Peer victimization (PV) has been associated with a number of negative psychological sequelae. Few studies, however, have examined the relationship between PV and the symptomatology of posttraumatic stress disorder, and no studies to date have examined this relationship in a rural sample. Adapted versions of the SEQ-SR and the TSCC were used to assess the relationship between PV and post-traumatic stress symptomatology in a sample of 244 rural youths (ages 10-14) in two school districts in a south-central area of the United States. In addition to a positive relationship between PV and post-traumatic stress symptomatology, the results indicated relatively high rates of adult presence and peer bystanding during PV experiences. Limitations and implications for practice are discussed. C 2010 Wiley Periodicals, Inc.Peer victimization (PV) has been a growing concern among youths, professionals, and parents, and there is considerable evidence to suggest that it is a frequent experience for many children and adolescents (e.g., see Bradshaw, Sawyer, & O'Brennan, 2007). Its prevalence is worrisome because negative psychosocial symptomatology is often associated with the experience of PV; in some cases, increased suicidality is associated with PV experiences (e.g., Brunstein-Klomek, Marrocco, Kleinman, Schonfeld, & Gould, 2007). Moreover, the current school-wide anti-bullying interventions commonly implemented in schools seem to often yeild nonsignificant results in reducing selfreported victimization and bullying (Smith, Schneider, Smith, & Ananiadou, 2004). These findings support the need for additional research, both on school-wide interventions and on the impact of PV on both those who engage in bullying as well as those who are targeted.Rural populations have received scant attention in the PV literature. Although the term "rural" is often thought to connote an indication solely of population size, geographic locale (i.e., proximity to an urban center, including four locale categories [city, suburban, town, and rural]) is becoming an increasing factor in determining the "rurality" of a community. In 2006, the National Center for Education Statistics (NCES) revised its definition of rural after working with the United States Census Bureau (NCES, 2006). In this revision, schools are assigned to locale categories (e.g., suburban, rural) based on their actual addresses and their proximity to larger urban areas. In data collected from 2005 , the NCES (2006 indicated that a total of 8,038 school districts (56.74%) were classified as rural under this urban-centric locale classification system.Despite the current reliance on the NCES definition of rural, it is important to note that "rurality" is a term that is composed of a broader cluster of characteristics that influence daily living, behaviors, and attitudes. Beebe-Frankenberger (2008) discusses several important characteristics of rural schools and communities that should be noted. The small-town image that many have of the rural setting is often an asset for community mem...

The relationship between the Children's Personality Questionnaire (CPQ) and the Your Style of Learning and Thinking (SOLAT) was examined for 94 intellectually gifted students aged 9 to 14 years. Groups formed based on SOLAT scores were: (a) Right, (b) Left, (c) Integrated, and (d) Mixed. Discriminant functions derived from all CPQ factors yielded three functions. One discriminant function which can be described as an action dimension was significant. A classification analysis yielded 61.7% correct classification. These results indicate that there is a relationship between personality variables and preference for a particular style of information processing.

This study investigated the relationship between biofeedback and tension as measured by an EMG and a self‐report inventory, the Children's Personality Questionnaire (CPQ), in a sample of 37 intellectually gifted fourth‐through seventh‐graders. Results showed that indirect factors that measure tension on the CPQ were correlated significantly with biofeedback measures. Those subjects who became the most relaxed during the biofeedback training appeared the least tense on the CPQ. Contrary to these findings, the Relaxed‐Tense factor of the CPQ was correlated significantly and negatively with biofeedback measures, which indicates that subjects may not have been aware of their own tense state and thus would benefit from biofeedback training.