This study examined relations among attachment to parents and peers, cognitive ability, psychosocial functioning variables, and academic achievement in a multiethnic sample of college students (n ϭ 357). A small subgroup (14.8%) of students reported low levels of attachment to both parents and peers. Significant positive correlations were documented between parent and peer attachment and several indices of psychosocial competence. Results from hierarchical multiple regression analyses revealed that indices of cognitive ability were significant predictors of college students' grade point averages, while broader measures of functioning in early adulthood (attachment, intellectual ability, self-esteem) were significant predictors of scholastic competence. Results suggest that perceived attachment to both parents and peers is a component of wider patterns of social competence and adjustment that may function as protective or compensatory factors during key transitions in young adulthood, such as participation in college, and with its attendant demands for academic achievement.

The intervention provided through ATTAIN appears to be effective with a multi-ethnic population of juvenile delinquents. Cultural factors, such as ethnic orientation and ethnic mistrust, appear to constitute amenability to treatment factors, with US-born Hispanic youth lower in acculturation responding better to the intervention.

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Early-adolescent substance use is most strongly associated with a later pattern of dysfunction among the racial/ethnic groups that reported the lowest levels of early use. The implications of our findings in the context of primary and secondary prevention are discussed.

School-based AOD interventions have several potential advantages over more traditional clinic-based AOD interventions. Nonetheless, there are many challenges and dilemmas to conducting and evaluating interventions in school settings. With patience and guidance, these challenges can be addressed successfully.

An experiment was conducted to test the effects of assessment feedback on rapport and self-enhancement. After adult participants (N = 83) completed the Millon Index of Personality Styles, the experimental group was given personalized assessment feedback; the control group received only general information about the inventory. After the session, all rapport-related scores (positive evaluations of examiner and session) and most of the self-enhancement-related scores (accurate mirroring, self-esteem, self-competence, and self-understanding) were significantly higher in the group that received assessment feedback. These results suggest that both processes are mechanisms by which the provision of assessment feedback produces positive change. Implications for mental health counselors are drawn.

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