RESUMEN
Deficits in executive functioning (EF) behaviors are very common following pediatric traumatic brain injury (TBI) and can linger well after acute injury recovery. Raters from multiple settings provide information that may not be appreciated otherwise. We examined differences between parent and teacher ratings of EF using data examining longitudinal outcomes following pediatric TBI in comparison to orthopedic injury (OI). We used linear mixed models to determine the association of rater type and injury type with scores on the Behavior Rating Inventory of Executive Functioning (BRIEF). After controlling for demographic variables, rater type and injury type accounted for a small but significant proportion of the variance in EF. Teachers' ratings on the BRIEF were significantly higher than parent ratings for global EF and metacognition, but not for behavior regulation, regardless of injury type, indicating greater EF concerns. All BRIEF ratings, whether from teachers or parents, were higher for children with TBI than for those with OI. Results suggest that parents and teachers provide unique information regarding EF following traumatic injuries and that obtaining ratings from persons who observe children at school as well as at home can result in a better understanding of situation-specific variability in outcomes.
RESUMEN
ObjectiveThis study examined rates and predictors of peer recommendation of resources after disclosure of actual and hypothetical unwanted sexual experiences. Participants: Private university students without a history of college sexual assault were recruited in 2 groups. One was a group of peers who had received an assault disclosure (N = 122) and one was a group of peers who had never received an assault disclosure (N = 166). Methods: Participants responded to an anonymous online survey and reported on their history of receiving disclosures and related measures such as rape myth beliefs, attitudes toward help-seeking, and social norms. Results: Actual and hypothetical disclosure recipients had similar rates of awareness and helpfulness of resources for sexual assault but different levels of recommendation of resources. Perceived helpfulness, awareness of resources, and social norms emerged as key predictors of recommendations. Conclusions: In addition to prevention programing, training and education are needed for potential disclosure recipients.