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Purpose-Childhood and adolescent sexual abuse has been shown to lead to increased odds of sexual behaviors that lead to sexually transmitted infections and early pregnancy involvement. Research, meta-analyses, and interventions, however, have focused primarily on girls and young women who have experienced abuse, yet some adolescent boys are also sexually abused. We performed a meta-analysis of the existing studies to assess the magnitudes of the link between a history of sexual abuse and each of three risky sexual behaviors among adolescent boys in North America.Methods-The three outcomes were a) unprotected sexual intercourse, b) multiple sexual partners, and c) pregnancy involvement. Weighted mean effect sizes were computed from 10 independent samples, from nine studies published between 1990 and 2011.Results-Sexually abused boys were significantly more likely than non-abused boys to report all three risky sexual behaviors. Weighted mean odds ratios were 1.91 for unprotected intercourse, 2.91 for multiple sexual partners, and 4.81 for pregnancy involvement.Conclusions-Our results indicate that childhood and adolescent sexual abuse can substantially Influence sexual behavior in adolescence among male survivors. To improve sexual health for all adolescents, even young men, we should strengthen sexual abuse prevention initiatives, raise awareness about male sexual abuse survivors' existence and sexual health issues, improve sexual health promotion for abused young men, and screen all people, regardless of gender, for a history of sexual abuse.

The relationship between musical training and general intellectual capacity as well as academic achievement has been discussed in numerous contexts. In our study, we examined the relationship between participation and achievement in music and achievement in academic courses, based on data from three consecutive British Columbia student cohorts. Across the three cohorts, we consistently found that music participation was associated with generally higher academic achievement, and that Grade 11 music course scores predicted Grade 12 academic achievement scores in linear regression analyses. Our results support the notion that the time dedicated to music participation does not impede, but rather goes hand in hand with or even fosters academic excellence in other 'core' subjects.

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An investigation of the difference in school psychologists' clerial error rates between WISC-R and WISC-III showed that WISC-III appears no less prone to examiner errors than WISC-R. Errors were found on 38% of WISC-R protocols and 42% of WISC-III protocols. On WISC-III, the decline in Full Scale IQ-changing errors over a period of 18 months was statistically reliable.

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