Cognitive appraisal of major and daily stressful events during adolescence: A multidimensional scaling analysis

Multidimensional scaling analysis was used to examine adolescents' cognitive appraisals of major and daily stressful events. The desirability of events was the only salient feature for early adolescents. Middle and late adolescents also appraised events in terms of their desirability; in addition, the amount of impact that events exerted on their lives and the generality of the causes of events were salient dimensions for these age groups. These results suggest increased complexity with age in adolescents' cognitive appraisals of stressful events. Correlational analyses also indicated that perceptions of personal coping capabilities are associated with high event desirability, high frequency of occurrence, stable causes, and decreased ability of others to be of help in coping.This research served as a portion of the doctoral dissertation of the first author and was supported in part by an institutional award from the University of Vermont to the second author.Received his Ph.D. from University of Vermont. Research interests include stressful events during adolescence.Assistant Professor of Psychology at the University of Vermont where he is investigating stress and coping among children and adolescents. Received his Ph.D from UCLA in 1980.     

Correlates of depressive symptoms in adolescents

The relationship between a number of social and cognitive variables and depressive symptomatology was evaluated in a sample of public middle-school and high-school students. The variables measured included stressful life events, locus of control, causal attributions, and means-ends problem-solving abilities. Higher levels of depression were found to be associated with a more external locus of control and a tendency to attribute outcomes to causes which are internal, stable, and global. Parental divorce and socioeconomic status were also found to be associated with higher levels of depression. No relationship was found to exist between either amount of life stress or problem-solving ability and depression. The implications of these results for delineating the underlying dimensions of depression in adolescents are discussed.Previously Dr. Siegel was in the Department of Clinical Psychology at the University of Florida. Received his Ph.D. from Case Western Reserve University in 1975. Major interest is stress reactivity and coping processes in children and adolescents.Clinical psychology intern at the Dallas V.A. Medical Center and doctoral student in clinical psychology at the University of Missouri-Columbia. Major interest is adolescent psychopathology and self-esteem.     

Parental support,coping strategies,and psychological adjustment: An integrative model with late adolescents

The purpose of this study was to apply an Integrative predictive model to examine interrelationships among parental support, adaptive coping strategies, and psychological adjustment among late adolescents. Findings using new measures of parental support and adaptive coping with 241 eighteen-year-old college freshmen supported hypotheses. Social support from both mother and father and a nonconflictual relationship between parents were positively associated with adolescents' psychological adjustment. Adolescents with high parental support were better adjusted and less distressed than were those with low parental support. Additionally, an integrative structural equation model showed that parental support was associated with psychological adjustment both directly and indirectly through a higher percent of approach coping strategies.This work was supported in part by grants from the Hogg Foundation for Mental Health, the University Research Institute, University of Texas at Austin, and the William T. Grant Foundation.Received Ph.D. in clinical psychology from the University of Massachusetts, Amherst. Research interests include stress and coping processes among adolescents and adults and coping with chronic illness.Research interests include adolescent coping and development and anxiety processes.Received Ph.D. in clinical psychology from the University of California, Berkeley. Research interests include social ecological perspectives on psychological functioning, health services research and evaluation, depression, and alcoholism.     

Dimensions of self-esteem and psychological symptoms among chinese adolescents in Hong Kong

Self-esteem and psychological symptoms were assessed in a sample of 1082 Chinese adolescents who responded to the Chinese versions of Coopersmith's Self-Esteem Inventory and the General Health Questionnaire. Three dimensions of self-esteem, interpreted as Family Acceptance/Rejection, Self-Depreciation, and Peer Affirmation/Disaffirmation, were found to relate substantially to general psychological symptoms and particularly to specific symptoms of anxiety, social dysfunction, and depression as reported by these adolescents. The implications of the relative importance of appraisal from internal feedback as sources of self-esteem as opposed to the external feedback from family and peers were discussed in relation to self-esteem enhancement in adolescents.Received his Ph.D. from the University of Western Ontario in 1978. His research interests include self-esteem, stress, coping, health and psychopathology.Received her Ph.D. from the University of South Dakota in 1983. Her research interests include stress, coping and health, and geriatric psychology.     

Adolescent attachment to parents and friends in relation to aspects of self-esteem

This study explored the relative influence of adolescents' perceptions of their attachment relationships with their mothers, fathers, and friends on three measures of self-esteem. The sample consisted of 493 New Zealand adolescents ranging from 13 to 19 years of age. Two dimensions of the attachment relationship were assessed: the utilization of emotional support and proximity, and the quality of affect. The major findings were as follows: utilization of emotional support and proximity from mothers, fathers, and friends was minimally related to overall self-esteem, coping abilities, and social competence. The quality of affect toward mothers and fathers was significantly related only to social competence. These findings suggest that adolescent self-esteem is more strongly associated with the quality of affect toward parents and friends than with the utilization of these target figures for support or proximity. The notion that parents and friends may contribute to different facets of self-esteem is discussed.This research is based on the first author's doctoral dissertation at the University of Auckland.Received Ph.D. from the University of Auckland, Auckland, New Zealand. Research interests are adolescent development and the development of children's health beliefs and behaviors. To whom reprint requests should be addressed at School of Occupatinal Therapy, Private Bag 92006, Auckland Institute of Technology, Auckland 1020, New Zealand.Received Ph.D. from the University of Canterbury. Main interests are in life span developmental psychology, and the development of low birthweight babies.Received Ph.D. from the Australian National University. Interests lie within life span developmental psychology and early cognitive development.     

The Effects of Gender and Family,Friend, and Media Influences on Eating Behaviors and Body Image During Adolescence

The current study expands upon body image research to examine how gender, self-esteem, social support, teasing, and family, friend, and media pressures relate to body image and eating-related attitudes and behaviors among male and female adolescents (N = 177). Results indicated that adolescents were dissatisfied with their current bodies: males were concerned with increasing their upper body, whereas females wanted to decrease the overall size of their body. Low self-esteem and social support, weight-related teasing, and greater pressures to lose weight were associated with adolescents’ negative body esteem, body image, and eating attitudes. Females displayed more high risk eating behaviors—which were associated with more psychosocial risk factors—than males, whose high risk attitudes and behaviors were only associated with low parental support and greater pressure to be muscular. Reducing adolescents’ perceptions of appearance-related pressure from family and friends may be key for enhancing body image and decreasing links between low self-esteem and negative eating behaviors and weight-related perceptions. Rheanna N. Ata is currently a research assistant at the Weight Control and Diabetes Research Center, Miriam Hospital/Brown University. She is interested in body image and eating disorders and completed this research during her undergraduate studies at the College of the Holy Cross. Alison Bryant Ludden is a developmental psychologist whose research focuses on social relationships and problem behaviors during adolescence, with a special interest in school as a developmental context. She is an assistant professor of psychology at the College of the Holy Cross. Megan M. Lally is currently a graduate student in psychology at Pepperdine University. She completed this research during her undergraduate studies at the College of the Holy Cross.     

Social support and self-esteem in adolescence

This study assessed contingencies in the effect of social support from parents and friends on adolescent self-esteem. Questionnaires were administered to 76 Israeli adolescents regarding self-esteem, stressful life events, and perceived level of support from mother, father, and friends. Maternal support had a strong effect on self-esteem. Aid from friends was influential primarily when that of mothers was absent. Paternal support had little effect, once other support sources were controlled. Despite the negative influence of stress on self-esteem, support and stress had no interactive effects. These findings, consistent with attachment theory and social provision theories, were contrary to cross-pressure or separate world models of peer/parent influence.He received his doctorate in Educational Psychology from University of California at Los Angeles. His current research interests involve stress, coping, and social support in childhood and adolescence, as well as factors bearing on interethnic relations in the Israeli classroom.where she is working on her doctorate in social psychology from Bar Ilan. Her research addresses resilience in early and middle adulthood.Received her doctorate in Clinical Psychology from The Hebrew University in Jerusalem. She studies ego development and identity across the life span, the transition to parenthood, and stress and coping.     

The protective role of coping and social resources for depressive symptoms among young adolescents

Early adolescence is a period of the life course involving high levels of challenge that are stressful for some, perhaps resulting in depressive symptoms. In this study, adolescents were divided into four groups based on indices of depression and negative life events. Group differences in coping style, mastery, optimism, and social resources as well as group differences in patterns of change were investigated. Participants were 458 adolescents in sixth and seventh grade from a rural working class community. Subjects were assessed twice over a one-year period. Analyses revealed that the four groups were characterized by different levels of coping and social resources. Asymptomatic youth reported higher levels of optimism, mastery, active coping, and more positive relationships with parents and peers than did symptomatic adolescents. These same characteristics distinguished the resilient adolescents from the vulnerable adolescents, suggesting potential stress-buffering effects. One year later, the adolescents who were low on both depressive symptoms and negative life events continued to report more individual and contextual resources than the adolescents in the other groups.This research was supported by a grant from the William T. Grant Foundation (8912789) to Anne C. Petersen, Principal Investigator. The writing of this article was supported by The National Institute of Mental Health Research Training Grant 5 T32 MH18387-06 in Child Mental Health/Primary Prevention.Received Ph.D. from the Department of Human Development and Family Studies at Pennsylvania State University, and did a postdoctoral fellowship in prevention research at Arizona State University. Research interests include adolescent development, prevention, and community psychology.(on leave to the National Science Foundation). Received Ph.D. from the University of Chicago. Research interests include biopsychosocial development at adolescence, adolescent depression and interventions to prevent it, gender issues, and developmental methodology.     

Urban youth under stress: Empirical identification of protective factors

Explored the influence of life stress as mediated or moderated by locus of control, family environment, social support, and coping style on psychological adjustment and school performance in 164 ninth graders from Baltimore. Gender differences in findings were shown. For boys, family cohesion was the only variable found to protect against the effects of stress. Family cohesion did not serve protective functions for girls, and along with overall social support, was associated with increased vulnerability to school problems. The report of problem-focused coping strategies exerted a number of protective functions for girls only. External locus of control was found to increase boys' and girls' vulnerability to the effects of life stress. Empirical development of interventions to improve the psychosocial adjustment of inner-city adolescents is discussed.Received Ph.D. from Virginia Polytechnic Institute and State University in 1991. Research interests include evaluation of school mental health services, empirical development of interventions for children, and the impact of violence on urban youth.Received B.A. from Cornell University. Interests include stress and coping in children, identification of resilience factors, and evaluation of child mental health systems of care.Received Ph.D. from the University of Oklahoma in 1967. Research interests include psychophysiology, sleep disorders, and biofeedback and instrumentation.Received B.A. from Loyola College. Interested in applied work with adolescents and adults.Received M.D. from Duke University in 1968. Research interests include training in child and adolescent psychiatry, adolescent psychopathology, and the development of school mental health programs.     

Adolescents' perceptions of their attachment relationships with their mothers,fathers, and friends

This study explored changes in New Zealand adolescents' perceptions of their attachment relationships with their mothers, fathers, and friends. The main findings revealed that from early to late adolescence: Males and females remained stable in their quality of affect toward their mothers. With increasing age, females utilized their mothers for support and proximity more, whereas males utilized their mothers for support and proximity less. With increasing age, males and females rated their quality of affect toward their fathers as lower and utilized their fathers for support and proximity less. Females had a higher quality of affect toward friends than males regardless of age, but both males and females increased their utilization of friends for support and proximity over age. Further analyses revealed that Pacific Island adolescents utilized their mothers less for support and proximity than European/Pakeha adolescents. Adolescents from one-parent families utilized their fathers less for support and proximity and had a lower quality of affect toward him than adolescents from two-parent families. These findings suggested that substantial changes take place in attachment relationships from early to late adolescence and highlighted the need for research to differentiate between the sex of adolescent and sex of parent dyads in order to examine adolescents' affective relationships effectively.This research is based on the first author's doctoral dissertation at the University of Auckland.Received Ph.D. from the University of Auckland. Research interests are in life span developmental psychology and in the parenting of children and adolescents.Received Ph.D. from the Australian National University. Research interests lie within life span developmental psychology and early cognitive development.Received Ph.D. from the University of Canterbury. Her main interests are in life span developmental psychology and the development of low birth weight babies.     

Internalizing Symptoms in Latinos: The Role of Anxiety Sensitivity

Latin American youth in the United States tend to report more internalizing symptoms than white non-Latino youth, yet little is known about the factors that may contribute to such differences. The present study examined the role that anxiety sensitivity, gender, and ethnic minority status may play in the expression of internalizing symptoms across Latin American adolescents (n = 116) and white non-Latino adolescents (n = 72) in the United States and Colombian adolescents in Colombia (n = 163). Results provide evidence that because fear of anxiety related phenomena and physiological symptoms of anxiety in particular may be normative in Latino culture anxiety sensitivity does not amplify somatic complaints for Latin American and Colombian youth as it does for white non-Latino youth. Results further suggest that anxiety sensitivity and being female predicted anxiety and depressive symptoms independent of cultural background. Implications of the findings to our understanding of cultural variability in internalizing symptoms are discussed. R. Enrique Varela, PhD, is an assistant professor of psychology at Tulane University. He received his PhD from the University of Kansas Clinical Child Psychology Program. His research interests are cross cultural manifestations of childhood anxiety and parenting practices in Latin American families. He is also interested in adherence issues in chronically ill children. Carl F. Weems, PhD, is an associate professor of psychology at the University of New Orleans. He received his PhD from Florida International University and did post doctoral work at Stanford Medical School. His research focuses on the developmental psychopathology of anxiety and depression. In particular, his research integrates developmental, cognitive, biological and behavioral theories in attempting to understand the etiology and course of internalizing disorders in childhood. Special areas of interest include the assessment and treatment of childhood anxiety disorders, the role of cognitive behavioral development, brain function, and cognitive processing in anxiety and depression. Steven L. Berman, PhD, is an assistant professor of psychology at the University of Central Florida. He received his PhD from Florida International University. His research interests are identity development including associated anxiety and distress, cross-national comparisons, and the development of identity interventions. Lauren Hensley, MS, is a graduate student in psychology at Tulane University. Her main research interest is anxiety development, with a focus on anxiety sensitivity and children’s responses to traumatic events. Maria Clara Rodriguez de Bernal, MS, is an assistant professor of psychology at Universidad de la Sabana, Bogota, Colombia. Her research interests are in the area of program evaluation dealing with anxiety disorders, posttraumatic stress disorder in particular.     

The impact of stress and coping: Developmental changes in the transition to adolescence

Developmental change in the impact of stressful life events and coping styles were assessed among Israeli preadolescent and adolescent boys. A school sample completed a questionnaire tapping emotionally, cognitively, and practically oriented styles of coping, along with a life event survey. Teachers reported on behavior and adjustment. Analyses revealed that coping among preadolescent males was relatively undifferentiated and of limited efficacy. The transition to adolescence saw an increased qualitative differentiation of emotionally from practically or cognitively oriented coping styles, as well as quantitatively greater use of cognitively oriented coping. Further, cognitively and practically oriented coping served as effective foils to the adverse effects of stress, whereas emotionally oriented coping was counterproductive. Discussion focused on the possible contribution of cognitive growth to coping, as well as the relative utility of adult models for the study of coping in young populations.Received doctorate in educational psychology from University of California, Los Angeles. Current research interests include stress and coping across the life span, social sources of adolescent self-esteem, and intergroup relations in the junior high school.Received doctorate in clinical psychology from Hebrew University. Research interests include social and emotional development in children and adolescents.Received doctorate from Groningen University. Research interests include longitudinal studies of health and well-being in normal families and those with mentally ill members.Received master's degree in clinical child psychology from Bar-Ilan University. Research interests are in family relations and socioemotional development.     

Adolescent males with urogenital anomalies: Their body image and psychosexual development

Three midadolescent males with major congenital urogenital anomalies and multiple surgical repairs are described. Each patient had suffered repeated profound insults to body image concepts and gender identity from infancy onward, now clearly reflected in his psychosocial behavior and in figure drawings. Of major importance is the total lack at any time of counseling and emotional support as a part of comprehensive management. A plea is made for awareness of the psychological effects of such disorders and the need for long-range therapeutic planning from early childhood through adolescence to develop sound compensatory modes of coping with this stress.Formerly fellow in adolescent medicine, New York University Medical Center, at the time the material for this report was collected. Received his M.D. and pediatric training at Boston University School of Medicine and Boston City Hospital. Research interests include comprehensive health care for adolescents and the effects of illness on adolescent psychological development.Received his Ph.D. in psychology from Heed University, Miami, Florida, and training in psychology and child development at New York University. Research interests include the psychological effects of hospitalization on children and youth, minimal brain dysfunction, and developmental assessment in infancy.Received her M.D. from the University of Rochester, pediatric training at University of Minnesota Hospitals and Babies Hospital, New York City, and training in adolescent medicine at Beth Israel Hospital, New York. Research interests include psychological effects of illness and hospitalization in adolescents, legal rights of minors, and adolescent sexuality.     

Patterns of Middle School Adjustment and Ninth Grade Adaptation of Rural African American Youth: Grades and Substance Use

The transition to high school has been identified as a potentially difficult time in adolescents’ lives. Reductions in both academic and social functioning often accompany this transition. While these effects have been documented in urban youth, the move to high school has not been extensively studied in rural minority youth. Toward that end, the academic grades and substance use in ninth grade of 447 (184 male and 263 female) African-American adolescents from two rural counties in a state in the deep South were examined in relation to configurations of adaptation from sixth through eighth grade. Results indicate that individual with consistently positive patterns across middle school had higher grades and lower rates of substance use compared to individuals with persistent difficulties or those that transitioned to problem behavior. Many individuals who improved in their patterns of adaptation had relatively high grades, but also rather high rates of substance use in the ninth grade. David B. Estell is an assistant professor of educational psychology at Indiana University Bloomington. He received his PhD in Developmental Psychology from the University of North Carolina at Chapel Hill. His major research interests include peer relations and the development of aggression. Thomas W. Farmer is an associate professor of education at Pennsylvania State University and director of the National Research Center on Rural Education Support. He received his PhD in Special Education from University of North Carolina at Chapel Hill. His major research interests include peer relations and the development of aggression in students with and without special needs. Matthew J. Irvin is a research scientist at the Center for Developmental Science at the University of North Carolina at Chapel Hill. He received his PhD in Educational Psychology from the University of North Carolina at Chapel Hill. His major research interests include resilience and student engagement. Jana H. Thompson is a research associate at the Center for Developmental Science at the University of North Carolina at Chapel Hill. Her research interests include peer social relations and developmental transitions into early adolescence. Bryan C. Hutchins is a research assistant at the Center for Developmental Science at the University of North Carolina at Chapel Hill. He is also a graduate student in the Educational Psychology, Measurement, and Evaluation Program at UNC. His research interests include child and adolescent social development and school based emotional and behavioral interventions and prevention programs. Erin M. McDonough is currently a doctoral candidate in School Psychology at the University of North Carolina at Chapel Hill. She received her Bachelor of Arts degree in Psychology from Emory University. As a research assistant at the Center for Developmental Science, she has been able to explore her interests in student achievement as well as rural education. Another major research interest of hers is school-based mental health.     

Nonsuicidal Self-Harm Among Community Adolescents: Understanding the “Whats” and “Whys” of Self-Harm

This study examines self-harm in a community sample of adolescents. More specifically, the study identifies the prevalence and types of self-harm, elucidates the nature and underlying function of self-harm, and evaluates the relation of psychological adjustment, sociodemographic, and health-risk variables to self-harm. Self-report questionnaires assessing self-harm, adjustment, health behaviors, suicide history, and social desirability were completed by 424 school-based adolescents. Overall, 15% of the adolescents reported engaging in self-harm behavior. Analyses revealed gender differences across behaviors and motivations. Adolescents who indicated harming themselves reported significantly increased antisocial behavior, emotional distress, anger problems, health risk behaviors, and decreased self-esteem. Results provide support for the coping or affect regulation model of self-harm. Findings suggest that self-harm is associated with maladjustment, suicide, and other health behaviors indicative of risk for negative developmental trajectories. Doctoral student in the Department of Educational and Counseling Psychology at the University of British Columbia. Received M.A. in School Psychology from the University of British Columbia. Research interests include self-harm, anxiety, coping, and street-involved youth. Associate Professor in the Department of Educational and Counseling Psychology at the University of British Columbia. Received Ph.D. from the University of Iowa. Research interests include adolescent social-cognitive development, developmental psychopathology, and stress and coping.     

Sex differences within the family: Studies of adolescent and parent family interactions

Sex differences in verbal family interactions were investigated in a group of 79 adolescents and parents from normal and psychiatric settings. The analyses were designed to study these differences in both generations, parent and adolescent. Parent and adolescent interactions with one another were observed in a semistructured, revealed-differences family discussion. All of the individual speeches were then scored with our Constraining and Enabling Coding System (CECS). Initial predictions involved both adolescent and parent differences. These hypotheses were only partially confirmed. The strongest findings pertained to parent sex differences, as we found strikingly higher levels of cognitive enabling speeches expressed by fathers and significantly more speeches addressed to fathers. We discuss several alternative interpretations of these findings. Perspectives included in our considerations are direction of effect and influences of task/context upon the expression of family sex differences.This study was supported through a grant from the National Institute of Child and Human Development (NICHD Grant No. R01 HD18684-02) and a Research Scientist Development Award No. 5 K-02-MH-70178 (Dr. Hauser) from the NIMH.Received M.D. from Yale University and Ph.D. from Harvard University (psychology). Currently studying family contexts of adolescent development.Received B.A. from Michigan University. Currently graduate student in organizational behavior, Northwestern University. Current interests are women and work.Received his Ph.D. from Boston University. Research interests are in methodology and statistics.Henry A. Murray Research Center of Radcliffe College. Received Ed. D. from Harvard University (School of Education). Currently studying family coping processes in response to stressful events.Received Ph.D. from Ohio State University (psychology). Current interests in assessing ego development and family systems.Parent-Place, Judge Baker Guidance Center. Received Ph.D. from the University of Miami (clinical psychology). Research interests are in family studies and adolescent development.Received M.D. from the University of Chicago. Currently studying psychological consequences of diabetes mellitus.the Children's Unit of McLean Hospital. Received Diploma Psych. from Freie Universitat, Berlin (clinical psychology), and Ed.D. from Harvard University (School of Education). Currently studying relationships between psychopathology and development among adolescent psychiatric patients.     

Shyness, Sociability, and Parental Support for the College Transition: Relation to Adolescents’ Adjustment

A path model was tested in an ethnically diverse sample of 350 college students in which shyness, sociability, and parental support for the college transition were related to loneliness and friendship quality. Furthermore, friendship quality and loneliness were related to depression and anxiety. High levels of shyness, low levels of sociability, and low levels of parental support were related to high levels of loneliness. High levels of parental support for the college transition were related to more positive friendship quality. Multiple regression analyses suggested that loneliness, but not friendship quality, were related to adolescents’ anxiety and depression. In addition, the interaction between shyness and sociability was significantly related to anxiety for African-American adolescents such that adolescents who reported low levels of sociability in combination with high levels of shyness reported the highest levels of anxiety. There was also a significant interaction between sociability and parental support for African-American adolescents such that high levels of sociability in combination with low levels of parental support for the college transition were related to high levels of anxiety. For White adolescents, only loneliness was related to anxiety. Nina S. Mounts is an associate professor at Northern Illinois University. She received her PhD in child and family studies from University of Wisconsin-Madison. Her major research interests are on linkages between parent and peer contexts, parental management of adolescents’ peer relationships, and peer influence on adolescents. David P. Valentiner is an associate professor at Northern Illinois University. He received his PhD in clinical psychology from University of Texas-Austin. His major research interests are cognitive and emotional factors in anxiety disorders, including the development and maintenance of social anxiety. Katherine Anderson is a graduate student at University of Wisconsin-Madison. She received her MS in developmental psychology from Northern Illinois University. Her major research interests are on career identity development in college students. Michelle Boswell is a graduate student at Northern Illinois University. She received her MS in clinical psychology from Northern Illinois University. Her major research interests are on parenting effects on bullying and victimization.     

Church attendance,meaningfulness of religion,and depressive symptomatology among adolescents

Self-administered questionnaires were completed by 451 adolescents at a public high school in Texas during the spring semester 1989. The instrument used contained the Beck Depression Inventory (BDI) and items to determine participants' gender, frequency of church attendance, and meaningfulness of one's religion. Based on social support research and the writings of Carl Jung and Viktor Frankl, it was predicted that those who attended church frequently and those who viewed their religions as providing meaning for their lives would have lower BDI scores than their classmates. The findings supported these predictions. Implications and a discussion of the results are included.Received Ed.D. in educational psychology from University of Illinois. Main research interests are substance abuse in adolescents, drug use prevention strategies, and suicidal ideation in adolescents.Received Ph.D. in general psychology from Boston University. Main research interest is psychology in interdisciplinary perspective, with a specialization in the psychology of religion.Pursuing a M.Ed, in school psychology at Southwest Texas State University. Main research interests are psychological testing and assessment.     

The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence

The results of two studies are reported. Study I involved the development of the Inventory of Parent and Peer Attachment (IPPA), a self-report instrument for use with adolescents. Subject were 179 college students aged 16–20 years. Item content of the instrument was suggested by attachment theory's formulations concerning the nature of feelings toward attachment figures. In Study II, the convergent validity of the IPPA was examined. Also, a hierarchial regression model was employed to investigate the association between quality of attachment and self-esteem, life-satisfaction, and affective status. Respondents were 86 adolescents from the Study I sample. As hypothesized, perceived quality of both parent and peer attachments was significantly related to psychological well-being. Results of the development of a theoretically focused, exploratory classification scheme indicated that adolescents classified as highly securely attached reported greater satisfaction with themselves, a higher likelihood of seeking social support, and less symptomatic response to stressful life events.She received her Ph.D. in Psychology at the University of Washington. Her research interests include the study of attachment, stress and coping styles in adolescence.He received his Ph.D. from the University of Virginia. His research interests include attachment relationships across the life span and their influence on personality, and the development of deaf children.     

From trust on intimacy: A new inventory for examining erikson's stages of psychosocial development

A new inventory for examining the first six of Erikson's psychosocial stages is described. The self-report questionnaire, developed in a pilot study of 97 adolescents and tested in a study of 622 adolescents, has 12 items for each subscale. Measures of reliability and validity are reported. It is concluded that the Erikson Psychosocial Stage Inventory (EPSI) is a useful measure for researchers interested in development from early adolescence and in mapping changes as a function of life events.This research was supported by a grant from the Education Research and Development Committee.Received Ph.D. from University of Melbourne. Current research interests are adolescent adjustment, ethnicity, and sex-role psychology.Received Ph.D. from University of Melbourne. Current research interests are effects of unemployment and adolescent adjustment.Received Ph.D. from Florida State University. Current research interests are sex-role psychology and adolescence.