scholarly journals Psychosocial Development and First Substance Use in Third and Fourth Grade Students: A Short-Term Longitudinal Study

2011 ◽  
Vol 2011 ◽  
pp. 1-6 ◽  
Author(s):  
Randall M. Jones
Keyword(s):  
Substance Use ◽  
Longitudinal Study ◽  
Psychosocial Development ◽  
Fourth Grade ◽  
Short Term ◽  
Initial Substance ◽  
Fourth Grade Students ◽  
Self Reports ◽  
Independent Variable ◽  
Over Time

Third and fourth grade students () completed measures of psychosocial development, substance use, and intentions to use in January, and again in May, 1998. A revised Erikson Psychosocial Inventory Scale (EPSI) was employed to assess psychosocial development while estimates of substance use and intentions were obtained from anonymous self-reports. The sample was split on the basis of change in substance use and intentions from January to May. Using this grouping scheme as an independent variable, scores on the EPSI subscales (trust, autonomy, initiative, industry, and identity) were compared over time. Interestingly, no differences in psychosocial development were evident for the initial substance use comparisons, but differences were evident five months later. Respondents who initiated substance use and/or increased intentions during the five-month interval exhibited small gains (averaging less than 2.0%) on measures of trust, autonomy, and initiative and modest declines in industry and identity (−1.2%). Respondents who neither initiated substance use nor increased intentions during the five-month interval experienced significant gains (averaging 6.0%) on all five of the EPSI subscales. These findings suggest that early substance use may impede psychosocial development, thus justifying prevention efforts in the earlier grades as well as efforts to delay onset.

Evaluation of Components of the Purdue Creative Thinking Program: A Longitudinal Study

1971 ◽  
Vol 29 (2) ◽  
pp. 395-398 ◽  
Author(s):  
Stuart M. Speedie ◽  
Donald J. Treffinger ◽  
John F. Feldhusen
Keyword(s):  
Longitudinal Study ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Short Term ◽  
Long Term Changes ◽  
Over Time ◽  
Better Than

This study investigated whether effects of the Purdue Creative Thinking Program (PCTP) were persistent over time. Students were pretested and then instructed for 14 wk. with one of the three PCTP components or a combination. Seven months later, divergent thinking measures were administered to 456 fourth, fifth and sixth grade pupils. For most treatments, no group was significantly better than controls across the outcome variables on the longitudinal tests. However, in the fourth grade, two instructional components were still effective. Thus short-term training (14 wk.) may not produce long-term changes in divergent thinking abilities.

scholarly journals Peer Standing and Substance Use in Early-Adolescent Grade-Level Networks: A Short-Term Longitudinal Study

2006 ◽  
Vol 8 (1) ◽  
pp. 11-23 ◽  
Author(s):  
Ley A. Killeya-Jones ◽  
Ryo Nakajima ◽  
Philip R. Costanzo
Keyword(s):  
Substance Use ◽  
Longitudinal Study ◽  
Grade Level ◽  
Early Adolescent ◽  
Short Term

scholarly journals Order and Equivalence of Rational Numbers: A Cognitive Analysis

1985 ◽  
Vol 16 (1) ◽  
pp. 18-36 ◽  
Author(s):  
Thomas R. Post ◽  
Ipke Wachsmuth ◽  
Richard Lesh ◽  
Merlyn J. Behr
Keyword(s):  
Fourth Grade ◽  
Rational Numbers ◽  
Teaching Experiment ◽  
Cognitive Analysis ◽  
Experiment Data ◽  
Successful Performance ◽  
Fourth Grade Students ◽  
Over Time

Fourth-grade students' understanding of the order and equivalence of rational numbers was investigated in an 18-week teaching experiment. Data from observations of, and interviews with, two children were employed to identify patterns over time in the strategies used in performing tasks. Three related characteristics of thinking are hypothesized to be related to the successful performance of tasks on order and equivalence: (a) thought flexibility in coordinating between-mode translations, (b) thought flexibility for within-mode transformations, and (c) reasoning that becomes increasingly independent of specific concrete embodiments.

Recovery from a Substance Use Disorder

2019 ◽  
pp. 54-57
Author(s):  
Dennis C. Daley ◽  
Antoine Douaihy
Keyword(s):  
Substance Use ◽  
Substance Use Disorder ◽  
Short Term ◽  
Professional Help ◽  
The Real ◽  
Real Work ◽  
The Many ◽  
Personal Changes ◽  
Over Time

The chapter discusses the many possible paths that those with SUDs can take to recovery. Recovery refers to everything that a person with an SUD does to manage the problem and make positive changes. Abstinence is a first step for those who choose this goal, but the real work of recovery is staying abstinent over time and making personal changes to support this. Recovery is not short term; it is a process that takes place over years for many people with SUDs. People with more severe problems may require professional help. Those addicted to opioids or alcohol may also benefit from medications to help sustain recovery.

scholarly journals The Association Between Normative Beliefs Approving Aggression and Overt Aggressive Behavior in Vietnamese Adolescents: A Short-Term Longitudinal Study

2019 ◽  
Vol 40 (4) ◽  
pp. 480-498
Author(s):  
Ba Tuan Vu ◽  
Martijn Van Heel ◽  
Katja Petry ◽  
Guy Bosmans
Keyword(s):  
Longitudinal Study ◽  
Aggressive Behavior ◽  
School Violence ◽  
Longitudinal Design ◽  
Self Report ◽  
Panel Analysis ◽  
Normative Beliefs ◽  
Short Term ◽  
Over Time

In Vietnam, school violence is a serious problem; yet, little is known about the factors explaining this phenomenon. The current study looked at the role of normative beliefs approving aggression in the development of overt aggressive behavior. Using a short-term longitudinal design with three waves (4-month interval), this study examined the associations between normative beliefs approving aggression and overt aggressive behavior in a sample of Vietnamese adolescents. The sample included 632 participants at Wave 1 (51.4% boys, [Formula: see text] age = 13.00 years, SD = 0.85 years), 567 participants at Wave 2 (50.8% boys, [Formula: see text] age = 13.36 years, SD = 0.90 years), and 530 participants at Wave 3 (49.8% boys, [Formula: see text] age = 13.62 years, SD = 0.87 years). All variables were measured using a self-report questionnaire. Within waves, normative beliefs approving aggression were positively related to overt aggressive behavior. More importantly, cross-lagged panel analysis revealed that the normative beliefs predicted increases in overt aggressive behavior over time.

The Reliability and Consistency of Self-reports on Substance Use in a Longitudinal Study

Addiction ◽  
1987 ◽  
Vol 82 (8) ◽  
pp. 891-898 ◽  
Author(s):  
ZIPORA BARNEA ◽  
GIORA RAHAV ◽  
MEIR TEICHMAN
Keyword(s):  
Substance Use ◽  
Longitudinal Study ◽  
Self Reports
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