Age and IQ Effects on Army Enlisted Male CPI Profiles

Osato, Ruth L.; Sherry, Patrick

doi:10.1207/s15327876mp0501_3

Cited by 2 publications

(1 citation statement)

References 18 publications

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“…Considering that the CPI-A addressed general aspects of adjustment that did not specifically relate either to school adjustment or to transition to military service, it is reasonable to assume that students' general feelings of adjustment to life moderate these two variables. This finding fits results of previous studies showing that recruits' "premorbid adjustment" (Keren, Mester, Aspormas, & Lerner, 1983) or "hardiness" (Florian, Mikulincer, & Taubman, 1995) is significantly related to military adjustment (see also Osato & Sherry, 1993).…”

Section: Discussionsupporting

confidence: 91%

Longitudinal Evaluation of a Preparation Program for Mandatory Military Service

Israelashvili

Wegman-Rozi

2007

Military Psychology

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This multivariate longitudinal study explored the relative contribution of 12th-grade students' (a) participation in a preparation program for mandatory military service, (b) feelings of adjustment at high school, and (c) perceptions of school climate to their evaluation of the program's impact on them, as well as to their later adjustment to military service. The sample included 247 male and female 12th graders, divided into an intervention group and a control group. The intervention group participated in a 10-meeting preparation program focusing on the enhancement of empowerment feelings regarding entrance into military service. We conducted measurements at three points in time: (a) before exposure to the preparation program, (b) after exposure to the preparation program, and (c) 6-12 months after military enlistment. Research findings supported the notion that the preparation program had a short-term impact on students' feelings of preparedness for military service. Activities in which students were directly exposed to military life or to Army representatives gained more positive evaluations. But some of the activities conducted by school staff were also positively related to the overall evaluation of the program's contribution to preparedness. However, in the long run, students' later military adjustment was not related to participation in the preparation program but rather to their pre-intervention attitudes toward military enlistment as well as their preliminary general feeling of adjustment. Altogether, study findings indicate that the preparation program had a positive impact mainly for those students who manage well in high school before enlistment. Hence, it is suggested that efforts to foster school-to-Army transition should unfold in a three-step process: (a) preliminary screening for maladaptive behavior, (b) pre-enlistment preparation, and (c) post-enlistment support to all recruits.

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Section: Discussionsupporting

confidence: 91%