Stress and Development of Depression and Heavy Drinking in Adulthood: Moderating Effects of Childhood Trauma

2012 ◽  
Author(s):  
Yasmin Garad
2012 ◽  
Vol 48 (2) ◽  
pp. 265-274 ◽  
Author(s):  
Ian Colman ◽  
Yasmin Garad ◽  
Yiye Zeng ◽  
Kiyuri Naicker ◽  
Murray Weeks ◽  
...  

2020 ◽  
Vol 4 (s1) ◽  
pp. 26-27
Author(s):  
Nia Byrd ◽  
Bethany L. Stangl ◽  
Melanie L. Schwandt ◽  
Nancy Diazgranados ◽  
Vijay A. Ramchandani

OBJECTIVES/GOALS: Our objective was to investigate racial differences in experiencing multiple categories of childhood trauma (CT) and the differential impact on alcohol use in individuals with alcohol use disorder (AUD). We hypothesized that there would be a differential additive effect of CT categories endorsed and drinking behaviors between racial groups. METHODS/STUDY POPULATION: Participants were recruited through the NIAAA screening protocol where they completed alcohol-related assessments including a 90-day Timeline Followback (TLFB) and the Alcohol Use Disorder Identification Test (AUDIT). Structured Clinical Interviews for DSM disorders were conducted to identify participants with lifetime alcohol dependence (DSM-IV) or AUD (DSM-5) (N = 1152). Participants self-identified as Black or White completed the Childhood Trauma Questionnaire (CTQ) which assesses 5 types of CT: emotional abuse, physical abuse, sexual abuse, physical neglect, and emotional neglect, and were classified into 3 CT groups: no trauma, 1 type of trauma, and 2+ types of trauma endorsed. RESULTS/ANTICIPATED RESULTS: For Black participants (N = 583), 21.6% experienced no trauma, 21% experienced 1 type, and 57.4% experienced 2 or more types, with the most common being physical abuse and emotional neglect. For White participants (N = 569), 32.1% experienced no trauma, 20.6% experienced 1 type, and 47.3% experienced 2 or more types, with the most common being emotional neglect and emotional abuse. There were significant associations between CT groups, TLFB, and AUDIT measures. For Black participants, AUDIT-Harm and AUDIT Total were significantly different across the 3 CT groups (all p values <0.05). For White participants, Heavy Drinking Days was significantly different across the 3 CT groups (p = 0.028), with trends for AUDIT-Harm (p = 0.061) and AUDIT-Dependence (p<0.065). DISCUSSION/SIGNIFICANCE OF IMPACT: In individuals with AUD, there were significant positive associations between the number of CT categories endorsed and alcohol use across race, suggesting a cumulative effect of CT on risky alcohol use. Future work includes exploring personality and behavioral mediators of the relationship between cumulative trauma load and drinking.


2015 ◽  
Vol 174 ◽  
pp. 562-568 ◽  
Author(s):  
Minden B. Sexton ◽  
Lindsay Hamilton ◽  
Ellen W. McGinnis ◽  
Katherine L. Rosenblum ◽  
Maria Muzik

2007 ◽  
Vol 38 (9) ◽  
pp. 59
Author(s):  
MICHELE G. SULLIVAN
Keyword(s):  

2009 ◽  
pp. 1-7 ◽  
Author(s):  
Adnan Ozcetin ◽  
Hasan Belli ◽  
Umit Ertem ◽  
Talat Bahcebasi ◽  
Ahmet Ataoglu ◽  
...  

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.


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