Contents of Volume 7

Volume Contents

Contents of Volume 7     

Contents of Volume 11

Volume Contents

Contents of Volume 11     

Author Index of Volume 8

Authors Index

Author Index of Volume 8     

Authors Index of Volume 11

Authors Index

Authors Index of Volume 11     

Author index of Volume 7

Authors Index

Author index of Volume 7     

Author Index of Volume 9

Authors Index

Author Index of Volume 9     

Gender and Australian history in the 1990s

Tom Griffiths, Hunters and Collectors (Cambridge University Press) Melbourne, 1996. Chris Healy, From the Ruins of Colonialism (Cambridge University Press) Melbourne, 1997. Alan Atkinson, The Europeans in Australia: A History, Volume One (Oxford University Press) Melbourne, 1997.

Tom Griffiths, Hunters and Collectors (Cambridge University Press) Melbourne, 1996.

Chris Healy, From the Ruins of Colonialism (Cambridge University Press) Melbourne, 1997.

Alan Atkinson, The Europeans in Australia: A History, Volume One (Oxford University Press) Melbourne, 1997.     

Editorial

Editorial Commentary

Editorial     

Instructions for authors

Instructions for Authors

Instructions for authors     

Call for Papers

Call for Papers

Call for Papers     

Instructions for Authors

Instructions for Authors

Instructions for Authors     

Books received 2000–2001

Publications Received

Books received 2000–2001     

Delinquency and learning disabilities: Evidence for compensatory behaviors and adaptation

There has been a great deal of debate as to whether or not there is a direct relationship between learning disabilities and delinquent behavior. While the relationship was well established for adjudicated youth, it was more uncertain for adolescents not actively involved with the juvenile justice system. There are indications, however, that the relationship is more complex, with learning disabled (LD) adolescents more likely to develop severe delinquent behaviors than are their nondisabled peers, but unlikely to exhibit a middle ground between delinquent and nondelinquent behavior. It is hypothesized that this difference is due to the ability of most LD children and adolescents to adapt through developing skills that allow them to compensate for their handicapping conditions. Implications for future research are discussed.Partial funding for research support provided by Texas Christian University Research Fund.This article was written by a member of the editorial board of theJournal of Youth and Adolescence as a response to the article by Daniel B. Pickar and Christopher D. Tori, entitled The Learning Disabled Adolescent: Eriksonian Psychological Development, Self-Concept, and Delinquent Behavior, which appeared in Volume 15, Number 5. —Daniel Offer, M. D., Editor-in-Chief.Received Ph. D. in personality and abnormal psychology at Northwestern University. Current research interests include social development and social skills training of both learning disabled and nondisabled adolescents.     

Book Reviews From Walden Pond to Jurassic Park: Activism,Culture, and American Studies. By Paul Lauter. New Americanists: A Series Edited by Donald E. Pease. Durham Duke UP, 2001

Women and Madness, by Phyllis Chesler. New York : Doubleday and Co. Pp. 360. $8.95.

The Diary of Anaïs Nin: Volume IV, 1944–1947, edited and prefaced by Gunther Stuhlmann. Harcourt Brace Jovanovich. Pp. 235. $7.50.     

Friends' interests: A cluster-analytic study of college student peer environments,personality, and behavior

A 27-item measure was developed to assess college peer environments in terms of friends' interests as perceived by individual students. Four dimensions of friends' interests were identified in cluster analyses: Collegiate Activities, Intellectual Pursuits, Apathy or Alienation, and Traditional Adult Orientation. In contrast to previous studies that have focused on peer environment characteristics which were proximal to specific behaviors, the comparatively distal Friends' Interests dimensions were capable of accounting for variation on an array of social, psychological, and behavioral measures. In general, the Collegiate and Traditional clusters were related to a relatively conventional set of individual personality and behavioral variables among college-age men and women; on the other hand, the Intellectual and Apathy dimensions were associated with more unconventional or liberal personality characteristics and behaviors.The research reported here is based on the author's dissertation, which was carried out within a larger longitudinal study of The Socialization of Problem Behavior in Youth, supported by NIAAA Grant No. AA-00232, R. Jessor, principal investigator. The research was conducted while the author was a graduate student in social psychology - personality, and a research assistant at the Institute of Behavioral Science, University of Colarado. This article is Publication No. 174 of the Institute of Behavioral Science, University of Colorado.Received his Ph.D. from the University of Colorado. Major interests include social environment assessment and program evaluation.     

Perceived parental authority: Reasonable and unreasonable

A questionnaire study of 844 teenagers from four midwestern high schools focused on phenomena associated with their perceptions of which parent was the real boss and of how reasonable this boss was in dealing with the adolescent. Father was perceived to be the family authority about three times more often than was mother, although sons tended to see father as boss more often than did daughters, who tended to see mother as boss more often than did sons. Paternal and maternal authorities did not differ in perceived reasonableness. When either mother or father was perceived as a reasonable authority, the teenagers saw mother as highly involved, objective, and as enjoying life. Perception of high reasonableness in paternal authority was associated with the perception of father as involved, objective, enjoying life, and as not rigorous in his expectations for the child's compliance and achievement.     

The state of research on ego identity: A review and appraisal

In the first part of this review (see Volume 7, Number 3 of this journal), a comprehensive survey of empirical research on ego identity was presented. Special emphasis was given to the large number of studies employing James Marcia's identity status paradigm. Research within this paradigm is recapitulated here by presenting empirical results which typify each of the four identity statuses (i.e., achievement, moratorium, foreclosure, and diffusion). A detailed evaluation of the identity status paradigm itself follows. Among the topics considered are (1) the construct and external validity of the approach as a whole, (2) the rationale and discriminant validity of the identity statuses, and (3) the reliability of the Identity Status Interview. Part II concludes by considering a number of problems for future research. Several persisting methodological and substantive issues within the identity status paradigm are noted. Finally, it is suggested that investigators turn their attention to the processes mediating identity formation. Contemporary psychoanalytic conceptions of adolescent development are viewed as providing one possible theoretical framework for investigating such processes.Support for this study comes from Research Training Grant No. 5T32MH14668-02 awarded to Dr. D. Offer by the National Institute of Mental Health.Postdoctoral Fellow in the Clinical Research Training Program in Adolescence jointly sponsored by the Institute for Psychosomatic and Psychiatric Research and Training of Michael Reese Hospital and Medical Center and the Committee on Human Development of the University of Chicago. Research interests are adolescent ego development and epistemological/methodological issues in personality theory and measurement.     

Evidence for Social and Behavior Problems in Low-Income,Urban Preschoolers: Effects of Site,Classroom, and Teacher

Teacher ratings of 336 preschool children (mean age = 48 months) attending two urban Head Start programs were collected to examine the influence of contextual variables of teacher training, classroom, and site on the prevalence of significant problems. The prevalence of externalizing behaviors in the problem range was higher than expected and fewer children were rated in the well-adjusted range on social competence measures. Psychometric characteristics of the ratings indicated that teachers in this urban setting were less consistent in their ratings of internalizing problems, calling into question the lack of elevation of such problems in this population. Ratings by teachers and teacher assistants of the same children showed low agreement; the level of ratings was not affected by differences in training but did vary across classrooms. Hierarchical linear modeling analyses of the entire sample showed significant effects of classroom and site on problem behaviors and social competence. These results reveal the wide variation in problem frequency across classrooms, which needs to be considered in the implementation and evaluation of evidence-based interventions. Further, these results point to the importance of studying possible lasting effects on children exposed to these differing contexts.