Secure parental attachment and healthy levels of separation-individuation have been consistently linked to greater college student adjustment. The present study proposes that the relation between parental attachment and college adjustment is mediated by healthy separation-individuation. The authors gathered data on maternal and paternal attachment, separation-individuation, and 3 dimensions of college adjustment in a sample of 404 college students. Using structural equation modeling, results supported a model in which separation-individuation fully mediated the link between attachment and college adjustment, for both men and women. Implications of these results are discussed for individuation-within-relatedness models of adolescent development and for counseling college students in distress.

We report findings from a meta-analysis of 156 studies conducted between 1987 and 2009 (N = 32,969) that examined the relationship between self-reported parental attachment and multiple adjustment outcomes and developmental advances during the college years. Overall, a small-to-medium relationship was found between indicators of parental attachment quality and favorable adjustment outcomes (r = .23). Effect sizes were of similar magnitude for mother and father attachment relationships, for male and female students, and across ethnicity and nationality of the sample. The attachment-adjustment relationship varied somewhat according to the developmental task being investigated in the study, showing the strongest association for the task of separation-individuation. Additionally, we found stronger attachment-adjustment links for students residing away from their parents when compared with students living at home during college.

This study examined effects of a peer-led social support group intervention on college adjustment. Ninety first-year students, randomly assigned to participate in the intervention, reported higher levels of perceived social support and reduced loneliness when compared to controls (n = 94), after accounting for preintervention levels on these variables. Effects were not moderated by precollege adjustment concerns or gender. Results of this study suggest that a cost-effective peer-led intervention program can positively affect students’ social adjustment to university at a large, 4-year institution.

A skills-based model of healthy relationship functioning-romantic competence (RC)-is described. Its association with relationship and individual well-being was examined in three studies of emerging adults using the Romantic Competence Interview for Emerging Adults (RCI-EA), which measures competence as the interplay of three skill domains. Across studies (women [n = 102], women and men [n = 187], romantic couples [n = 89]), RC was associated with greater security, healthier decision making, greater satisfaction, and fewer internalizing symptoms. The RCI-EA skill domains formed a latent factor and were associated with self-reports reflective of RC, supporting the construct's validity. The RC construct may thus provide a theory-driven, overarching way to characterize healthy romantic functioning that can reduce negative outcomes.Research has consistently documented significant mental and physical health problems associated with romantic relationship dysfunction (Davila,

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BackgroundResearch has shown that the therapeutic alliance plays an important role in enhancing treatment outcome among individuals with a variety of disorders, including posttraumatic stress disorder (PTSD). However, the therapeutic alliance and treatment outcome has not yet been studied in dissociative disorders (DD).ObjectivesThe current study sought to investigate the impact of alliance on treatment outcome for DD patients.MethodsData from a naturalistic, longitudinal international treatment study of DD patients and their therapists were analyzed to determine if the alliance, as reported by patients and therapists, was associated with treatment outcome.ResultsPatients with higher self-rated alliance had fewer symptoms of dissociation, PTSD, and general distress, as well as higher levels of therapist-rated adaptive functioning. Over time, self-rated alliance scores predicted better outcomes, after controlling for patient adaptive capacities including symptom management at the time when the alliance ratings were made. Patient-rated alliance was more strongly associated with outcome than therapist-rated alliance.ConclusionTherapists who work with DD patients should understand the importance of the alliance on treatment outcome. These findings are consistent with previous literature demonstrating the importance of developing and maintaining a strong therapeutic alliance, although the effect sizes of individuals with DD were stronger than what has been found in many other patient groups. A greater understanding of the impact of the alliance in traumatized individuals may contribute to better outcomes for these individuals.

The authors examined whether a social support intervention reduced loneliness and increased academic achievement among college freshmen. Eighty‐eight 1st‐year students randomly assigned to a social support group program reported less loneliness in the spring of their freshman year and obtained higher grade point averages in the fall of their sophomore year, compared with control participants, after controlling for demographic variables. Loneliness barely mediated the relationship between the social support intervention and academic achievement, suggesting other mechanisms by which the intervention enhanced academic performance.