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OBJECTIVE: This study examined the relationships among meaning making, military stressor severity, and adjustment to college among student service members/veterans (SSM/Vs). PARTICIPANTS: Participants were 128 SSM/Vs enrolled in postsecondary education from April to June 2016. METHODS: Participants completed online self-report rating scales of stressor severity for their most stressful military event, meaning made of that stressor, and adjustment to college. RESULTS: Regression analyses revealed that made meaning of military stressors was associated with more positive academic, social, and emotional adjustment to college. Stressor severity was not associated with adjustment, nor did made meaning moderate the relationship between stressor severity and adjustment to college. CONCLUSION: These findings provide preliminary evidence that making meaning of stressful military experiences can promote academic, social, and emotional adjustment to college among SSM/Vs and has implications for incorporating meaning making strategies into university and clinical programs aimed at promoting adjustment to college in this population.

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This paper addresses the unique characteristics of veterans and the role military culture continues to play for post-service veterans. We describe a series of programs developed to provide critically important assistance to current and recent student veterans by connecting them to a network of veteran peers and mentors. Through a discussion of psychological distress and healing, stigma, and the challenges of college, we hoped to galvanize student veterans to recognize the value of psychological well-being. We additionally offer suggestions, based on years of work with veterans, on the development of programs and the provision of clinical services for the veteran community.

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Two experiments compared closely related interventions to teach the control of variables strategy (CVS) to fourth-grade students. Over the two experiments, an intervention first developed by Chen and Klahr (1999) was most effective at helping students learn how to design and evaluate single-factor experiments. In Experiment 1, attempts to reduce the cognitive load imposed by Chen and Klahr’s basic teaching intervention actually produced poorer learning and transfer of CVS. In Experiment 2, attempts to simplify Chen and Klahr’s algorithm for teaching students how to set up a valid experimental design also produced poorer learning and transfer of CVS. Both experiments illustrate that oversimplifying a domain or the logic behind controlling variables can undermine the effectiveness of an intervention designed to teach CVS

Mediante dos experimentos se compararon intervenciones estrechamente relacionadas con el objetivo de enseñar el control de estrategia de variables (CVS) a estudiantes de cuarto grado. Durante los dos experimentos, una intervención desarrollada primero por Chen y Klahr (1999) fue más eficaz para ayudar a los estudiantes a aprender a diseñar y evaluar experimentos de un solo factor. En el experimento 1, los intentos de reducir la carga cognitiva impuesta por la intervención básica de enseñanza de Chen y Klahr produjeron un aprendizaje y transferencia de CVS peores. En el experimento 2, los intentos de simplificar el algoritmo de Chen y Klahr para enseñar a los estudiantes cómo establecer un diseño experimental válido también produjeron un aprendizaje y transferencia de CVS peores. Ambos experimentos ilustran que simplificar excesivamente un dominio o la lógica que subyace en el control de variables puede socavar la eficacia de una intervención diseñada para enseñar CVS

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The current study examines trauma narratives from 28 survivors of interpersonal violence. A mixed-method approach assessed coherence and explored narrative characteristics among differentially exposed groups. The quantitative analysis revealed: (1) exposure to repetitive interpersonal violence was described with greater perception of severity and emotional tone than single interpersonal violence episodes, and (2) exposure to interpersonal violence in childhood was described with greater emotional tone than exposure to interpersonal violence in adulthood. The qualitative analysis revealed: (1) traumatic events were connected to proceeding adverse experiences, (2) attempted avoidance of memories of the violence, (3) an altered view of the self, and (4) lacked recognition that the violence was abnormal. The study supports the "dose-response relationship" of trauma exposure, and the life-altering, transformative nature of trauma exposure.

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