Long-Term Risks and Possible Benefits Associated with Late Adolescent Romantic Relationship Quality

Adolescent romantic relationships have the potential to affect psychological functioning well into adulthood. This study assessed adolescent romantic relationship qualities as long-term predictors of psychological functioning utilizing a longitudinal multi-method, multi-informant study of 80 participants (59% female; 54% Caucasian, 35% African American, 11% mixed or other race) assessed at age 17 along with their romantic partners and at ages 25–27. Controlling for gender, family income, and baseline mental health, partner-reported hostile conflict at age 17 predicted relative increases in internalizing behaviors from age 17 to 27. In contrast, observed teen support with their partner during a help-seeking task at age 17 predicted relative decreases in externalizing behaviors over time. The results are interpreted as suggesting qualities that may help determine whether adolescent romances have positive vs. negative long-term psychological health implications.     

Holding on tight – NPM and the New Zealand performance improvement framework

The New Zealand Government's Performance Improvement Framework (PIF) is aimed at public sector organisational improvement. The PIF exemplifies how the characteristics of new public management (NPM) challenge the evolution of performance systems attempting to go beyond performance management. The paper provides an empirical example of the operation of the PIF, using a theoretical frame derived from the literature. The analysis suggests that the PIF design does not yet mitigate the effects of gaming, synecdoche, and reputation-protecting behaviour. The common graded ratings continue to hold the attention of those to whom the PIF is important, acting as a proxy for the whole performance of the organisation. This is a case study of how, despite promising adaptations, performance improvement efforts remain hampered by NPM limitations.     

The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms

Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed.     

Garcia: Of Federalism and Constitutional Values

In Garcia v. San Antonio Metropolitan Transit Authority (1985),a majority of the U.S. Supreme Court's justices did violenceto the principles of the U.S. Constitution by leaving the statesto take their Tenth Amendment complaints to the Congress. Inabdicating their proper constitutional role, the majority ofjustices ignored history, political realities, and constitutionalprinciple. The Constitution's institutional arrangements, ofwhich federalism is a key component, are an intrinsic part ofthe constitutional scheme by which government power is limitedand individual rights are protected.     

Plasma,oral fluid and sweat wipe ecstasy concentrations in controlled and real life conditions

In a double-blind placebo controlled study on psychomotor skills important for car driving (Study 1), a 75 mg dose of +/- 3,4-methylenedioxymethamphetamine (MDMA) was administered orally to 12 healthy volunteers who were known to be recreational MDMA-users. Toxicokinetic data were gathered by analysis of blood, urine, oral fluid and sweat wipes collected during the first 5h after administration. Resultant plasma concentrations varied from 21 to 295 ng/ml, with an average peak concentration of 178 ng/ml observed between 2 and 4h after administration. MDA concentrations never exceeded 20 ng/ml. Corresponding MDMA concentrations in oral fluid, as measured with a specific LC-MS/MS method (which required only 50 microl of oral fluid), generally exceeded those in plasma and peaked at an average concentration of 1215 ng/ml. A substantial intra- and inter-subject variability was observed with this matrix, and values ranged from 50 to 6982 ng/ml MDMA. Somewhat surprisingly, even 4-5h after ingestion, the MDMA levels in sweat only averaged 25 ng/wipe. In addition to this controlled study, data were collected from 19 MDMA-users who participated in a driving simulator study (Study 2), comparing sober non-drug conditions with MDMA-only and multiple drug use conditions. In this particular study, urine samples were used for general drug screening and oral fluid was collected as an alternative to blood sampling. Analysis of oral fluid samples by LC-MS/MS revealed an average MDMA/MDEA concentration of 1121 ng/ml in the MDMA-only condition, with large inter-subject variability. This was also the case in the multiple drug condition, where generally, significantly higher concentrations of MDMA, MDEA and/or amphetamine were detected in the oral fluid samples. Urine screening revealed the presence of combinations such as MDMA, MDEA, amph, cannabis, cocaine, LSD and psilocine in the multiple-drug condition.     

The Same Old Song?—Stability and Change in Relationship Schemas from Adolescence to Young Adulthood

Relationship schemas are core elements of personality that guide interpersonal functioning. The aim of this study is to examine stability and change in relationship schemas across two developmental epochs—adolescence and young adulthood—in the stories that people tell about their interactions with others. Using the Core Conflictual Relationship Theme Method, relationship themes were coded from semistructured interviews conducted in adolescence and again at age 25. The sample consisted of 40 participants in a longitudinal study of adolescent and young adult psychological development. There was considerable stability in the frequency with which particular themes were expressed in the narratives of adolescents and young adults. Significant changes from adolescence to young adulthood included a decrease in the perception of others as rejecting and of the self as opposing others. Young adults saw themselves and others more positively, and used a broader repertoire of themes in their relationship narratives than they had as adolescents. The basic continuity and particular changes in relationship schemas found in this study are consistent with knowledge about the adolescent-to-young-adult transition derived from other empirical and clinical findings. Relationship schemas may be rich units of study for learning about the development of interpersonal functioning.     

A multinominal logit analysis of the influence of policy variables and board experience on FOMC voting behavior

Previous studies have used probit or logit models to analyze two states of monetary policy (tighter or looser). In this paper we employ multinominal logit to permit Federal Reserve monetary policy to assume one of three alternative states (tighter, looser, or no change) as a function of three independent economic variables (unemployment, real growth, and inflation) and the amount of experience of the Board of Governors. The results indicate that the Federal Reserve reacted differently under Burns, Miller and Volcker and between Volcker's two operating procedures in the formulation of monetary policy.