Normative Adjustment Research Articles

Trajectories of depressive symptoms early in the course of bereavement: Patterns, psychosocial factors and risk of prolonged grief.

In the context of bereavement, little is known about the mechanisms that differentiate normative adjustment patterns from those that may indicate potential psychopathology. This study aimed to replicate and extend previous work by (1) characterizing the trajectories of depressive symptoms from 3 to 12months after the loss of a spouse, (2) examining whether (a) childhood maltreatment and attachment style predicted distinct depression trajectories, and (b) different depression trajectories were associated with the risk of prolonged grief at 12months post-loss. Recently bereaved individuals (N=175) completed self-report assessments at 3, 4, 6, and 12-months post-loss. Trajectories of depressive symptoms were estimated using group-based trajectory modelling. Four distinct trajectories of depressive symptoms were identified: (1) resilience (minimal/no depression across time points; 45%), (2) moderate depression-improved (alleviated to 'mild' by 12months; 31%), (3) severe depression-improved (alleviated to 'moderate' by 12months; 15%), and (4) chronic depression ('severe' symptoms across time points; 9%). Higher childhood maltreatment predicted a greater likelihood of belonging to the 'severe depression-improved' and 'chronic depression' groups than the 'resilient' and 'moderate depression-improved' groups. Widow(er)s with higher attachment anxiety were more likely to belong to the 'severe depression-improved' and 'chronic depression' groups than the 'resilient' group. The trajectory groups with persistent levels of depressive symptoms up until 6months were more likely to exhibit prolonged grief at 12months post-loss. Changes from pre-loss functioning cannot be estimated. Our findings provide insight into the early identification of post-loss prolonged grief.

Regression-based normative data for the D-KEFS Color-Word Interference Test in Norwegian adults ages 20–85

Objective: The Delis-Kaplan Executive Function System (D-KEFS) Color-Word-Interference Test (CWIT; AKA Stroop test) is a widely used measure of processing speed and executive function. While test materials and instructions have been translated to Norwegian, only American age-adjusted norms from D-KEFS are available in Norway. We here develop norms in a sample of 1011 Norwegians between 20 and 85 years. We provide indexes for stability over time and assess demographic adjustments applying the D-KEFS norms. Method: Participants were healthy Norwegian adults from Center for Lifespan Changes in Brain and Cognition (LCBC) (n = 899), the Dementia Disease Initiation (n = 77), and Oslo MCI (n = 35). Using regression-based norming, we estimated linear and non-linear effects of age, education, and sex on the CWIT 1-4 subtests. Stability over time was assessed with intraclass correlation coefficients (ICC). The normative adjustment of the D-KEFS norms was assessed with linear regression models. Results: Increasing age was associated with slower completion on all CWIT subtests in a non-linear fashion (accelerated lowering of performance with older age). Women performed better on CWIT-1&3. Higher education predicted faster completion time on CWIT-3&4. The original age-adjusted norms from D-KEFS did not adjust for sex or education. Furthermore, we observed significant, albeit small effects of age on all CWIT subtests. ICC analyses indicated moderate to good stability over time. Conclusion: We present demographically adjusted regression-based norms and stability indexes for the D-KEFS CWIT subtests. US D-KEFS norms may be inaccurate for Norwegians with high or low educational attainment, especially women.

Trajectories of defending behaviors: Longitudinal association with normative and social adjustment and self-perceived popularity

Defending the victim in bullying situations is a moral behavior that has received increasing attention in the literature. However, important questions about the development and maintenance of defending behaviors remain unanswered. The present study adopted a longitudinal design with two main goals: (a) identifying trajectories of change in individuals' defending behavior over time and (b) describing and comparing the initial levels and dynamics of change in normative and social adjustment and self-perceived popularity between the different defending trajectories. A total of 3303 students (49.8% girls; Wave 1 Mage = 12.61 years; SD = 1.47) participated in the study. Data were collected in four waves with self-report questionnaires. Using growth mixture modeling, we found four defending trajectories (84% stable-high, 5% decrease, 4% increase, and 7% stable-low). Growth mixture model multigroup and comparative analyses found that adolescents in the stable-high defending group exhibited the highest initial levels of normative adjustment (Mintercept = 5.47), social adjustment (Mintercept = 5.48), and self-perceived popularity (Mintercept = 5). Adolescents in the decrease defending group tended to reduce their normative adjustment over time (Mslope = −0.09), whereas the increase defending group increased their social adjustment (Mslope = 0.18) and self-perceived popularity (Mslope = −0.04). The stable-low defending group showed low and stable levels of normative adjustment (Mintercept = 5.01), social adjustment (Mintercept = 5.03), and self-perceived popularity (Mintercept = 4.4). These results indicate a strong association between normative and social adjustment and self-perceived popularity and involvement in defending behaviors. Bullying prevention programs could improve by adding a stronger focus on the development of classroom dynamics that promote adjusted behaviors and class-group cohesion.

Normative Data for the Judgment of Line Orientation Test (Long and Short Forms) in the Quebec-French Population Aged between 50 and 89Years.

The Judgment of Line Orientation (JLO) Test of Benton assesses visuospatial processing without requiring motor skills. The test is frequently used in geriatric or brain-injured populations. As with other cognitive tests, performance on the JLO test may vary according to age, level of education, sex, and cultural background of individuals. The present study aimed to establish normative data for a short (15 items) and a long (30 items) form of the JLO. The sample for the short and long forms comprised 198 and 260 individuals, respectively, aged 50-89years. All participants were French-speaking people from the province of Quebec, Canada. Using regression-based norming, the effects of age, years of formal education, and sex on JLO performance were estimated. The normative adjustment of the JLO short and long forms considered the weight of each predictor on test performance. Results indicated that JLO performance was positively associated with years of formal education and male sex, whereas it was negatively associated with age. Accordingly, normative data were generated using Z-scores and adjusted scaled scores derived from the regression equations. To conclude, the present norms will ease the detection of visuospatial impairment in French-Quebec middle-aged and older adults.

Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying.

Bullying is a group phenomenon in which schoolchildren take on different roles. Although certain contextual elements play a key role in its evolution, very few longitudinal studies have been carried out to date which investigate how these factors interact. This study aims to explore the different class groupings as regards bullying norms and to examine the effect of the type of norm, social, and normative adjustment and pro-sociality, also of the interaction of group norms with involvement in aggression and victim defence in bullying situations. A total of 3,358 secondary school students (50.71% girls, Mage = 13 years, SD = 1.34) participated in the study. Four groups of norms towards bullying were identified: anti-bullying, anti-bullying but not actively defending, indifference, and pro-bullying. Univariate linear regression models showed that normative adjustment and the type of norms had a direct inverse effect on both types of behaviour, while pro-sociality only had an effect on defence. In groups with pro-bullying norms, a greater effect of normative adjustment was observed for involvement in defence and aggression, and pro-social skills were associated with aggression. These results suggest the need to work on moral, social and emotional elements to improve school climate in schools.

Migrant Entrepreneurship and Social Integration: A Case-Study Analysis among Bangladeshi Vendors in Rome

Migration and migrants’ integration are prominent aspects of globalized contemporary society. In this respect, a key question appears of how to foster the full participation of migrants in the host society. This article investigates the role of migrant entrepreneurship as a vector of integration. Based on case-study research conducted among Bangladeshi vendors in Nuovo Mercato Esquilino in Rome, the article highlights the potentialities in terms of social and market innovation of such activity. However, it points out that this way forward cannot be considered a generalized solution, relying on strong social and cultural capital that not all migrants, in particular asylum seekers, may have. Thus, it proposes a normative adjustment to empowering migrants and facilitating their endeavors.

A-10 Influence of Different Normative Reference Standards among Cognitively Normal Former NFL Players

Abstract Purpose: Demographic adjustments (e.g., age, sex, race/ethnicity) to neuropsychological tests can assist clinical interpretation and avoid false-positive diagnoses of cognitive impairment. The issue of “race” as a criterion for normative adjustment has been highlighted in recent cases among former NFL players. We examined the impact of different normative reference comparisons on neuropsychological scores among cognitively normal Black and White NFL retirees. Methods: Cognitively normal Black (n = 20) and White (n = 20) retirees were age- and education-matched. Measures of attention (Digit Span), processing speed (Coding, TMTA), memory (ROCFT, CVLT), language (FAS, Animals, BNT), and executive function (TMTB) were examined. Independent samples t-tests (using p < 0.01) were conducted between raw and normative scores of Black and White retirees that adjusted for 1) age/education (Mitrushina); 2) age/education/sex (NACC); and 3) age/education/sex/race (Heaton, MOANS/MOAANS). An additional ANCOVA evaluated group differences controlling for baseline estimated IQ. Results: Raw scores differed between groups on TMTB, Coding, and BNT. Mitrushina normative data showed differences on TMTB (p = 0.007) and BNT (p < 0.001). NACC normative data showed differences on the BNT (p < 0.001). ANCOVA (controlling for IQ) of raw scores between groups differed on the BNT (p = 0.002). Heaton and MOANS/MOAANS normative scores did not reveal differences between groups on any test. Conclusions: As expected, the use of different neuropsychological norms influences findings across different sociodemographic groups to various degrees, depending on the test. The underlying contributors to group differences using “race” as a proxy need to be disentangled and understood. Cautious use of demographically-adjusted norms as interpretive guidelines is warranted until these factors are identified.

Asociación bidireccional entre el ajuste normativo y la agresión en acoso escolar en la adolescencia: un estudio longitudinal prospectivo

Normative adjustment stimulates the development of attitudes and behaviours that promote school climate. Previous research has shown that it is a relevant factor in preventing involvement in risk behaviours that affect the quality of peer relationships in classrooms and schools. Previous the development of behaviour adjusted to the norms which promotes interaction processes fostering a positive atmosphere in the classroom and in the school. The aim of this study is to analyse the prospective influence of normative adjustment on bullying perpetration over four time periods spaced six months apart (18 months). A total of 3017 adolescents between 11 and 16 years (49.5% girls; MAgeT1 = 13.15, SD = 1.09) are involved in the present study. The Random Intercept Cross-Lagged Model results indicate an influential bidirectional association between normative adjustment and bullying perpetration over time. When the adolescents’ normative adjustment increases, their involvement in bullying perpetration decreases six months later. On the other hand, when the adolescents’ bullying perpetration increases over time, a decrease in normative adjustment is evident later. The unconditional univariate growth results report that normative adjustment increases, while bullying perpetration decreases. These findings are discussed in terms of the need to consider contextual factors and how they interact in our understanding and prevention of bullying in schools.

Bidirectional association between normative adjustment and bullying perpetration in adolescence: A prospective longitudinal study

Normative adjustment stimulates the development of attitudes and behaviours that promote school climate. Previous research has shown that it is a relevant factor in preventing involvement in risk behaviours that affect the quality of peer relationships in classrooms and schools. Previous the development of behaviour adjusted to the norms which promotes interaction processes fostering a positive atmosphere in the classroom and in the school. The aim of this study is to analyse the prospective influence of normative adjustment on bullying perpetration over four time periods spaced six months apart (18 months). A total of 3017 adolescents between 11 and 16 years (49.5% girls; MageT1=13.15, SD=1.09) are involved in the present study. The Random Intercept Cross-Lagged Model results indicate an influential bidirectional association between normative adjustment and bullying perpetration over time. When the adolescents’ normative adjustment increases, their involvement in bullying perpetration decreases six months later. On the other hand, when the adolescents’ bullying perpetration increases over time, a decrease in normative adjustment is evident later. The unconditional univariate growth results report that normative adjustment increases, while bullying perpetration decreases. These findings are discussed in terms of the need to consider contextual factors and how they interact in our understanding and prevention of bullying in schools.

The Rey Auditory Verbal Learning Test: Cross-validation of Mayo Normative Studies (MNS) demographically corrected norms with confidence interval estimates.

The Mayo Normative Studies (MNS) represents a robust dataset that provides demographically corrected norms for the Rey Auditory Verbal Learning Test. We report MNS application to an independent cohort to evaluate whether MNS norms accurately adjust for age, sex, and education differences in subjects from a different geographic region of the country. As secondary goals, we examined item-level patterns, recognition benefit compared to delayed free recall, and derived Auditory Verbal Learning Test (AVLT) confidence intervals (CIs) to facilitate clinical performance characterization. Participants from the Emory Healthy Brain Study (463 women, 200 men) who were administered the AVLT were analyzed to demonstrate expected demographic group differences. AVLT scores were transformed using MNS normative correction to characterize the success of MNS demographic adjustment. Expected demographic effects were observed across all primary raw AVLT scores. Depending on sample size, MNS normative adjustment either eliminated or minimized all observed statistically significant AVLT differences. Estimated CIs yielded broad CI ranges exceeding the standard deviation of each measure. The recognition performance benefit across age ranged from 2.7 words (SD = 2.3) in the 50-54-year-old group to 4.7 words (SD = 2.7) in the 70-75-year-old group. These findings demonstrate generalizability of MNS normative correction to an independent sample from a different geographic region, with demographic adjusted performance differences close to overall performance levels near the expected value of T = 50. A large recognition performance benefit is commonly observed in the normal aging process and by itself does not necessarily suggest a pathological retrieval deficit.

A review of recent progress and developments in China smart cities

Since 2008, the development of China's smarter cities has experienced four phases: Exploration and practice phase, normative adjustment phase, strategic breakthrough phase and all-round development phase. A number of innovative practices such as the city brain and ‘unified online government service’ have provided the world with Chinese solutions for smart city construction. This study explains the concept and connotation of innovative smarter cities, summarizes the development status of China's innovative smarter cities, analyses and judges the seven development trends in the construction of innovative smarter cities, analyses the shortcomings and deficiencies, and puts forward policy suggestions to promote the development. It has an important reference value for comprehensively understanding the development concept and overall development status of China's innovative smarter cities and clarifying the next development direction.

Оптимизация правового регулирования подготовки гражданского дела к судебному разбирательству

The article proves the need to prepare a case for trial as an obligatory stage in the civil process. In present times there is an ineffective implementation of the norms regulating the preparation of a case for trial, norms are ignored during legal proceedings in specific civil cases. One of the factors for this problem is a lack of clarity and consistent legal regulation. Many procedural norms, related to the implementation of preparatory procedures, are set out in the framework of other institutions (proof, filing a claim). Within the law norms on preparation constitute underdeveloped complexes that represent a large degree of discretion to the court; the institution of preparation is not structured. The author proposes both a normative adjustment of the rules for preparing a case and the improvement of this institution through the law-interpretation activity of the judicial authorities.

A-071 Latent Classes of Cognitively Normal Individuals have Unique Relationships between Demographic and Neuropsychological Variables

Abstract Objective Determine whether clinically normal (CN) individuals represent a single homogeneous group prior to normative adjustment. Method Data from 1,055 CN participants (Mage = 68.0, SD = 8.68; Meducation = 14.9, SD = 2.90; white = 92.7%) from the Texas Alzheimer’s Research and Care Consortium were used. Participants had no recorded neurological, cognitive, or psychiatric diagnoses. Raw scores from the AMNART, Animal Fluency, Boston Naming Test (BNT), CERAD verbal learning test, CLOX1 and CLOX2, MMSE, and Trail Making Test (TMTA and B) were examined with finite mixtures of general linear regression models using age, education, race, and gender as predictors. Each test was modeled with up to 10 latent classes with the Bayesian Information Criterion used to select best fit. Results Animal Fluency, CLOX2, and TMT A errors were best fit by 1 underlying group. The remaining tests required 2 (CERAD, CLOX1, MMSE, and TMT-B errors), 3 (BNT and TMT-A), and 5 (AMNART and TMT-B) latent classes. Generally, latent classes for tests differed in coefficients for race, gender, and intercepts, though results differed from test-to-test (Supporting Figure). Conclusions Latent classes of CN individuals were identified for which the predictive power of certain demographic variables differed depending on the latent class. Further research is needed to identify who may belong to distinct latent classes so the appropriate regression-based norms are used. Different latent class coefficients for race and gender suggest heterogeneity within these variables that can be addressed to produce more accurate models. Findings suggest that regression-based norms could be improved by identifying latent classes and finding ways of predicting who belongs to which latent class.

Research on the Application of "Video Feedback Method" in the Teaching of General Table Tennis Course of Physical Education Major in Colleges and Universities

In this study, using the methods of literature, questionnaire, teaching experiment and mathematical statistics, the students of Jiangxi normal university majoring in physical education of 2018 were taken as the experimental objects to conduct an experimental study on 32-hour table tennis teaching. The results show that: (1) the video method has an obvious effect on students majoring in physical education to master single technique of table tennis, especially in the normative adjustment of technical movements. (2) Compared with the traditional teaching methods, the application of video method in table tennis teaching has no obvious advantages in improving the basic physical quality of standing long jump, sliding step in 30 seconds, and rope skipping in 1 minute, etc. There is no significant difference between the two classes. (3) Video feedback can improve students' interest in table tennis. (4) The application of video method in the teaching of table tennis has enriched the teaching content of table tennis, which is conducive to forming movement skills and helping students’ correct wrong movements in time.

Psychosocial reintegration process in patients who receive maintenance treatment with methadone: A qualitative analysis

Introduction. The evaluation of methadone maintenance programs reports generally positive outcomes. Objective. To explore the psychosocial factors that contribute to achieve treatment goals even when patients live in conditions of precariousness and exclusion. Method. Qualitative study of multiple cases, with a sample of 12 interviews with patients participating in a maintenance and detoxification program with methadone; a thematic and discursive-narrative analysis was undertaken. Results. We identified the predominance of a typical discursive scheme composed of clearly differentiated narrative segments: previous conditions, establishment of a relationship with the therapeutic system, process of adjustment as a part of treatment and social reintegration. Two main themes were also identified: addiction and dealing with substances, and the problem of normative integration; there was also an experience of acceptance and recognition that constitutes a central factor for treatment. Discussion and conclusion. These findings are discussed in light of the disaffiliated conditions of people using injected heroin and the need to consider psychosocial and normative adjustment as a relevant factor for treatment and social reintegration, which leads to the suggestion to include psychotherapeutic interventions to accompany and reinforce the process.

Convivencia escolar y su relación con el rendimiento académico en alumnado de Educación Primaria

Past research has shown the influence of various factors, both personal and contextual, on school performance. This study explores the association between academic performance and students’ perceptions of school coexistence from a multidimensional approach. The participants were 1016 Chilean students (49.9% girls, 50.1% boys; M=9.72, SD=.97 years). A structural equation model relating academic performance with the eight dimensions of coexistence considered in this study was performed. The model explains a 39.6% of the variability in school performance. We highlight the negative impact of levels of indiscipline, aggression, victimization, and teacher apathy on academic performance; and conversely, the positive and protective role of positive interpersonal management, normative adjustment, and peer social networks. The implications of these results for intervention in the school system are discussed from an individual and contextual perspective.

School Coexistence and Its Relationship with Academic Performance Among Primary Education Students

Past research has shown the influence of various factors, both personal and contextual, on school performance. This study explores the association between academic performance and students’ perceptions of school coexistence from a multidimensional approach. The participants were 1016 Chilean students (49.9% girls, 50.1% boys; M=9.72, SD=.97 years). A structural equation model relating academic performance with the eight dimensions of coexistence considered in this study was performed. The model explains a 39.6% of the variability in school performance. We highlight the negative impact of levels of indiscipline, aggression, victimization, and teacher apathy on academic performance; and conversely, the positive and protective role of positive interpersonal management, normative adjustment, and peer social networks. The implications of these results for intervention in the school system are discussed from an individual and contextual perspective.

Validation and cross-cultural robustness of the School-wide Climate Scale (SCS) across Spanish and Chilean students

School-wide climate is a construct widely spread in the area of education. However, so far the instruments designed to measure this phenomenon usually collect data about specific aspects of the construct, rather than comprehending the construct as a whole. The objective was to analyse the validity of the factorial structure of a scale designed to assess the construct coexistence in school on students of primary education. The sample, 2447 primary education students from Chile and Spain. An exploratory and then a confirmatory analysis factor were run to test the validity of a structure composed by: Positive Interpersonal Management, Victimization, Disruptiveness, Peer Social Network, Aggression, Normative Adjustment, Indiscipline, and Teacher Apathy. The results proved that the eight-factor structure is suitable for the Chilean population. In addition, the results revealed invariance across both populations. The School-wide Climate Scale is a reliable and valid instrument for the multidimensional assessment of the school-wide climate.

Impacto de la convivencia escolar sobre el rendimiento académico, desde la percepción de estudiantes con desarrollo típico y necesidades educativas especiales

<p>Estudio descriptivo-correlacional que busca comparar la percepción acerca de ocho dimensiones de la convivencia escolar de estudiantes chilenos de educación media con desarrollo típico (n=545) y con necesidades educativas especiales (n=75), y su relación con el rendimiento académico general. A partir de los análisis de conglomerados jerárquico y no jerárquico, regresión múltiple y regresión logística, se constata que los estudiantes con necesidades educativas especiales tienen una percepción más desfavorable en casi todas las dimensiones analizadas, especialmente en aquellos aspectos asociados a la victimización escolar y agresión e indisciplina, de igual forma, perciben tener una menor red social de iguales, menor ajuste normativo y una más baja percepción respecto de la gestión interpersonal positiva. Los modelos de regresión múltiple y regresión logística, permiten constatar que las dimensiones de la convivencia escolar explican entre el 20% y el 27% de la variabilidad del rendimiento académico. En dichos modelos destaca el papel y efecto negativo que tiene la el grado de victimización que perciben los estudiantes, como también la percepción respecto de la ocurrencia o presencia de situaciones de indisciplina al interior del aula, como también el hecho de pertenecer al grupo de estudiantes con necesidades educativas especiales, y el pertenecer al grupo de estudiantes hombres. Se analizan y discuten los hallazgos a la luz de las implicaciones para contextos educativos de alta vulnerabilidad social.</p>

Analysis of the restoration and consolidation of thelate baroque church of Spirito Santo in Aversa

The analyzed topic concerns the final design for the late Baroque church of the Holy Spirit in Aversa (CE) restoration. In this regard, the contents of the aforementioned improvement project will be illustrated. Following a total revaluation of the tender project, it was necessary to identify detection and diagnostics techniques to correctly analyse the monument, with intervention methodologies that would allow the adequate valorization and the historical preservation, through endoscopic examinations, sonic tests, and the deformability and strength analysis of the masonry for a correct seismic analysis and the mensiochronological typification of the walls, the floors and the vaults. The interventions are based on a methodological perspective of compatibility, reversibility and distinctiveness. The main objective of the project was the functional and normative adjustment of the sacred space as a music room, improving its acoustics, climate mitigation and static behavior, through dedicated interventions and light materials, capable to integrate with the existing structure. Regarding the coherence and effectiveness of consolidations, the techniques used to repair and strengthen the structure were: replacement of the armed seams with harmonic steel tie-rods; injections of hydraulic lime mortars, sifted volcanic sand and zeolite; consolidation of the vaults with extradossal chains in the abutments, and the creation of a macro-truss, entirely isostatic, connected to the longitudinal walls with cylindrical hinges and bilateral trolleys, through dynamic constraints (shock transmitters), equipped with a ventilated roofing package made of larch, rock wool panels and an underbody slab, and corten-steel nodes. This technical solution has allowed the realization of a project capable to fully meet the tendering needs, for a rational reconfiguration of the monumental complex without sacrificing its historicized matter, for a new role in the urban fabric.