental ratings of anxiety and depression were high. Treatment employed an alternating design of response prevention and cognitive therapy. Parent and client ratings of levels of anxiety and depression were taken daily in addition to frequency levels of the compulsive behaviors. The treatment procedures over 24 sessions eliminated the compulsive behaviors and reduced self-reported anxiety. The study is unique in demonstrating that the cognitive therapy had a significant influence in diminishing the obsessive-compulsive behaviors.

Tau factor from Escherichia coli mediates accurate and efficient termination of transcription at the bacteriophage T3 early termination site in vitro.

The termination signal that limits transcription through the early region of bacteriophage T3 (T3Te) has been cloned and sequenced. The nucleotide sequence of T3Te is identical with that of T7Te, with the exception of a single G to U substitution in the 3' tail of the terminated transcript, and addition of an AC to the loop in the terminator stem-loop, enlarging the loop to six residues. Previous studies of the properties of T3Te have shown that this site is rho independent and is highly efficient for termination in vivo, but is used poorly in vitro during transcription with purified Escherichia coli RNA polymerase. In contrast, the equivalent site in bacteriophage T7 (T7Te) is an efficient termination signal both in vivo and in vitro. However, T3Te becomes an efficient termination site in vitro in the presence of preparations of tau factor. This factor also alters the sites of RNA chain termination found in vitro at T3Te. Transcripts formed in the presence of tau are several nucleotides shorter than those produced with RNA polymerase alone, and have 3' termini that are almost identical with transcripts found in vivo. These latter results are similar to our earlier findings with T7Te, and suggest that other rho independent terminators may act with transcription termination factors in vivo.

Sequence of a conditionally essential region of bacteriophage T3, including the primary origin of DNA replication.

The 3526 base-pair nucleotide sequence from near the end of bacteriophage T3 gene 1 to within the coding sequence of gene 2.5 is given. It includes the complete coding sequences for nine known or presumptive proteins, most of which are only conditionally essential for phage growth. The sequence includes five promoters for the phage RNA polymerase, the terminator for early (host enzyme-catalyzed) transcription, and two recognition sites for RNAase III. The primary origin of T3 DNA replication that is utilized by the phage in vivo has been localized to a 142 base-pair region. It has several features in common with the phage T7 origin of DNA replication, and exhibits considerable homology to recognition sites for the mRNA processing enzyme RNAase III. It is proposed that the primary origin of T3 DNA replication may have evolved directly from an RNAase III recognition site. The deletions present in a number of T3 mutant strains and the location of the nucleotide changes in several T3 strains that are defective in their ability to grow on F+-containing strains or on optA mutant hosts have been determined. We discuss how T3 may have become genetically isolated from its relatives in the T7-T3 group and simultaneously acquired novel biological and biochemical properties.

Gasoline vapor exposures at a high volume service station.

Gasoline vapor concentrations were measured at a high volume service station for one week in May, 1983, for service station attendants, self-service customers and for various area locations. To facilitate the retention of highly volatile, low-molecular weight gasoline vapor components, 100/50 mg charcoal adsorption tubes were used with flow rates of 100 cc/min for long-term exposure samples and 900 cc/min for short-term exposures. Methylene chloride was selected as the desorption solvent. Desorbed hydrocarbons were analyzed and quantitated by capillary column gas chromatography using a flame ionization detector and a 0-100 degrees C temperature program. The data proved that the predominant ambient air hydrocarbons are those of C4 and C5 compounds. Monitoring results showed that the total gasoline vapor TWA exposures for service station attendants ranged from 0.6 to 4.8 ppm with a geometric mean of 1.5 ppm. Short-term personal samples collected while refueling ranged from not detectable to 38.8 ppm with a geometric mean of 5.8 ppm.