Posttraumatic stress disorder (PTSD) represents a debilitating psychiatric condition that is affecting the lives of many returning veterans. PTSD and alcohol use and dependence are highly comorbid. The purpose of this study was to understand the functional mechanisms between PTSD and alcohol use and problems. Specifically, the role of negative urgency and emotional intelligence were investigated as vulnerability and resiliency factors, respectively. This study utilized experience sampling to test associations between PTSD symptoms and alcohol use and related problems in a sample of 90 OIF/OEF veterans. Participants completed eight brief questionnaires daily for two weeks on palmtop computers. Elevations in PTSD symptoms during the day were associated with subsequent increases in alcohol use and associated problems that night. PTSD symptoms were associated with greater problems above and beyond the effect of drinking level at both the within- and between- person level. Emotional intelligence was associated with lower negative urgency, fewer PTSD symptoms, and less alcohol use and associated problems. The effects of emotional intelligence were primarily indirect via negative urgency and the effects of negative urgency on alcohol use and problems were indirect via its positive association with PTSD symptoms. Hypothesized cross-level effects of emotional intelligence and negative urgency were not supported. The findings suggest a functional association between PTSD symptoms and alcohol consumption. The association between PTSD symptoms and alcohol consumption is consistent with a self-medication model. However, the significant associations between PTSD symptoms and alcohol problems, after controlling for use level, suggest a broader role of dysregulation.
Introduction The current study tested the role of distress tolerance in the relationship between three early maladaptive cognitive schemas (Abandonment, Defectiveness/Shame, and Insufficient Self-Control) and alcohol problems among college students (N = 364). Previous research suggests that maladaptive cognitive schemas may be a risk factor for alcohol-related problems. However, the mechanism underlying this association is unclear. One's tolerance for emotional distress may play an important role in understanding the nature of this association. Methods We tested a structural equation model where distress tolerance was expected to explain or moderate associations between early maladaptive schemas and alcohol outcomes. Results Results indicated distress tolerance partially mediated the relationships between schemas of Abandonment and Insufficient Self-Control and alcohol problems. Distress tolerance also significantly moderated the relationship between the Defectiveness/Shame schema and alcohol-related problems, reducing the strength of the association. Conclusions Distress tolerance is a modifiable risk factor and the results of this study support the inclusion of emotional regulation strategies in the prevention and treatment of alcohol problems among young adults.
Research suggests that career development courses have positive impacts on college students' career development outputs. What is less established is the impact of these career courses on educational outcomes like retention, graduation rate, and academic performance. This study compared two groups of undergraduate students: one that successfully completed a career development course (n ¼ 3,546) and a matched group of students who did not take the career course (n ¼ 3,510). The groups were compared on graduation rate, time to graduation, course withdrawals, and cumulative grade point averages (GPAs). The career development course was not a significant predictor of graduation within 6 years, the number of semesters to graduate, or the number of withdrawals incurred. However, the career development course did significantly predict the total number of credits (participants graduated with about five more credits) and cumulative GPA at graduation (participants graduated with higher GPAs).Keywords career class, career development, career outcome, career output, academic performance For over 90 years, colleges and universities across the United States have been offering formal career education and vocational guidance to assist their students in the complex process of career preparation and decision-making (Maverick, 1926). One particularly effective vocational intervention is offering a credit-bearing academic course in career development and exploration. These courses have been implemented with a number of purposes in mind: to promote psychological well-being, to increase retention to graduation, to contribute to economic efficiency by reducing the number of course and semester withdrawals of students and ultimately to speed up the graduation process, and finally to utilize the dynamic benefits of group interventions for individual students.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.