Examines the relationship between separation- individuation, adult attachment styles, and college adjustment. Results reveal that college adjustment was positively associated with secure adult attachment and counterindicated by fearful and preoccupied attachments. Implications for counseling practice and directions for future research are…

This study examined relationships between hardiness, college adjustment (academic adjustment, social adjustment, personal-emotional adjustment, institutional attachment) and eating disorder (ED) continuum categories in 122 female and 20 male college students. Students who exhibited a higher level of personal-emotional adjustment (PEA) to college…

Describes investigation examining utility of dyadic conceptualization of parent-child interaction using dyadic interaction style to predict school adjustment rated by teachers, peers, and observers. Results demonstrate positive adjustment was predicted by high levels of positive synchrony, low levels of nonsynchrony, and low levels of negative…

Investigation of interrater agreement for the Adjustment Scales for Children and Adolescents (ASCA) discriminant classifications is reported. Two teaching professionals provided independent ratings of the same child using the ASCA. A total of 119 students ranging in age from 7 to 18 years were independently rated. Results indicated significant and…

Seeks to validate the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) College Maladjustment scale (Mt) by comparing it with the Student Adaptation to College Questionnaire (SACQ). Significant negative correlations existed between the Mt scale and SACQ scores, indicating that the Mt scale measures maladjustment, especially emotional…

Compares adaptation to college for students receiving counseling at a university counseling center with adaptation by control counterparts. Students receiving counseling initially reported lower adaptation scores as measured by the Student Adaptation to College Questionnaire. After counseling, scores no longer differentiated between the two…

Reviews school retention practices, compares children recommended for retention (N=144) with controls (N=68), and examines the effects of retention with promotion in similarly functioning children. Results indicated retention did not benefit children academically or in personal or social adjustment. (JAC)

This research brief presents preliminary evidence that family involvement in young children's education may contribute to a smooth transition to elementary school not only for children, but also for parents, by helping to prepare them for later involvement in their children's learning. The brief draws from the literature on transition, recent…

Studies the relationship between Chinese beliefs about adversity and psychological well-being in 229 economically disadvantaged families. Results showed that adolescents with stronger endorsement for positive Chinese beliefs about adversity generally displayed better psychological well-being and school adjustment and less problem behavior.…

Married undergraduate students were compared with single students on the Student Adaptation to College Questionnaire. Results indicated that married students have moderate difficulties adjusting to the demands of higher education relative to unmarried students. Findings underscore the importance of university counselors being prepared to help…

This article explores the concept of resilience as it relates to gifted children, particularly gifted black children, and identifies barriers to resilience. Recommendations for fostering resilience in these students are offered, including improve family-school-community relations, enhance self-concept, and improve social and emotional relations.…

Provides an overview of the adjustment concerns of international students and explores venues for inclusion of this population in multicultural training and counselor competency development opportunities for graduate students. Highlights a model of programming implemented at a private university that provides training opportunities for…

Examines the association between different measures of academic performance and psychological adjustment for a sample of under-researched Asian/Pacific Islander adolescents from Hawaii. Results support the use of the actual quantification of academic performance (i.e. cumulative grade point average or self reported evaluation) in predicting…

Delineates specific psychosocial developmental demands placed upon middle schoolers and links these demands to the self-concept disturbance they typically feel. Offers a number of general recommendations useful to educators who are interested in considering the relationship between educational experiences and self-concept disturbance among early…

Noting the disconnect between what is known about the crucial role that transition plays in ensuring educational continuity and what is currently available in schools, the Harvard Family Research Project conducted a review of current research on the transition to kindergarten, focusing on promising transition practices and the role that schools…