Psychosocial adjustment of U.S. college students in the early months of the COVID-19 pandemic

2021 ◽  
pp. 1-12
Author(s):  
Yuko Okado ◽  
Courtney Scaramella ◽  
Ha M. Nguyen ◽  
Benjamin Mendoza ◽  
Tanya Watarastaporn
Keyword(s):  
College Students ◽  
Psychosocial Adjustment

Unpacking the Benefits of Bicultural Competence: Latina/x/o College Students’ Academic and Psychosocial Adjustment

2021 ◽  
pp. 216769682110343
Author(s):  
Selena Carbajal ◽  
Katharine H. Zeiders ◽  
Antoinette M. Landor
Keyword(s):  
College Students ◽  
Psychosocial Adjustment ◽  
Cultural Adaptation ◽  
Psychosocial Outcomes ◽  
Bicultural Competence ◽  
Short Term ◽  
Heritage Culture ◽  
Longitudinal Association ◽  
Mainstream Culture

Theories posit that bicultural competence, the ability to negotiate between U.S. mainstream culture and one’s own heritage culture, is an important cultural adaptation skill for Latina/x/o populations’ academic and psychosocial outcomes, in part, because of the ability to hold and resolve competing perspectives within and across contexts. However, more research is needed to identify the associations of distinct dimensions of bicultural competence to academic and psychosocial adjustment. The current study examined the concurrent and short-term, longitudinal association between bicultural competence (i.e., comfort, facility, and advantages) and Latina/x/o college students’ ( N = 54; Mage = 19.94 years, SD = 1.43) academic and psychosocial adjustment. Bicultural comfort and facility, but not bicultural advantages, were concurrently associated with better academic and psychosocial adjustment. The findings highlight the need to help Latina/x/o college students feel positive and able about adapting to both cultures to improve their academic and psychosocial adjustment.

Association Between Overt and Relational Aggression and Psychosocial Adjustment in Undergraduate College Students

2004 ◽  
Vol 19 (6) ◽  
pp. 689-700 ◽  
Author(s):  
Eric A. Storch ◽  
Daniel M. Bagner ◽  
Gary R. Geffken ◽  
Audrey L. Baumeister
Keyword(s):  
College Students ◽  
Depressive Symptoms ◽  
Social Anxiety ◽  
Alcohol Use ◽  
Drug Use ◽  
Relational Aggression ◽  
Psychosocial Adjustment ◽  
Overt Aggression ◽  
Undergraduate College Students ◽  
Drug Problems

This study examined the relations between overt and relational aggression, social anxiety, loneliness, depressive symptoms, and alcohol and drug use in a sample of 287 undergraduate college students. Consistent with prior work, men reported engaging in more overt aggression than women. Contrary to our predictions, men also reported engaging in more relational aggression than women. Results also indicated that overt and relational aggression were positively associated with social anxiety, loneliness, depressive symptoms, alcohol use, and drug use for the overall sample. Hierarchical regression analyses showed positive relations between overt aggression and alcohol use for men and no relations between relational aggression and any psychosocial adjustment index. For women, overt aggression uniquely predicted social anxiety, loneliness, and depressive symptoms, whereas relational aggression uniquely predicted social anxiety, loneliness, depression, and alcohol and drug problems. Implications of these findings are discussed in terms of the role of peer aggression in students’ psychosocial adjustment.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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