PubMed · 12988162
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A MAHEUX. 1952. Achieving understanding.. https://pubmed.ncbi.nlm.nih.gov/12988162/
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In New Orleans, the elementary school system is divided into attendance districts with established boundaries that define student enrollment among schools. This study concerns environmental quality as defined by amount of soil metals (Pb, Zn, Cd, Ni, Mn, Cu, Co, Cr, and V) in attendance district elementary school communities (n = 111) paired with learning achievement as measured by individual test scores (n = 32,741) of students enrolled at each school. The Louisiana Educational Assessment Program (LEAP) 4th grade scores measure learning achievement for English language arts, social studies, mathematics, and science. The best fit between environmental quality and higher learning achievement is found to be inversely associated with the sum of the metals or multiple metal accumulations (MMA) in New Orleans communities. The P values for MMA partitions for ELA, SOC, MAT, and SCI are 0.57 x 10(-7), 0.29 x 10(-8), 0.41 x 10(-6), and 0.17 x 10(-8), respectively. Efforts to prevent childhood metal exposure should improve New Orleanians' learning achievement as measured by the LEAP scores and thereby enhance the socioeconomic situation in contaminated communities. This study establishes global relationships between LEAP scores in schools and soil metal concentrations in school neighborhoods. However, these data do not allow relating of the LEAP scores with metal levels for individual students.
A general sense of satisfaction with life has been shown to be discriminable from symptom levels and disability in clinical populations. The current study focused on the utility of identifying domains of life satisfaction in social anxiety disorder and differential changes in these domains following cognitive-behavioral group therapy (CBGT). An exploratory principal axis factor analysis of the items of the Quality of Life Inventory in clients with a principal diagnosis of social anxiety disorder (N=138) yielded four domains of life satisfaction: (1) Achievement, (2) Social Functioning, (3) Personal Growth, and (4) Surroundings. Prior to treatment, clients reported dissatisfaction in the Achievement and Social Functioning domains. Further, levels of satisfaction in these domains were significantly related to severity of social anxiety and depressive symptoms. Finally, analyses of a subsample of clients completing 12-weeks of cognitive-behavioral group therapy revealed significant improvements in the Achievement and Social Functioning factors. These findings provide further support for the assertion that social anxiety disorder has important implications for clients' quality of life and that CBGT can successfully impact several domains of satisfaction.
Cognitive impairments in schizophrenia appear to be associated with social problem solving, social and vocational functioning, and psychosocial skill acquisition. The present study examined the relationship of cognitive functioning, as well as clinical symptoms, to vocational outcomes among individuals with schizophrenia. One hundred and twelve participants with DSM-IV schizophrenia spectrum diagnoses underwent a comprehensive neuropsychiatric evaluation after enrolling in one of several employment programs. The neuropsychological evaluation examined verbal learning and memory, attention, speed of information processing, and executive functioning. Clinical symptoms were evaluated with the Positive and Negative Syndrome Scale (PANSS). Vocational outcomes were assessed 4 months after baseline assessment and included both measures of employment outcome (e.g., earnings) and of work performance as assessed by the Work Behavior Inventory (WBI). Negative symptoms, learning and memory performance, processing speed, and executive functioning were related to hours, weeks, and wages earned on the job. Stepwise multiple regression analyses found that among baseline clinical and cognitive predictors, only verbal learning and memory and cognitive disorganization symptoms were significant predictors of work behaviors 4 months later. Learning and memory were the only significant predictors of integrated employment at 4 months. These results suggest specific aspects of cognition may be modestly predictive of vocational outcomes.