The Measurement of Adolescent Psychological Health: One or Two Dimensions?

Psychological health in adult populations has been conceptualized as being comprised of two distinct, though related, dimensions: well-being and distress. Research into adolescent psychological health, however, has been dominated by a single factor approach with well-being and distress defining opposite ends of this continuum. Measures of psychological health were administered to 345 late adolescents. A series of confirmatory factor analyses supported an oblique two-factor model of psychological health with measures of anxiety and negative affect defining a distress construct and measures of positive affect, satisfaction with life, and happiness defining a well-being construct. A measure of depression loaded on both well-being and distress. It is concluded that although these two dimensions are highly correlated, they are distinguishable in adolescent samples. It is suggested that to avoid confusion in the literature authors should take more care in labeling the aspects of psychological health that they wish to assess.     

Managing the development process: Community strategies in economic revitalization

This paper considers community strategies in economic revitalization. Guidelines are proposed for local economic development practitioners and as a framework for further research. Findings are based on extensive analysis and comparative study of economic development efforts in four medium-sized industrialized cities in the northeastern United States. The role of motivating, organizing, and diagnostic agents, including crisis situations, community based planning, and local development agencies, are highlighted. The analysis presents economic revitalization as an on-going activity requiring strong local leadership, competent local development institutions, and broad-based public and private sector participation.     

From general training to projeetization: Implications for learning processes and the roles of trainers

A large component of development aid in the past has been in the form of scholarships for officials and managers to attend short and long training programmes in the west. However, it has increasingly been felt that the impact of such programmes is limited, and hence the donor community is placing increased emphasis on ‘projectized’ training programmes, i.e. training that is geared to specific development projects in a particular country. This shift has implications for the nature of the training, the learning processes involved and the roles of trainers. This article explores these issues, firstly reviewing the debate between ‘open’ and ‘projectized’ training, and then going on to report on a case study involving a ‘projectized’ learning event run for the Nigerian Civil Service as part of its Civil Service reform programme. The case study explores the main differences between ‘open’ and ‘projectized’ training, demonstrates some of the potential problems with ‘projectized’ learning and, where appropriate, suggests solutions and offers a number of practical suggestions for trainers to consider for operating in an increasingly ‘projectized’ training scene.     

Preventing repeat incidents of family violence: analysis of data from three field experiments

Preventing repeat victimization is an area of criminology that has shown particular promise in recent years. Based on the premise that persons once victimized are at higher risk than others for future victimization, British officials developed successful programs that focus crime prevention efforts on victims. Of all crimes, family violence may have the highest repeat rate, especially in the first weeks after an incident is reported to the police. Accordingly, New York City officials developed an intervention program to reduce repeat incidents of family abuse. Three field experiments conducted during the 1990s evaluated whether or not this program, targeted at public housing residents who reported family violence to the police, reduced the rate of subsequent victimization. The findings produced within each study were not consistent across the studies; rather, these three experiments, separately analyzed, produce varying results. Since the composition of the samples varied across studies, however, one possible explanation is that this program has different effects within different populations. This paper reports outcomes from a series of analyses of pooled data from these three studies to address the inconsistencies. The results indicate that the intervention brought about greater reporting of subsequent abuse both to authorities and to research interviewers. The results are invariant across the three studies, indicating that greater reporting of abuse is not idiosyncratic to one particular population, and are consistent across the nature and source of outcome measures. These findings suggest the need for careful monitoring by the advocates and agencies that operate these types of programs and among those designing and testing future programs.     

Uncovering Discrimination: A Comparison of the Methods Used by Scholars and Civil Rights Enforcement Officials

The responsibility for uncovering discrimination falls on bothscholars and civil rights enforcement officials. Scholars askwhether discrimination exists and why it arises; enforcementofficials ask whether particular firms are discriminating. Thisarticle investigates the points of commonality and divergencein these two lines of inquiry. We demonstrate a need for moreresearch focusing on discrimination as defined by the law andfor more enforcement building on the methodological lessonsin the research literature. We also show that disparate-impactdiscrimination cannot be identified with current enforcementtools but could be identified with methods in the scholarlyliterature.     

How Do Female and Male Faculty Members Construct Job Satisfaction? The Roles of Perceived Institutional Leadership and Mentoring and their Mediating Processes

In this study we examine how a sample of 248 male and female professors at a Midwestern private research university construct their academic job satisfaction. Our findings indicate that both women and men perceive that their job satisfaction is influenced by the institutional leadership and mentoring they receive, but only as mediated by the two key academic processes of access to internal academic resources (including research-supportive workloads) and internal relational supports from a collegial and inclusive immediate work environment. Gender differences emerged in the strengths of the perceived paths leading to satisfaction: women’s job satisfaction derived more from their perceptions of the internal relational supports than the academic resources they received, whereas men’s job satisfaction resulted equally from their perceptions of internal academic resources and internal relational supports received. Implications for leadership and institutional practices are drawn from the findings.