The effects of a 52-lesson, class-taught, social-problem-solving (SPS) training program for third-grade children were assessed with three questions in mind: (a) Does training improve interpersonal problem-solving abilities? (b) Does it enhance behavioral adjustment? and (c) Are problem solving and adjustive gains related? A total of 243 suburban and inner-city program children and controls were evaluated on a variety of problem-solving and behavioral-adjustment measures. Program children improved more than controls on several cognitive skills, including problem identification, alternative-solution thinking, and consequential thinking as well as on behavioral problem-solving performance. The intervention positively affected the adjustment of suburban but not urban youngsters. However, relationships between problem-solving skill improvements and adjustive gains were not found. Variables such as program curriculum and the age and sociodemographic attributes of its targets must be better understood in exploring the potential of SPS training to promote behavioral adjustment.

Background The December 14, 2012 mass shooting at Sandy Hook Elementary School in Newtown, Connecticut, USA, vaulted concerns regarding gun violence to the forefront of public attention. This high-visibility incident occurred within the epidemiological context of U.S. firearm mortality that claims more than 88 lives daily.Methods National epidemiologic data on firearm deaths over two decades were analyzed along with data registries on school shootings in order to place the tragedy at Sandy Hook in perspective. School shootings were classified as random or targeted.Results The U.S. has the highest rates of firearm deaths, suicides, and homicides among the world’s 34 “advanced economies.” Seventy percent of U.S. homicides and more than 50% of U.S. suicides are committed using a firearm. U.S. firearm homicide rates first declined, and then stabilized, during the past 23 years, 1990-2012. “Shooting massacres” in school settings, a new phenomenon within the past 50 years, are extremely rare events. Over 23 years, 1990-2012, 215 fatal school shooting incidents resulted in 363 deaths, equivalent to 0.12% of national firearm homicides during that time period. Most episodes were “targeted” shootings in which the perpetrator intentionally killed a specific individual in a school setting. Only 25 of these 215 events (11.6%) were “random” or “rampage” shootings, resulting in 135 deaths (0.04% of national firearm homicides). Among these, just three shooting rampages – Columbine High School, Virginia Tech University, and Sandy hook Elementary School – accounted for 72 (53.3%) of these 135 deaths. The frequency of random/rampage shooting incidents in schools has remained within the narrow range of 0 to 3 episodes per year.Conclusions Each year, more than 32,000 Americans die by firearms and more than 70,000 are wounded, representing a volume of preventable deaths and injuries that the U.S. government describes as a “public health crisis.” School massacres, such as Sandy Hook, occur periodically, galvanizing public reaction and bringing forth a collective call for intervention. Epidemiological analyses position these rare, but uniquely compelling, incidents within the broader national patterns of gun violence. The intention is to inform the selection of a balanced, comprehensive set of effective remedies to address the daily death toll from firearm suicides and “targeted” firearm homicides that account for more than 99% of firearm fatalities; as well as the rare, random, and sporadic rampage shootings in school or community settings.

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Levels of parental communication deviance (CD), as measured on the Thematic Apperception Test (TAT), were compared among families of schizophrenic patients in two culturally distinct groups. Spanish-speaking Mexican-American parents of schizophrenics completed the TAT in their native language, and CD was coded from their stories by a Spanish-speaking rater. Mexican-American parents had levels of CD that were nearly identical to those of a carefully matched sample of Englishspeaking Anglo-American parents. Factor scores that measure distinct subtypes of CD also did not differ across groups. The data suggest that levels of CD, despite discriminating between parents of schizophrenics and nonschizophrenics, do not vary across different languages and cultures.