Parental discord vs family structure: effects of divorce on the self-esteem of daughters

This study investigated the effects of family structure (parents together or not) and parental discord (ratings of the happiness of the marriage of biological parents) on the self-esteem of 199 female undergraduates. Family structure and happiness ratings were substantially related, with those separated rated as less happy. Self-esteem was significantly related to parental happiness, even with family structure controlled, but not to family structure with parental happiness controlled. With the sample divided into three groups (happy-together, unhappy-together, and separated) ANOVA showed a significant effect for group, with the unhappy-together group showing significantly lower self-esteem than the happy-together group, and the separated group intermediate. Parental discord thus appears to lower the selfesteem of daughters, whereas separation of parents does not. These findings support Heatherington's idea that children may be better off in a stable family where parents are divorced than in an intact family with much parental discord.Thanks are expressed to Susan Stevenson Cowles for her contributions to all stages of the study, and to Judith Fidati, Anita Katz, and Susanne Long for their assistance in the scoring and statistical analyses. The author is also grateful to Andrew Cherlin, Edmund Henderson, and Ruth C. Wylie for their helpful suggestions.Barbara H. Long is Professor Emeritus at Goucher College, where she has taught for 20 years. She is a social psychologist, having received her Ph.D. from the University of Delaware and has, at present, research interests in the attitudes of young women towards marriage and career.     

The stress of secondary school for vulnerable students

An assessment of the stress of junior high/middle school (JH/MS) can be made by comparing overall behavior and academic student patterns in JH/MS with those in elementary school (ES), and by evaluating the differential educational consequences experienced by JH/MS students who had varying degrees of maladjustment in ES. Specific numeric data indicate that the environment is far more open, combative, frightening, impersonal, and academically taxing in JH/MS than in the ES. Partly as a result, suspensions, unexcused absenteeism, and grade failure occur at a much greater overall rate in JH/MS. Also, the immediate aftermath of these school adversities is significantly more deleterious in JH/MS than in ES. An analysis of the differential outcome data reveals that JH/MS students who had prominent ES maladjustments have a 5–13-fold greater rate of grade failure, suspension, and undue absenteeism than do students without such ES difficulties, and that generally students without major ES malajustment patterns continue to perform well after their entry to secondary school. In effect, then, JH/MS is primarily a stressful environment for students who are vulnerable on entry.Reveived M. D. from University of Wisconsin. Research interests include school mental health, hyperactivity, and psychopharmacology.     

Compromise formation in social conflicts: The influence of age,issue, and interpersonal context

Adolescents' understanding of societal conflict and of compromise resolution in the context of peer and authority relations was investigated. Six conflict stories were prepared for three social issues. Each issue included two similar stories that were counterbalanced for presentation in peer or authority context. The adolescents—ages 11, 13, 15, and 17—were asked to develop dialogues by continuing conversations from the stories with the aim of resolving the conflict. Responses were categorized on a 3-point scale: (1) noncompromise, (2) routine compromise, and (3) constructive compromise. In addition, one moral and one political dilemma were presented in order to relate conflict resolution to moral and political development. The major findings were an increase in frequency of constructive compromise with age and in peer vs authority context. Further, both moral and political development were significantly related to conflict resolution scores in peer but not in authority context. Results corroborate an interpretation that considers peer communicative relations of mutual respect and cooperation as a primary path to mature stages of social reasoning.Received Ph.D. in 1986 from Catholic University of America. Research interests include conflict resolution, adolescent sexuality, and substance abuse.Received Ph.D. in 1960 from Portland University. Research interests include Development of knowledge.     

The privatisation of British Telecom: a case study of the extended process of legislation

Abstract. One of the main ingredients in discourse about British politics concerns the extent to which, and under what conditions, central government can get its own way. Since 1979, the country has been ruled by a prime minister and a government placing at least rhetorical emphasis on the 'politics of conviction'. At the same time we have a well established academic literature giving emphasis to the various hurdles in the policy-making process which face even a government with a working parliamentary majority. The purpose of this paper is to trace the steps in the process towards the government achieving one of its manifesto commitments; the sale of 51 per cent of British Telecom shares to the private sector. In so doing, it is intended to analyse this example of the policy process in terms of the predominant British policy style.     

PUBLIC BUDGETING: CONCEPTS AND APPLICATIONS

Robert W. Burchell, James H. Carr, Richard L. Florida and Jarnes Nemeth. The New Reality of Municipal Finance: The Rise and Fall of the Intergovernmental City .
Government Finance Officers Association. Capital Budgeting: Blueprints for Change .
Edward A. Lehan. Budgetmaking: A Workbook of Public Budgeting Theory and Practice .
Thomas D. Lynch. Public Budgeting in America , 2nd Edition.
John L. Mikesell. Fiscal Administration: Analysis and Applications for the Public Sector , 2nd Edition.