We provide conceptual introductions to missingness mechanisms--missing completely at random, missing at random, and missing not at random--and state-of-the-art methods of handling missing data--full-information maximum likelihood and multiple imputation--followed by a discussion of planned missing designs: Multiform questionnaire protocols, 2-method measurement models, and wave-missing longitudinal designs. We reviewed 80 articles of empirical studies published in the 2012 issues of the Journal of Pediatric Psychology to present a picture of how adequately missing data are currently handled in this field. To illustrate the benefits of using multiple imputation or full-information maximum likelihood and incorporating planned missingness into study designs, we provide example analyses of empirical data gathered using a 3-form planned missing design.

The present guide provides a practical guide to conducting latent profile analysis (LPA) in the Mplus software system. This guide is intended for researchers familiar with some latent variable modeling but not LPA specifically. A general procedure for conducting LPA is provided in six steps: (a) data inspection, (b) iterative evaluation of models, (c) model fit and interpretability, (d) investigation of patterns of profiles in a retained model, (e) covariate analysis, and (f) presentation of results. A worked example is provided with syntax and results to exemplify the steps.

Utilizing a community-based participatory research (CBPR) approach is a potentially effective strategy for exploring the development, implementation, and evaluation of HIV interventions in African American churches. This CBPR-guided study describes a church-based HIV awareness and screening intervention (Taking It to the Pews [TIPS]) that fully involved African American church leaders in all phases of the research project. Findings from the implementation and evaluation phases indicated that church leaders delivered TIPS Tool Kit activities on an ongoing basis (about twice a month) over a 9-month period. TIPS church members were highly exposed to TIPS activities (e.g., 91% reported receiving HIV educational brochures, 84% heard a sermon about HIV). Most (87%) believed that the church should talk about HIV, and 77% believed that the church should offer HIV screening. These findings suggest that implementing an HIV intervention in Black church settings is achievable, particularly when a CBPR approach is used.

No abstract

Peripancreatic artery aneurysms--gastroduodenal (GDA) and pancreaticoduodenal (PDA)--are highly unusual. We report 4 such aneurysms and have collated reports of true peripancreatic artery aneurysms based on an extensive review of the English literature. From this review, patient characteristics, clinical behavior, outcome and management strategies are assessed.

Objective: This study replicates and extends the work of Gucciardi and colleagues (2011) in relation to the validity of the Connor-Davidson Resilience Scale (CD-RISC;Connor & Davidson, 2003) in sport. Three primary aims were explored: 1) Examine the factor structure and fit of three versions of the CD-RISC: the original 25-item CD-RISC, both as a 25-item five factor scale and as a 25-item unidimensional scale, and the 10-item CD-RISC-10; 2) examine gender invariance of the best fitting version of the CD-RISC; and 3) examine the validity of the best fitting CD-RISC by relating it to affect and performance anxiety in a sample of competitive American distance runners (N= 409).Design: Cross-sectional.Methods: Multiple self-report questionnaires were delivered through an online medium.Results: Using confirmatory factor and item level analyses, the CD-RISC-10-item scale was psychometrically superior to the unidimensional 25-item and the five factor 25-item CD-RISC versions. The CD-RISC-10-item exhibited measurement invariance for gender, with significant configural, strong, and weak analyses. Using structure equation modeling, the CD-RISC-10-item scale moderately and positively correlated with positive affect and was inversely related to negative affect and performance anxiety, establishing convergent and divergent validity. Conclusion:The findings support Gucciardi and colleagues' 2011 findings that the CD-RISC-10 is a valid and reliable instrument to assess resilient qualities in sport.

Olympic-style lifts (OSL) and plyometric exercises (PE) are frequently combined with traditional resistance training (TRT) to improve athletic performance. The goal of this study was to directly compare the performance effect of TRT (30 minutes) combined with either OSL or nondepth-jump PE (15 minutes) on entry level competitive collegiate athletes. Ten female and 5 male competitive soccer players, divided into 2 groups, completed 12 weeks of tri-weekly training during their off-season. Countermovement vertical jump, 4 repetition maximum squat, 25-m sprint, and figure-8 drill on a 5-dot mat were conducted pre-, mid-, and postintervention. Significant improvements were made by both groups in each performance parameter over the 12-week period (p < 0.05), with no significant differences found between the training groups. Although these training modalities may achieve their results through slightly different mechanisms, the performance-related improvements may not be significantly different for entry-level collegiate athletes with little resistance training experience.

Student well-being in the management classroom is of concern to both educators and managers. Well-being is conceptualized here as students' reduction in stress, enhanced experienced meaning and engagement in the classroom, and, ultimately, heightened satisfaction with life. The authors investigated whether purposeful semester-long classroom interventions could influence these dimensions of student well-being. Specifically, the authors examined the impact of stress management techniques, gratitude journaling, a combination of stress management and journaling, and a control condition on students in four different sections of a required management course. At the end of the semester, students in the both the combined intervention and gratitude journaling treatment conditions showed a heightened level of meaningfulness and engagement in the classroom. The implications of these findings for management education research and practice as well as strengths and limitations of the research are discussed.