No abstract

Results confirm that rumination is associated with increased PTS symptoms. Future research should identify mechanisms underlying this association and their potential specificity by symptoms cluster, as well as further examine the potential moderating roles of gender and prior trauma history.

Various clinical practice guidelines for the treatment of posttraumatic stress disorder (PTSD) have consistently identified two frontline evidence‐based psychotherapies (EBPs)—prolonged exposure (PE) and cognitive processing therapy (CPT)—as well as other empirically supported treatments (EST), such as eye movement desensitization and reprocessing (EMDR) and cognitive therapy for PTSD (CT for PTSD). However, researchers and clinicians continue to be concerned with rates of symptom improvement and patient dropout within these treatments. Recent attempts to address these issues have resulted in intensive, or “massed,” treatments for PTSD. Due to variability among intensive treatments, including treatment delivery format, fidelity to the EST, and the population studied, we conducted a systematic review to summarize and integrate the literature on the impact of intensive treatments on PTSD symptoms. A review of four major databases, with no restrictions regarding publication date, yielded 11 studies that met all inclusion criteria. The individual study findings denoted a large impact of treatment on reduction of PTSD symptoms, ds = 1.15–2.93, and random‐effects modeling revealed a large weighted mean effect of treatment, d = 1.57, 95% CI [1.24, 1.91]. Results from intensive treatments also noted high rates of treatment completion (i.e., 0%–13.6% dropout; 5.51% pooled dropout rate across studies). The findings suggest that intensive delivery of these treatments can be an effective alternative to standard delivery and contribute to improved treatment response and reduced treatment dropout.

No abstract

The popular view of students reared in poverty is that they fall short across a wide range of domains relative to their more advantaged peers. In this ongoing longitudinal study, we follow a cohort of college students who come from poverty and were awarded full financial support for four years at a large public research university. The results after two full academic years are striking for the lack of difference in dropout rate and grade point average between these economically disadvantaged students and their college peers. We suggest that it is not poverty per se that leads to poorer college academic performance in such students but rather the demand on their time and energy to meet ongoing financial needs.