Page 32 - Biobehavioral Resilence to Stress

Prediction of Resilience 9

the magnitude of demographic variable relationships tends to be more
powerful for first-term attrition than for PTSD. This may be the case in part

because while all trainees are exposed to roughly the same rigors of basic
training and technical schooling, the severity of combat-related trauma

is variable and plays a more determinant influence with respect to PTSD
(Brewin et al., 2000).
Basic demographic variables such as gender, race, and age have demon-

strated statistically significant relationships to attrition and oft entimes to
PTSD as well. Although the relationships between demographic variables
and PTSD are small in magnitude (r ranging from 0.05 to 0.14; Brewin
et al., 2000), they are consistent with stronger correlations that point to
higher attrition rates for females (versus males), black males (versus black
females), and Native Americans (versus other recruits). Other fi ndings are
also important here. Significantly lower attrition rates are found among

Asian/Pacific Islanders and among individuals 19–22 years of age (versus

17–18-year-olds and those over the age of 23). Some of these demographic

findings may have broad implications for resilience and vulnerability to
stress. For example, it is also the case that when compared with the gen-
eral U.S. population, Native Americans have the highest rate of suicide and
Asian/Pacific Islanders have the lowest rate of suicide (Gould, Greenberg,

Velting & Shaff er, 2003).
Interestingly, level of education also appears to be related to both early
attrition and PTSD (Brewin et al., 2000; Knapik et al., 2004). Attrition is

dramatically higher among recruits who have not finished high school
(50% attrition versus 25% overall attrition), even when comparison groups

are controlled for aptitude. The relation between education and PTSD is
consistent, though certainly less dramatic (r = 0.10), with poorly educated
military personnel being more likely to develop PTSD. These results suggest

that for whatever reason(s) not yet understood, there exists some relationship
between education and resilience. Psychosocial and behavioral factors that
may be relevant to this relationship are discussed in the next section.

Psychosocial and Behavioral Factors

Studies emerging from various behavioral subspecialties point to specifi c
psychosocial factors and characteristics that may be relevant to resilience.
Among these are aptitude and intelligence, criminal history, tobacco use,

mental health history, childhood abuse, and specific personality traits.
Aptitude and Intelligence
Although recruits are seldom given tests that measure (or predict) mental
health and behavioral problems, they are given tests that do an excellent
job of evaluating aptitude (Campbell & Knapp, 2001; Knapik et al., 2004).

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