Delayed Reward Discounting in Alcohol Abuse

This paper summarizes studies that investigated the relation between temporal discounting and alcohol consumption. The first study compared heavy and light social drinkers, and the second study compared problem and light drinkers, on the degree to which they discounted the value of (hypothetical) amounts of money available after a series of delays. Heavy social drinkers and problem drinkers both showed higher rates of temporal discounting than light drinkers, and this difference was stronger in the second study. Both of these laboratory studies found that a hyperbolic function more accurately described temporal discounting than an exponential function. A third study evaluated predictors of relapse and continued resolution in problem drinkers who attempted to quit problem drinking without treatment. The outcome groups were distinguished by the preresolution proportions of discretionary expenditures they allocated to alcohol and savings. The data from these studies are consistent with extending behavioral theories of intertemporal choice to characterizing the determinants of alcohol consumption; they also are consistent with more general behavioral economic and economic theories of addiction that predict a positive relation between temporal discounting and addiction.

Direct and mediated effects of a social-emotional and character development program on adolescent substance use

Mitigating and preventing substance use among adolescents requires approaches that address the multitude of factors that influence this behavior. Such approaches must be tested, not only for evidence of empirical effectiveness, but also to determine the mechanisms by which they are successful. The aims of the present study were twofold: 1) To determine the effectiveness of a school-based social-emotional and character development (SECD) program, Positive Action (PA), in reducing substance use (SU) among a sample of U.S. youth living in a low-income, urban environment, and 2) to test one mechanism by which the program achieves its success. We used longitudinal mediation analysis to test the hypotheses that: 1) students attending PA intervention schools engage in significantly less SU than students attending control schools, 2) students attending PA intervention schools show significantly better change in SECD than students attending control schools, and 3) the effect of the PA intervention on SU is mediated by the change in SECD. Analyses revealed program effects on both SECD and SU, a relationship between SECD and SU, and the effects of PA on SU were completely mediated by changes in SECD. Future research directions and implications for schoolbased social-emotional and character development efforts and substance use prevention are addressed.peer-reviewe

Effects of a School-Based Social-Emotional and Character Development Program on Peer, Family, School, and Neighborhood Contexts: A Cluster-Randomized Controlled Trial

Aims: To evaluate the impact of a school-based social-emotional and character development program on the various socializing contexts of youth. Methods: A matched-pair, cluster-randomized controlled trial included 1,170 students from 14, low-income, urban, Chicago Public Schools. Outcomes were assessed longitudinally for a cohort of youth followed from grades 3 to 8. Multilevel growth-curve modeling and endpoint analyses were conducted on indicators of peer, family, school, and neighborhood contexts. Results: Students in PA schools had slower rates of decline and higher end-point scores than students in non-PA schools across all of the contexts examined. For example, impacts were observed for positive school orientation, peer victimization, parent attachment, and neighborhood context. Conclusion: Results illustrate that school-based social-emotional and character development programs have the capacity to affect youth experiences in a range of environmental contexts that are key for youth development and functioning

The representation of conflict in the discourse of Italian melodrama

This paper is part of an extensive study of cinematic dialogue in a variety of film genres in Italian, which aims to address the disregard for the verbal plane that characterises film theory and, particularly, genre theory. Assuming a pragmatic and functional semantic perspective, it analyses the scripted dialogues in films against the backdrop of the literature on real life discourse. The focus of the paper is confrontational talk in Italian melodramas from early 1960s to the present. Conflict in such films is, to an extent, comparable to the cooperative sequential rebuttal of speakers' turns that typically occurs in comedies. However, melodramas are also marked by more incisive and subtle patterns of confrontation that can be summarised as 'disaffiliative dysfluency'. The forms of such break in the conversational flow are discussed and illustrated with selected scenes from a number of films

Teachers' Perceptions of School Organizational Climate as Predictors of Dosage and Quality of Implementation of a Social-Emotional and Character Development Program

Abstract Organizational climate has been proposed as a factor that might influence a school's readiness to successfully implement school-wide prevention programs. The aim of this study was to evaluate the influence of teachers' perceptions of three dimensions of school organizational climate on the dosage and quality of teacher implementation of Positive Action, a social-emotional and character development (SECD) program. The dimensions measured were teachers' perceptions of (a) the school's openness to innovation, (b) the extent to which schools utilize participatory decision-making practices, and (c) the existence of supportive relationships among teachers (teacher-teacher affiliation). Data from 46 teachers in seven schools enrolled in the treatment arm of a longitudinal, cluster-randomized, controlled trial were analyzed. Teacher perceptions of a school's tendency to be innovative was associated with a greater number of lessons taught and self-reported quality of delivery, and teacher-teacher affiliation was associated with a higher use of supplementary activities. The findings suggest that perceptions of a school's organizational climate impact teachers' implementation of SECD programs and have implications for school administrators and technical assistance providers as they work to implement and sustain prevention programs in schools

Constructive Conflict Management and Coping in Homeless Children Adolescents

In this largely exploratory study of the conflict management and coping behavior of homeless adolescents, the authors interviewed 176 families (mother-adolescent dyads) living in New York City welfare hotels. Results indicated that peer conflict was the "worst" problem of the previous month as reported by approximately 50% of these youth. Homeless adolescents demonstrated conflict management and coping patterns that differed in certain respects from adolescent patterns previously described in the literature. The implications of these differences as well as directions for future research are discussed

Prevailing Arguments and Types of Conclusions of Parent\u2013Child Argumentation

This chapter examines the types of arguments used most often by parents and children and the different types of conclusions of their argumentative discussions. The conceptual tool adopted for the analysis is based on the integration of the pragma-dialectical ideal model of a critical discussion (van Eemeren & Grootendorst, 2004) with the Argumentum Model of Topics (Rigotti & Greco Morasso, 2019). The integration of these two tools of analysis permits to reconstruct the inferential configuration of the arguments used by parents and children and to identify the types of conclusions of their argumentative discussions. Exemplary argumentative sequences that bring to light the results obtained through the qualitative analysis of a larger corpus of argumentative discussions between parents and children are presented and discussed

Father–Daughter Bonds: A Comparison of Adolescent Daughters’ Relationships with Resident Biological Fathers and Stepfathers

Objective: To investigate whether the interpersonal dynamics of closeness are different in stepfather–stepdaughter versus father–daughter relationships during adolescence. Background: Establishing a general process model of the relational factors contributing to greater closeness between fathers and daughters is a preliminary step toward examining variations in such processes. Method: The data were from the National Longitudinal Study of Adolescent to Adult Health (ADD Health), a nationally representative sample of adolescents. Respondents were female adolescents who were living with either a biological father (n = 1,881) or stepfather (n = 273) and reported on the availability and involvement of their (step)fathers, as well as the communication and closeness in their relationship with him. Results: Involvement and communication were predictors of closeness in both types of relationships, however, communication was a stronger predictor of closeness between stepfathers and stepdaughters. For adolescent girls living with a stepfather, greater involvement with their stepfathers was associated with greater closeness to their non-resident biological fathers. The length of the relationship between stepfathers and stepdaughters was not associated with levels of closeness. Conclusions: Overall, these findings suggest that stepfather–stepdaughter relationships reflect similar interpersonal dynamics as father–daughter relationships but that establishing and maintaining these relationships through meaningful communication may be particularly important for stepfathers and stepdaughters. Implications: Practitioners working to help stepfamilies build stronger relationships may want to stress that investing in shared activities and maintaining meaningful communication can be particularly important for establishing and maintaining positive relationships between stepfathers and stepdaughters

Effects of the Positive Action Program on Indicators of Positive Youth Development Among Urban Youth

This study evaluated effects of Positive Action, a school-based social-emotional and character development (SECD) intervention, on indicators of positive youth development (PYD) among a sample of low-income, ethnic minority youth attending 14 urban schools. The study used a matched-pair, cluster-randomized controlled design at the school level. A multiple-measure self-report protocol assessed four key strengths and resources for PYD: self-concept, peer affiliations, ethics, and social skills. Students (n=1170) were assessed from grades 3 to 8, the duration of the intervention, with drop-outs and late entrants included in analyses. Growth curve analyses revealed evidence of favorable program effects on each of the four types of resources. The study contributes to PYD research by providing evidence for school-based interventions in low-income, urban contexts for ethnic minority youth.Keywords: positive youth development, social-emotional and character development, longitudinal, adolescenc