This article examines psychometric characteristics of the 100-item Trauma Symptom Inventory (TSI) in a sample of 370 psychiatric inpatients and psychotherapy outpatient men and women. The 10 clinical scales of the TSI had a mean α of .87, with αs ranging from .74 for Tension Reduction Behavior to .90 for both Depression and Intrusive Experiences. A self-reported history of interpersonal trauma (in child- or adulthood) was associated with elevations on all TSI scales relative to those not reporting victimization. Post hoc multiple regression analyses indicated that client age, sex, inpatient versus outpatient status, childhood sexual and physical abuse, and adult sexual assault were unique predictors of various TSI raw scale scores. Sex interacted with other predictors in several instances; women with sexual- or physical-assault histories scored higher on Depression and Intrusive Experiences, and men battered in a relationship scored higher on Sexual Concerns and Dysfunctional Sexual Behavior.

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Drawing on a large corpus of video‐recorded classroom data, the goal of this study was to understand the processes and mechanisms associated with learning in individuals who have had little education in their home countries. In order to accomplish this goal, we measured the socio‐interactive behaviors and the expression of personality behaviors in learners who attended classes to learn English as a second language, and we analyzed the relationship between socio‐interactive behaviors and personality with literacy test scores. The results showed that low‐education learners behaved differently in the classroom than high‐education learners. Socio‐interactive behaviors and personality behaviors were related to literacy test scores. Implications of educational background on learning are discussed as well as the limitations and unique contributions of this study.

Occupational therapists frequently address the self-esteem of young clients despite little empirical evidence that the clients have low self-esteem to begin with, and that occupational therapy intervention is effective in addressing self-esteem. This article examines the self-esteem of 39 adolescents with mental health problems referred to a pre-vocational programme in an effort to compare clinical practice with empirical findings. The Self-Perception Profile for Adolescents and the Importance Rating Scale for Adolescents are employed to compare the self-esteem of the adolescents with mental health problems with the normative sample, prior to (n = 39) and upon completion of the pre-vocational programme (n = 14). Results indicate no difference between the two groups' self-esteem and no change in self-esteem scores following participation in the pre-vocational programme. Global self-esteem is significantly correlated with physical appearance and behavioural conduct (n = 39). Competence-importance discrepancy scores are significantly related to global self-esteem (n = 14). This finding supports the theory that it is the domain of self-concept which is low and important to the adolescent which will influence his/her self-esteem. These results are consistent with previous studies. Possible explanations for the discrepancy between clinical perceptions and objective findings are discussed. Implications for practice are presented.

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