Objective: Racial discrimination can cause symptoms of trauma, yet few tools for measurement exist. African Americans have higher rates of posttraumatic stress disorder and experience more racial discrimination than other groups. This study is a preliminary assessment of the psychometric properties of the Trauma Symptoms of Discrimination Scale (TSDS), a new measure of discriminatory distress measuring anxiety-related trauma symptoms. Method: African American monoracial and biracial undergraduate students (n ϭ 123) completed questionnaires, including the TSDS, the Multigroup Ethnic Identity Measure, assessments of racial discrimination, and a range of psychopathology measures. The TSDS factor structure was determined with a principal components analysis and internal consistency was assessed. Pearson's correlations were conducted between the TSDS and measures of discrimination and psychopathology. Linear regression was used to predict the TSDS from frequency of discrimination. Results: Item loadings suggested 4 components: (a) uncontrollable hyperarousal, (b) feelings of alienation, (c) worries about future negative events, and (d) perceiving others as dangerous. All measures of discrimination significantly predicted symptoms of trauma, even when accounting for prior traumatic experiences. Conclusions: Preliminary evidence supports the validity of the TSDS for the measurement of anxiety-related trauma symptoms due to racial discrimination. All forms of discrimination may contribute to traumatization in African Americans.

Video game addiction or Internet game disorder, as proposed by the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition), has similar criterion characteristics to other impulse control disorders. There is limited research examining video game addiction within a behavioral economic framework using delay discounting. The current study evaluated delay-discounting patterns of money and video game play by usual weekly hours of video game play. A total of 104 participants were split into 1 of 3 groups of video game players (low, medium, and high) and were asked to complete a monetary and video game discounting procedure through an online survey. Results showed significant differences between groups within both the monetary (p = 0.003) and video game discounting procedures (p = 0.004). Additionally, a positive linear relationship was noted between the groups across both procedures. The results of the current article reinforce previous findings that more hours of video game use are associated with greater impulsivity and provide implications for future research.

The Recovery Line is an automated, computer-based intervention based on Cognitive Behavioral Therapy designed to provide real-time assistance by phone for patients in methadone maintenance. Preliminary efficacy findings were promising, however, as with other computer-based systems for substance use disorder, patient system use was less than recommended. Development and evaluation of system functions to increase patient engagement and use is needed. Thus, we conducted two randomized trials to evaluate system functions designed to increase patient use of the Recovery Line among methadone-maintained patients with continued illicit drug use. In Trial 1 (n = 60), patients received customized, system use recommendations or no recommendations on each Recovery Line call. Ratings of system usability were higher for customized recommendations, but number of calls and total call time did not differ by condition. Trial 2 evaluated characteristics of reminder messages (message frame and reminder latency). Participants (N = 67) received gain- and loss-frame reminder messages, and were randomly assigned to immediate, short, or long term message latency. Although message framing had no effect, gender interacted with latency condition such that females did not differ by message latency, while males had significantly greater total contact time in the short latency conditions. Number of calls differed by condition over time such that the shorter latencies led to greater calls initially, but dissipated over time. Overall the study indicates that computer-based self-management systems can be adapted to increase patient engagement and use.

The growth trajectory of ethnically and linguistically diverse individuals in the United States, particularly for youth, compels the education system to have urgent awareness of how diverse aspects of culture (e.g., Spanish-speaking, Black Latina student) are implicated in outcomes in American school systems. Students spend a significant amount of time in the school ecology, and this experience plays an important role in their well-being. Diverse ethnic, racial, and linguistic students face significant challenges and are placed at considerable risk by long-observed structural inequities evidenced in society and schools. Teachers must develop the capacity to be culturally sensitive, provide culturally responsive pedagogy, and regularly self-assess for biases implicated in positive academic outcomes for students in kindergarten through Grade 12. Research and practice have suggested that racism and discrimination in the form of racial microaggressions are observed daily in schools and classrooms. This article provides an overview of racial microaggressions in the school context and their damaging effects on students. We provide specific examples of microaggressions that may be observed in the U.S. classroom environment and how schools can serve as a positive intervention point to ameliorate racism, discrimination, and racial and language microaggressions. This comprehensive approach blends theory with practice to support the continued development of cultural humility, culturally sustaining pedagogy, and an equity-responsive climate.

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