Differential effects of high‐quality child care

In policy research a frequent aim is to estimate treatment effects separately by subgroups. This endeavor becomes a methodological challenge when the subgroups are defined by post‐treatment, rather than pre‐treatment, variables because if analyses are performed in the same way as with pre‐treatment variables, causal interpretations are no longer valid. The authors illustrate a new approach to this challenge within the context of the Infant Health and Development Program, a multisite randomized study that provided at‐risk children with intensive, center‐based child care. This strategy is used to examine the differential causal effects of access to high‐quality child care for children who would otherwise have participated in one of three child care options: no non‐maternal care, home‐based non‐maternal care, and center‐based care. Results of this study indicate that children participating in the first two types of care would have gained the most from high‐quality center‐based care and, moreover, would have more consistently retained the bulk of these positive benefits over time. These results may have implications for policy, particularly with regard to the debate about the potential implications of providing universal child care. © 2002 by the Association for Public Policy Analysis and Management.     

The effect of parental divorce on parent-adolescent separation

The purpose of this study was to identify variables that differentially affect parent-adolescent separation in subjects from separated vs subjects from intact families. The subjects were 318 introductory psychology students at the University of Manitoba who had already left home. They were given the Moving Out questionnaire as well as Rotter's Internal-External Locus of Control Scale. Contrary to our hypotheses, subjects from separated families did not experience more conflict when leaving home than subjects from intact families, and the type and amount of divorce-related conflict was not related to higher emotional separation or locus of control scores. However, it was found that as divorce-related conflict became more openly expressed, feelings of personal control increased and feelings about leaving home became more positive. Emotional separation scores were significantly higher for all males and for subjects from separated families. Also, females had a greater sense of external control than males.Research interests include separation, divorce, and fster parenting.Research interests include separation, divorce, and child development.     

Pubertal Effects on Adjustment in Girls: Moving from Demonstrating Effects to Identifying Pathways

The present investigation examines mediated pathways from pubertal development to changes in depressive affect and aggression. Participants were 100 white girls who were between the ages of 10 and 14 (M=12.13, SD=.80); girls were from well-educated, middle- to upper-middle class families, and attended private schools in a major northeastern urban area. Three aspects of pubertal development were examined: (a) estradiol categories tapping gonadal maturation; (b) dehydroepiandrosterone sulfate (DHEAS) levels indicating adrenal maturation; and (c) pubertal timing (early vs. other). Three potential mediators were also examined: emotional arousal, attention difficulties, and negative life events. Tests of mediated models indicated that early pubertal timing predicted higher emotional arousal which subsequently predicted increased depressive affect. Negative life events, and possibly attention difficulties, mediated the associations of both estradiol category and DHEAS with aggression. These findings highlight the potential for more intensive investigation of gonadal and adrenal processes in explaining affective changes at puberty.

Effects of girls' hormonal status on depressive and aggressive symptoms over the course of one year

Associations between hormonal and physical status and girls' depressive affect, aggressive affect, and delinquent behavior were studied over the course of one year. Seventy-two White girls, aged 10–14 at initial data collection, were seen twice. Endocrinological status (estradiol, luteinizing hormone [LH], folicle stimulating hormone [FSH], testosterone, and dehydroepiandosterone sulfate [DHEAS] at Time 1, physical development (menarche, secondary sexual characteristics) and maturational timing at Times 1 and 2 were used to predict self- and maternal reports of depressive affect, and self-reports of aggressive affect and delinquent behavior at Time 2. It was posited that initial endocrinological status, as represented by hormonal categories derived by Warren and Brooks-Gunn [(1989) Mood and Behavior at Adolescence: Evidence for Hormonal Factors, Journal of Clinical Endocrinology and Metabolism, Vol. 69, pp. 77–83] and reflecting estradiol, LH, and FSH levels, would be associated with affective expression and delinquent behavior one year later. DHEAS, however, was not expected to be associated with affective expression a year later as it is thought to be more indicative of adrenal changes that are in part environmentally mediated. Initial affective expression was hypothesized to account for more of the variation than prior hormonal status. Hormonal categories predicted depressive and aggressive affect a year later, while DHEAS, physical status, and maturational timing did not. Initial hormonal categories were associated with subsequent reports of delinquent behavior, although not after physical status or prior reports of delinquency were entered into the regression. Initial reports of affective expression accounted for a far greater proportion of the variance in aggressive affect and delinquent behavior than did hormonal or physical status.Received Ph.D. from Institute of Child Development, University of Minnesota. Research interests include the interpaly among developmental processes during the transitions into and out of adolescence.Received Ph.D. from University of Pennsylvania. Research interests include Girl's psychological adaptation to pubertal change, biosocial aspects of female reproductive events, development of biological and socially at risk children and adolescents.Research interests include: Reproductive endocrinology, anorexia nervosa, neuroendocrinology, adolescence.     

Negotiating group decisions

Conclusion The research on negotiations, coalition formation, and group decision making suggests numerous ways to improve the quality of group decisions ranging from selection and training of group members, development of norms to maximize the amount of relevant information considered by the group, and the selection of an approach to integrate that information. In thinking about managing the process, it is useful to consider what may be done at the time a task force or team is formed, what needs to be done prior to decision making, and what may be done to integrate information and preferences to make high quality decisions. Table 5 organizes the ideas discussed in this article by stages.An interesting question is how overtly a group leader or member may act in managing this process. Groups themselves do not seem to engage in much deliberate planning. They often jump into their tasks only to back off and plan when they find themselves hopelessly frustrated, such as in the MIS task force in our example. Most groups do not have the luxury of team-building training—learning techniques to reach high quality group decisions in a simulated environment. So, it is often up to individual group members to direct the group to use processes that will produce high quality decisions. Jeanne M. Brett is the DeWitt W. Buchanan, Jr. Professor of Dispute Resolution and Organizations at the J.L. Kellogg Graduate School of Management, Northwestern University, Evanston, III, 60208.     

Cognitive and non‐cognitive predictors of success in adult education programs: Evidence from experimental data with low‐income welfare recipients

Using data on approximately 2,000 low‐income welfare recipients in a three‐site random‐assignment intervention conducted in the early 1990s (the NEWWS), we examine the role of cognitive and non‐cognitive factors in moderating experimental impacts of an adult education training program for women who lacked a high school degree or GED at the time of random assignment. Both cognitive and noncognitive skills (in particular, locus of control) moderate treatment impacts. For the sample as a whole, assignment to an education‐focused program had a statistically significant (albeit modest) 8 percentage point impact on the probability of degree receipt. For those with low cognitive skills, virtually all of these program impacts were eliminated. However, non‐cognitive skills play a substantively important role such that women with high cognitive skills but low non‐cognitive skills are only half as likely to earn a degree as their counterparts with high skills of both types. © 2008 by the Association for Public Policy Analysis and Management.