The authors conducted a grounded theory study of academic procrastination to explore adaptive and maladaptive aspects of procrastination and to help guide future empirical research. They discuss previous research on the definition and dimensionality of procrastination and describe the study in which interview data were collected in 4 stages, identifying 33 initial categories and 29 macrothemes. Findings were validated by member checks. The authors describe in detail informants' perceptions of procrastination, which were used to construct a 5-component paradigm model that includes adaptive (i.e., cognitive efficiency, peak experience) and maladaptive (i.e., fear of failure, postponement) dimensions of procrastination. These dimensions, in turn, are related to conditions that affect the amount and type of procrastination, as well as cognitive (i.e., prioritizing, optimization) and affective (i.e., reframing, self-handicapping) coping mechanisms. The authors propose 6 general principles and relate them and the paradigm model to previous research. Limitations of the research are discussed, as well as implications for future theory development and validation.

Recovery from serious and persistent mental illness (SPMI) is multi-faceted. Twenty individuals with SPMI who considered themselves successful in recovery participated in semi-structured interviews. Most were customers of mental health projects funded by NEBHANDS, a federal grant. Common themes on their paths to recovery included: (a) Finding acceptance and understanding of their mental illness; (b) Redefining their identity and preventing relapse; and (c) Finding ways to advocate to decrease stigma and help others along their paths. Also included in the interviews was the participants' descriptions of frequent barriers to recovery. An integration of informal networks with formal mental health services aided their recovery.

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Background. In past research, several case studies and five controlled-group studies explored the effect of electroencephalographic (EEG) biofeedback on intelligence, attention, and behavior in children diagnosed with attention deficit hyperactivity disorder, but no studies have explored the effects of EEG biofeedback in nonclinical adults on measures of response control, mood, emotional intelligence, and self-efficacy.Method. Sixteen nonclinical college students were randomly assigned to receive Beta=Sensory Motor Rhythm EEG biofeedback to increase 12 to 15 Hz activity while inhibiting 4 to 7 Hz and 22 to 36 Hz activity. A control group received placebo EEG biofeedback. All participants completed pre-and postmeasures assessing intelligence scores, attention, impulse control, mood, emotional intelligence, and self-efficacy to assess the effect of EEG biofeedback.Results. Results showed significant improvements in response control but no improvements in attention. Measures of intelligence and emotional functioning did not change after EEG biofeedback.Conclusions. This study indicates that response control may improve in a few as 20 EEG biofeedback sessions. Implications and shortcomings discussed.