Introduction: TBRI is an attachment-based model of care for children and youth who have experienced relational trauma. TBRI has been used in a number of service settings, but there is a lack of research on TBRI in clinical and counseling services.   
 
Purpose: The purpose of this pilot study is to evaluate behaviors and trauma symptoms among foster and adopted children whose families received clinical services using the TBRI Counselor’s Manual. 
 
Methods: This study used a one group, pre-post design. Caregivers seeking clinical services for their foster and adopted children (n=14) completed the Child Behavior Checklist (CBCL) and Trauma Symptoms Checklist for Young Children (TSCYC) or Trauma Symptoms Checklist for Children (TSCC) prior to treatment and again after 18 family sessions with a clinician using the TBRI Counselor’s Manual.  
 
Results: Although statistical analyses were limited by the small sample size, descriptive statistics suggest that CBCL and TSCYC/TSCC scores were trending in positive directions. Specifically, mean t scores for most CBCL and TSCYC/TSCC subscales improved, including mean scores for attention problems, aggressive behaviors, and anger. Further, the percentage of participants with scores in the clinical/borderline range dropped for most subscales, including attention problems, aggressive behaviors, anger, arousal, as well as for the composite scales of internalizing problems and externalizing problems.   
 
Discussion: Preliminary findings suggest that TBRI may help improve behavior and trauma symptoms among adopted and foster children whose families participate in TBRI-based clinical services. Limitations include a high rate of attrition and lack of a control group. Further research is needed to establish the effectiveness of the intervention in improving outcomes for adopted and foster children and families.

Introduction: During emerging adulthood, the dynamics of the parent-child relationship change such that parents need to support their child’s independence and autonomy (Padilla-Walker et al., 2019). Engaging in helicopter parenting, where parents excessively monitor their adult children, is associated with greater mental health problems for emerging adults (Schiffrin et al., 2014). Emerging adults who experience greater helicopter parenting also report higher levels of entitlement (Segrin et al., 2012). As emerging adults transition to attending college, perhaps living away from home for the first time, they may experience challenges that negatively impact their mental health. However, there is a lack of research that focuses on how helicopter parenting impacts well-being specifically related to students’ college experience. Thus, the overall goal of the current study was to examine associations between helicopter parenting and emerging adult’s college-related well-being. A second aim was to determine the extent to which psychological and academic entitlement (i.e., the belief that academic success is deserved and the avoidance of personal responsibility) mediated these associations.

Method: Participants included 657 undergraduate students at two private universities in the United States. Participants completed an online survey composed of several measures evaluating the participants’ parents’ helicopter parenting behaviors and the participants’ own academic entitlement, psychological entitlement, and college related well-being. Measures used in the current analyses included the Helicopter Parenting and Autonomy Supportive Behavior Scale (Schiffrin et al., 2014), the academic entitlement scale (Chowning & Campbell, 2009), the Psychological Entitlement Scale (Campbell et al., 2004), and the College Student Subjective Wellbeing Questionnaire (CSSWQ; Renshaw, 2016).

Results: Multiple mediation was used to investigate the extent to which academic entitlement – externalized responsibilities and entitled expectations -- and psychological entitlement mediated the association between helicopter parenting and well-being related to the college experience. Results revealed that helicopter parenting positively predicted each measure of entitlement, ps ≤ .001; but, only academic entitlement – externalized responsibilities significantly predicted college related well-being (b path), b = -5.82, SE = .71, p ≤ .001. The 95% confidence interval of the indirect effect using 5,000 bootstrap reiterations did not include zero [-1.25, -0.47], suggesting a significant indirect effect of helicopter parenting on college related well-being through academic entitlement – externalized responsibilities.

Discussion: Although helicopter parenting was associated with higher levels of each form of entitlement, only academic entitlement served as a mediator of the association between helicopter parenting and college related well-being. Students with higher levels of externalized responsibility generally avoid taking personal responsibility for their academic difficulties, instead blaming failures on others (e.g., their college professors). It is possible that these students were accustomed to having their parents manage academic tasks, particularly when they were living at home. However, now that they are living away from home and attending college, they feel entitled to expect similar treatment from their professors. These findings are important for college administrators and others working with college students to identify students who may be particularly vulnerable for struggling during the transition to college.

How does Prior Knowledge Impact Students’ Study Order Decisions?
Matthew N. Olivares, Addison P. Williams, Addison L. Babineau, Michelle L. Rivers, Sarah K. Tauber, & Michael A. Pelch

Learning complex concepts is essential for student success, but it is often challenging. To improve student concept learning, researchers have identified study strategies that can significantly increase student performance (Samani & Pan, 2021). One strategy that has a profound effect on complex concept learning is study order. Prior research has found that memory performance is better when concepts are studied in an interleaved order (i.e., studying multiple concepts mixed together) compared to a blocked order (i.e., studying one concept multiple times before moving to the next; Brunmair & Richter, 2019). One factor that may impact students’ study order decisions (i.e., the decision to interleave or to block) is prior knowledge. We hypothesized that students with more knowledge about a topic would choose to interleave more during learning than would students with less knowledge. To evaluate this hypothesis, we conducted a two-part study to explore the study order decisions of undergraduate students enrolled in Introductory Geology at TCU (i.e., “Understanding the Earth”). During session one of the study, students learned to classify categories of rocks (i.e., igneous, metamorphic, sedimentary) by either studying the rocks or by completing practice tests. After each learning trial, students could block their study by selecting to study another example from the same rock category (e.g., study multiple igneous rocks in a row); or they could interleave their study by selecting to study an example from a different rock category (e.g., study one igneous rock, then one sedimentary rock). After the first session, students completed activities and lectures in their Introductory Geology course aimed at increasing their knowledge of rock classifications. Then, students completed session two of the study by restudying the rock categories, making study order decisions, and taking a final test on rock classification. We will examine students’ study order decisions at session one (i.e., low prior knowledge) as compared to their study order decisions at session two (i.e., high prior knowledge).

The goal of the present study was to compare the effects of two presentation formats when teaching Icelandic words through computer-assisted instruction: In the high-density constructed response condition, the participant was shown a word in Icelandic and asked to type the Icelandic word in every trial. In the pair-test condition, most trials simply presented the Icelandic word paired with a word in English and typing was required only in intermittent probe trials. Ten undergraduate students will participate in the study. Five Icelandic words are assigned to each condition. The assignment of stimuli to conditions is counterbalanced across participants. Pre and post-tests included translation trials, in which the participants were either presented with an Icelandic word and asked to give its equivalent in English, or vice versa. Preliminary data suggest similar acquisition curves in both conditions.

Cannabidiol (CBD) has been found to have anxiolytic effects on behavior when injected (Blessing et al, 2015). In Experiment 1, we investigated whether we could replicate these findings in rats using acute voluntary oral consumption of non-pharmaceutical grade CBD oil at 60mg/kg in Long-Evans rats, with a control group consuming coconut oil (COC). A test was given two hours after consumption to observe any anxiolytic effect of CBD using an elevated plus maze. It was hypothesized that CBD rats would spend more time in the open arms of the elevated plus maze than the control group; however, results revealed that there was no difference between groups. Experiment 2 utilized Fischer rats as subjects to observe the difference in anxiolytic behaviors of TgF344-AD and wild-type (WT) rats and determine if our previous test apparatus was a sufficient measure of anxiety. Previous research has found that AD rats spent less time in the open arms of an elevated plus maze than WT counterparts (Pentkowski et al., 2018). There was no significant difference between the WT and AD rats; however, there was a significant difference between the Fischer rats (WT and AD) and Long-Evans rats (CBD and COC) with the Long-Evans rats spending more time in the open arms than the Fischer rats. Results will be discussed regarding possible factors for finding similar behavior across rats.