Objective: The aim of this study was to assess the effectiveness of Question, Persuade, Refer (QPR) gatekeeper suicide prevention training on individuals’ ability to recognise the warning signs of suicide, intention to question someone they think is suicidal, persuade the suicidal person to stay alive, and know how and where to get help for the person. We also examined whether QPR training increased an individual’s intention to intervene with a suicidal individual. Design: A pretest–posttest online survey, based on the theory of planned behaviour, was employed before and after the face-to-face QPR training. Setting: The study was conducted on a small regional college campus in the Midwest USA. Method: Faculty, staff, and students at a regional campus completed two online questionnaires (pretest, n = 108, and posttest, n = 79) answering questions about attitudes, subjective norms, and perceived behavioural control regarding suicide intervention, as well as their intention to intervene with someone who was suicidal. They also completed a 1-hour QPR gatekeeper training event. Results: QPR training significantly improved attitudes, subjective norms, and perceived behavioural control regarding suicide intervention, and intention to intervene. It was also effective at increasing intention to question, persuade and refer (the three core goals of QPR). Conclusions: QPR training has been shown to be effective in the short-term at increasing intention to intervene within a US college community.

Submicroscopic deletions of chromosome 22q11 have been reported in a multiple anomaly syndrome variously labelled as velocardiofacial syndrome, conotruncal anomaly face syndrome, and Di George syndrome. Most 22q11 microdeletions occur sporadically, although in some cases the deletion may be transmitted. We describe two affected sibs with confirmed 22q11 deletions from unaffected parents who are not deleted. Haplotype analysis demonstrates that the deletion in the affected sibs has occurred on the same maternal chromosome 22. Furthermore, an unaffected sib was found to have inherited the same maternal haplotype at 22q11 in an undeleted form. This is the first molecular demonstration of germ line mosaicism for a microdeletion at chromosome 22q11 and highlights the need for caution in estimation of recurrence risks, even when constitutional deletions have been excluded on parental analysis.

Traditional measures of predicting academic achievement in college such as high school grades and standardized test scores account for approximately 25% of the difference between predicted and actual grade point average (GPA). Researchers have also examined the relationship between psychological factors and academic self-efficacy which may account for up to 14% of the variance in college students' GPA. The present study involving 105 undergraduate students was interested in the relationship between frustration intolerance and academic achievement. Subjects were given the Frustration Discomfort Scale (FDS) which consists of 28 items divided into four subscales: a) discomfort intolerance, b) entitlement, c) emotional intolerance, and d) achievement frustration. Results indicated that the FDS was statistically significant at the .000 level and accounted for 23% of the variance when predicting overall college GPA. Keywords: Frustration intolerance, Academic achievementPredicting academic success in college is a difficult challenge facing institutions of higher education. Unfortunately, a majority students who begin college leave before completing degrees. Slightly more than half (51%) of students who enrolled at four year institutions in 1995-96 completed bachelor's degrees within six years at the institutions at which they started. Another 7% obtained degrees within six years after attending other institutions (Berkner, He & Cataldi, 2002).Decisions regarding admissions are typically based on information from data sources such as standardized tests and high school grades. However, these traditional measures fail to account for a majority of the variance when predicting first year college grade point average (GPA). Several studies have found that high school grades and standardized test scores account for only about 25% of the difference between predicted and actual GPA (ACT, 1997;Boldt, 1986;Mathiasen, 1984;Mouw & Khanna, 1993).This failure on the part of traditional measures has led researchers to explore the role of non-academic issues in student success. Several theories have been postulated in an attempt to make more accurate predictions of academic success in college. Self-EfficacyThe theory of academic self-efficacy, derived from Bandura's (1982) social learning theory, can be defined as an individuals' confidence in their ability to successfully perform academic tasks at a designated level (Schunk, 1991). Bandura's model postulated that self-efficacy beliefs will determine what activities individuals will pursue, the effort they will exert, and how long they will persist in the face of obstacles (Bandura, 1982). Kahn and Nauta (2001) examined the academic self-efficacy model in a study of first-year college persistence using hierarchical logistic regression analyses to examine high school and first-semester college performance predictors. They found that past academic performance (i.e., high school rank and ACT scores) and first-semester GPA significantly predicted persistence to second year of colle...

The present study investigated the effects of the Let's Get Rational board game on rational thinking, depression, and self-acceptance in high school students.