Parsimony in the Study of Tolerance and Intolerance

In replying to Mondak and Sanders, I introduce the notion of ``Kelvinist tolerance,' or an absolute absence of any intolerance whatsoever. I contend that while we can imagine such an extreme level of tolerence, in our empirical world it occurs about as frequently as the absolute zero of the Kelvin scale of temperature. Consequently, I reject the assertion of Mondak and Sanders that special statistical approaches are essential for analyzing tolerance, arguing instead in favor of parsimony in both conceptualization and analytical strategies.     

The Rise and Fall of Political Engagement among Latinos: The Role of Identity and Perceptions of Discrimination

This study analyzes how perceptions of discrimination against oneself and/or one’s group and whether one self-identifies in national (American), national origin, or panethnic terms affect levels of political engagement among Latinos in the United States. The findings show that perceptions of discrimination against oneself are particularly damaging in that they promote both behavioral and attitudinal alienation (e.g., non-voting and lack of trust), especially among Latinos who identify primarily as American. Behavioral alienation can be mitigated, and even overcome, when perceptions of discrimination are accompanied by a panethnic or national origin self-identification. However, the attitudinal alienation created by perceptions of discrimination is not mitigated by any type of self-identification. These findings shed light on understudied factors that affect political engagement that are going to become more important to understand as the American population continues its ethnic diversification. In addition to expanding our knowledge of political engagement generally, this study also raises important questions about whether the adoption of an American self-identification is in fact beneficial for the health of our participatory political system as a whole.     

Sophisticated Behavior under Majoritarian and Non-Majoritarian Voting Procedures

This study addresses the issue of sincere and sophisticated voting under majoritarian and non-majoritarian voting procedures. By conducting experimental voting games, we compared a common majoritarian procedure, Plurality Voting (PV) with a non-majoritarian procedure, Sequential Voting by Veto (SVV). We focused on two different aspects of the subject: the likelihood of sophisticated voting under each one of the voting procedures and the conditions that foster sincere and sophisticated voting under these procedures. The results highlighted the significant differences between majoritarian and non-majoritarian voting procedures as a key factor in determining the tendency of voters to use sincere or sophisticated voting. Clearly, the sincere model was dominant in SVV games while sophisticated voting dominated the PV games. The extent of sophisticated voting ran counter to the group size, a tendency that was stronger under SVV than under PV. By demonstrating the advantages of the minority principle, when voters are small in number, we hope to encourage the development of a solution that will enable the use of SVV in general elections.     

The Role of Epistemic Cognition in Adolescent Identity Formation: Further Evidence

Following Boyes and Chandler (1992), it is investigated how adolescents’ epistemic understanding relates to the process of identity formation. In a cross-sectional as well as longitudinal study, identity status scores of diffusion, foreclosure, moratorium and identity achievement as assessed by the Extended Objective Measure of Ego Identity Status were analyzed as a function of adolescents’ epistemic stance, while simultaneously taking into account individual differences in identity processing styles. The cross-sectional sample was composed of 200 German adolescents from Grades 7, 9, 11, and 13 (mean age: 16.2 years, SD = 2.41). The longitudinal study consisted of 134 participants (mean age at retest: 16.5 years, SD = 1.7) and covered a time interval of 18 months. Findings confirmed the view that the development of epistemic cognition contributes to adolescent identity formation. Specifically, the development of a multiplistic epistemic stance predicted higher moratorium scores, whereas the more advanced evaluativist epistemic position contributed to identity achievement over time. These effects were not due to individual differences in identity processing style.     

Overcoming Challenges to Using Evidence-Based Interventions in Schools

The Center for School Mental Health Assistance at the University of Maryland recently completed a review of evidence-based prevention and treatment programs that can be used by school mental health clinicians. Based on the review, a school-based program operating in 22 Baltimore City schools has purchased and trained clinicians in a number of protocols for evidence-based interventions. We present findings from this review and make pragmatic recommendations for school mental health programs to overcome the challenges associated with the use of evidence-based interventions.She received her doctorate in childclinical psychology from the University of Missouri-Columbia. Her research interests are in the area of the development, prevention, and treatment of juvenile delinquency and youth externalizing disorders.who does research in the area of childrens mental health services and the implementation of wraparound services in real-world settings.University of Maryland School of Medicine. His research is in the area of testing the effectiveness of School Mental Health Programs and the effects of community violence on youth mental health.involved in research related to school mental health, school-based health centers, and prevention of risky behavior among adolescents.Postdoctoral fellow at the time of the study.Postdoctoral fellow at the time of the study.     

Nonsuicidal Self-Harm Among Community Adolescents: Understanding the “Whats” and “Whys” of Self-Harm

This study examines self-harm in a community sample of adolescents. More specifically, the study identifies the prevalence and types of self-harm, elucidates the nature and underlying function of self-harm, and evaluates the relation of psychological adjustment, sociodemographic, and health-risk variables to self-harm. Self-report questionnaires assessing self-harm, adjustment, health behaviors, suicide history, and social desirability were completed by 424 school-based adolescents. Overall, 15% of the adolescents reported engaging in self-harm behavior. Analyses revealed gender differences across behaviors and motivations. Adolescents who indicated harming themselves reported significantly increased antisocial behavior, emotional distress, anger problems, health risk behaviors, and decreased self-esteem. Results provide support for the coping or affect regulation model of self-harm. Findings suggest that self-harm is associated with maladjustment, suicide, and other health behaviors indicative of risk for negative developmental trajectories. Doctoral student in the Department of Educational and Counseling Psychology at the University of British Columbia. Received M.A. in School Psychology from the University of British Columbia. Research interests include self-harm, anxiety, coping, and street-involved youth. Associate Professor in the Department of Educational and Counseling Psychology at the University of British Columbia. Received Ph.D. from the University of Iowa. Research interests include adolescent social-cognitive development, developmental psychopathology, and stress and coping.     

Age and Gender Effects on Coping in Children and Adolescents

The aim of this study was to investigate age and gender effects of childrens and adolescents coping with common stressors in 3 age groups (late childhood, early, and middle adolescence). Furthermore, age and developmental differences in situation-specific coping with 2 stress domains were examined. N = 1,123 participants (ages 8 to 13 years) were asked to complete the German Coping Questionnaire for Children and Adolescents (Hampel et al., 2001) in response to both an interpersonal and an academic stressor. Adolescent boys and girls, as well as girls from all age ranges scored lower on adaptive and higher on maladaptive coping strategies. With regard to interaction effects, female early adolescents coped maladaptively with common stressors, showing a decreased employment of adaptive (e.g., distraction, positive self-instructions) and an enhanced use of maladaptive coping strategies (e.g., rumination, aggression). Situation-specific coping did not differ consistently with age and gender. Implications of the findings for mental health care and developing clinical treatment of children and adolescents are discussed.Professor of Rehabilitation Psychology, Center of Clinical Psychology and Rehabilitation, University of Bremen, Germany. Received her PhD from the Free University of Berlin in 1994. Major research interests are stress, coping, and stress management in children and adolescents.Professor of Psychology, Center of Clinical Psychology and Rehabilitation, University of Bremen, Germany. Received his PhD from the University of Bonn in 1977. Major research interests are diagnostics, clinical child psychology, and rehabilitation research.     

“Thinking About Makin’ It”: Black Canadian Students’ Beliefs Regarding Education and Academic Achievement

Black Canadians share many aspects of the historical experiences of African Americans, but there are also important differences. One similarity between these two groups is the persistent academic underachievement of Black adolescents. Although this is a subject of widespread concern in both countries, it has received little empirical scrutiny in Canada. We address this shortcoming by examining the academic and achievement-related beliefs of Black high school students in two Canadian cities, Toronto and Halifax. Despite significant regional differences most participants believed that schooling could lead to success for them. Females’ attitudes and beliefs regarding education were more positive than those of males. Perceived parental values and support were strong predictors of participants’ attitudes and school marks; socioeconomic status (SES) and perceived peer support were non-significant correlates of academic outcomes. We discuss the results in terms of the germane US research, and highlight the implications of the findings for understanding diversity among Black Canadian youth.Received PhD from the University of Toronto. Areas of research include educational and psychological correlates of ethnic and racial identity in Black Canadians.Received PhD from the University of Toronto. Research focuses on the cultural dimensions of friendship.Received PhD from the University of Toronto. Research interests include adolescent development, social justice, and children’s rights-related thinking and knowledge.     

Developing Principles for Best Practice in Expanded School Mental Health

On the basis of activities of a federally funded national center for school mental health, review of literature on principles for best practice in child and adolescent mental health and school health, and consultation with national experts and family members, a set of 10 principles for best practice in school mental health was developed. A survey was developed enabling 1–6 point Likert ratings (clearly unimportant to clearly important) for each of the 10 principles. With an original sample of 426 people involved in education, school health or mental health, all 10 principles were strongly endorsed, receiving mean ratings ranging between 5.10 and 5.75. On the basis of qualitative feedback from this survey and interactive forums, language for 9 of the 10 principles was revised and a survey reflecting these changes was developed and administered to a validation sample of 86 respondents. As with the original sample, endorsements of the principles were strong, with mean ratings ranging between 5.45 and 5.79. Findings are discussed in relation to advancing interconnected agendas related to quality assessment and improvement and empirically supported practice in school mental health.     

The Role of Sense of School Belonging and Gender in the Academic Adjustment of Latino Adolescents

The aim of this study was to examine the roles of sense of belonging and gender in the academic outcomes of urban, Latino adolescents. It was expected that sense of belonging would play a different role in males' and females' academic adjustment. Participants (N = 143) included mostly Mexican and Puerto Rican seniors from a large, urban high school. The academic outcomes assessed were grade point average, absenteeism, motivation, effort, and educational aspirations and expectations. As hypothesized, females consistently had more positive academic outcomes than males. Sense of school belonging significantly predicted academic outcomes, including academic motivation, effort, and absenteeism. Regression analyses did not show that gender explained differences in the relationship between sense of belonging and academic outcomes. Implications and future directions for research on urban Latino males and females are discussed.