Author index of Volume 7

Authors Index

Author index of Volume 7     

Instructions for Authors

Instructions for Authors

Instructions for Authors     

Author Index of Volume 8

Authors Index

Author Index of Volume 8     

Author Index of Volume 9

Authors Index

Author Index of Volume 9     

Editorial

Editorial Commentary

Editorial     

Contents of Volume 7

Volume Contents

Contents of Volume 7     

Instructions for authors

Instructions for Authors

Instructions for authors     

Contents of Volume 11

Volume Contents

Contents of Volume 11     

Call for Papers

Call for Papers

Call for Papers     

Contents of Volume 9

Volume Contents

Contents of Volume 9     

Books received 2000–2001

Publications Received

Books received 2000–2001     

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.     

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.     

An Early Community-Based Intervention for the Prevention of Substance Abuse and Other Delinquent Behavior

This paper presents the results of an evaluation of an early intervention, risk-reduction strategy versus a standard intervention approach in the treatment of inner-city youth at high risk of adopting a deviant lifestyle. It examines baseline and 1-year follow-up information provided by 408 youth admitted to 2 community-based Baltimore City Youth Bureaus offering counseling services for neighborhood youth referred for delinquent and other problematic behavior. In the study, one of these bureaus served as the experimental intervention clinic and the other as the control, or standard intervention, clinic. Outcome measures involved substance abuse; sexual activity; contact with juvenile authorities; and delinquent activity, including violence-related activity. Regression analyses of outcome measures revealed significant differential results for delinquent activity, which favored the experimental intervention. Relationships between risk/protective factors and outcome are discussed.     

Culture,Biology, and Evolution: The Mead–Freeman Controversy Revisited

Derek Freeman argues that the central issue in the Mead–Freeman controversy is evolution. He views Margaret Mead's Coming of Age in Samoa as not only misleading about Samoa but as a sacred text that promoted an antievolutionary paradigm among American cultural anthropologists. A review of Mead's writing on culture, biology, and evolution demonstrates that contrary to Freeman's claim, Mead favored an evolutionary approach throughout her career. Moreover, while Mead's book was a popular text and a bestseller, it was not a sacred text among anthropologists. Freeman's misrepresentation of the historical record concerning Mead's views and the place of Coming of Age in anthropology raises major questions about his scholarship.     

Identity six years after: A follow-up study

Thirty male subjects, given identity status interviews 6–7 years previously, were reinterviewed for identity status, as well as intimacy status, life style, and participation in the 1969–1970 campus demonstrations. High identity status appeared more vulnerable to change than did low. The Moratorium status showed a 100% change rate. The establishment of intimate relationships was related both to previous identity status (when that status remained stable) and to current identity status. In life style, Identity Achievement and Moratorium subjects were open; Foreclosure subjects were closed; and Identity Diffusion subjects tended to be diffuse. Subjects currently high in identity tended to feel more positively about and participated more in the 1969–1970 demonstrations than did lower identity status subjects. A new status, Foreclosure/Diffusion, is described. The theoretical anomaly of Identity Achievement and Moratorium subjects moving into the Foreclosure status has led to the suggestion of a process, as opposed to typological, approach to identity. Brief sketches of individuals as they currently appear in the identity statuses conclude the study.This research was supported by a President's Research Fund Grant from Simon Fraser University.Portions of this article were presented at the 1975 EPA Convention in New York City.Received his Ph.D. from the Ohio State University in 1964. Presently Professor of Psychology, Simon Fraser University. Research interests are in construct validation of ego psychoanalytic theory.