Adolescents' moral dilemmas: The context

The purpose of this paper is to present a methodology which outlines the kinds of real-life moral dilemmas adolescents spontaneously present in open-ended semiclinical interviews. A coding procedure is introduced which delineates three aspects of these moral dilemmas, conflicts, context, and content, and an analysis is done of the category labeled context. One hundred forty-eight adolescents from two school settings were interviewed. The results show that the majority of both boys and girls in these samples describe moral conflicts in the context of a relationship, particularly involving friends. However, boys are more likely than girls to focus on the the self as the context of the moral dilemma with no other relational context present and significantly more girls than boys focus on relationships rather than self.The authors thank the Dodge, Klingenstein and Kendall Foundations for funding these studies.Her Ed.D. is from Harvard University, M.Ed. from Boston University, and A.B. from Ohio University. She was the Project Director for Carol Gilligan on a coed high-school study. Her present research interests are preservice teacher training and women's development.She is the Project Director of a longitudinal study of moral and social development in female children and adolescents and is the editor ofA Guide to Reading Narratives of Moral Conflict and Choice for Self and Moral Voice. Her Ed.D. is from Harvard University and B.A. is from Ottawa University, Ottawa, Kansas. Her research focuses on a developmental analysis of narratives of relationship in girls.Her B.A. is from Brown University and her research interests are in female development and children of alcoholics.     

Immunocognitive Model of Depression Secondary to Anxiety in Adolescents

There is evidence that anxiety precedes the onset of depression and that rumination contributes to this risk pathway in adolescence. This study examined inflammatory biomarkers as mediators in a risk model of depressive symptoms secondary to anxiety symptoms among adolescents who ruminate. A sample of 140 adolescents (52% female, 54% African American, 40% Caucasian, 6% biracial, mean age at T1?=?16.5 years, SD?=?1.2 years) provided blood samples on two visits (T1 and T2; mean time between T1 and T2?=?13.5 months, SD?=?5.9 months). Self-report anxiety, depression, and rumination measures were given at T1 and the depression measure was given again at a third visit (T3, mean months since T1?=?26.0 months, SD?=?9.0 months). Higher anxiety predicted more interleukin-6, but not more C-reactive protein, for adolescents with high levels of rumination. Moderated mediation analyses (N for analysis after removing cases with missing data and outliers?=?86) indicated that interleukin-6, but not C-reactive protein, at T2 mediated the relationship between anxiety symptoms at T1 and depressive symptoms at T3, conditional on rumination. Anxiety and rumination interacted such that, as rumination increased, anxiety predicted greater inflammation and depressive symptoms. These results demonstrate that established cognitive vulnerabilities for the development of depressive symptoms secondary to anxiety symptoms in adolescence might indirectly operate though biological mechanisms such as inflammation. In addition to highlighting risk factors and potential treatment targets for depression, this study suggests a potential biological mechanism underlying the effects of psychotherapies that reduce rumination on negative affect (e.g., cognitive behavioral therapy).     

Perceived Support and Internalizing Symptoms in African American Adolescents: Self-Esteem and Ethnic Identity as Mediators

Existing research leaves a gap in explaining why African American adolescents do not exhibit more anxiety and depression than other youth, at the same time that they experience more contextual risk factors. The current study examined the roles of social support as well as possible mediators self-esteem and ethnic identity (sense of belonging to one’s ethnic group) in reducing internalizing symptoms in 227 African American adolescents (mean age = 12.55). Structural equation models indicated that self-esteem and ethnic identity partially mediated the relation between social support and depression. For depression, ethnic identity accounted for more of the social support effect for males, whereas self-esteem had more impact for females. The mediation model for anxiety was supported in females, with self-esteem more important than ethnic identity. The results suggest that ethnic identity and self-esteem function as important links in how social support reduces internalizing symptoms in African American youth. Assistant Professor, Clinical Psychology, Loyola University Chicago. Received Ph.D. in Psychology from The University of Memphis. Current interests include coping and resilience in African American youth and the role of family characteristics in children and adolescents’ stress and coping processes. Teaching Associate, School of Education and Social Policy, Northwestern University. Received Ph.D. in Psychology from University of Rhode Island. Research interests include ethnic identity in African American youth and the effects of exposure to violence on well-being. Assistant Professor, Human Development and Social Policy, Northwestern University. Received Ph.D. in Psychology from University of California, Riverside. Primary research examines the nature and effects of socialization, father’s involvement, and how they interact with gender, race, and SES to impact youths’ academic and social development. Professor, Clinical and Developmental Psychology, Loyola University Chicago. Received Ph.D. in Human Development from the University of Chicago. Current research interests include the developmental stage of adolescence with a focus on the daily experience of urban African American young adolescents and how this relates to their psycho- social well being. Dr. Richards served as a Predoctoral Adolescent Fellow (1979–1981) and Postdoctoral Adolescent Fellow (1984–1985) at the Clinical Research Training Program in Adolescence in Chicago, IL, which was co-directed by Dr. Daniel Offer., Loyola University Chicago, 6525 N. Sheridan Rd., Chicago, IL, 60626 USA Visiting Professor, Humphrey Institute of Public Affairs; President, University of Minnesota and Global Philanthropy Alliance. Received Ph.D. in Measurement, Evaluation, and Statistical Analysis from the University of Chicago. Research interest is in adolescent development. Dr. Petersen served as Coordinator of the Clinical Research Training Program in Adolescence (1978–1982) and Associate Director (1976–80) and Director (1980–82) of the Laboratory for the Study of Adolescence at Michael Reese Hospital and Medical Center (Chicago, IL) where Dr. Daniel Offer served as Director of the Department of Psychiatry. Dr. Petersen and Dr. Offer collaborated on numerous research papers while working together at Michael Reese Hospital., University of Minnesota and Global Philanthropy Alliance USA     

Development and Initial Findings of an Implementation Process Measure for Child Welfare System Change

This article describes a new measure designed to examine the process of implementation of child welfare systems change. The measure was developed to document the status of the interventions and strategies that are being implemented and the drivers that are being installed to achieve sustainable changes in systems. The measure was used in a Children's Bureau-supported national effort to assess the ongoing implementation of 24 systems-change projects in child welfare jurisdictions across the country. The article describes the process for measure development, method of administration and data collection, and quantitative and qualitative findings.     

False positive and false negative rates in self-reported intentions to offend: A replication and extension

Purpose

Studies of criminal decision making commonly rely on college students’ self-reported intentions to commit a hypothetical offense. The current study evaluates the predictive validity of these intentions to offend.

Methods

Undergraduate students (n = 726) read a fictitious but seemingly realistic newspaper article describing an illegal opportunity for acquiring digital music files, and then reported their intentions to act upon the opportunity. Afterward, participants’ real world attempts to follow-through on the opportunity were monitored covertly.

Results

Findings reveal that participants who reported weak intentions to offend typically refrained from the act, resulting in a low false negative rate. However, those who reported strong intentions to offend also typically refrained from the act, thereby resulting in a high false positive rate.

Conclusions

These findings suggest that while participants’ predictions of criminal abstention are generally accurate, their predictions of criminal involvement are more problematic. Such faulty intentions have important implications for research on criminal decision making.     

Setting weights for aggregate indices: An application to the commitment to development index and human development index

Abstract

Aggregate indices like UNDP's Human Development Index (HDI) or the Centre for Global Development and Foreign Policy's Commitment to Development Index (CDI) are subject to multiple criticisms. This paper addresses concerns linked to the equal weights used in the HDI and the CDI and evaluates alternative weighting schemes. It relies on an opinion survey conducted electronically among researchers from 60 countries to assess whether or not professional judgment affects the use of equal weights. Results of the opinion survey point to a surprising result for the HDI: despite widespread criticism of equal weights, a simple scheme based on equal weights is not only convenient but also consistent with the views of experts. For some components of the CDI, however, weights derived from the survey do differ from equal weights. Nevertheless, the weights emerging from the survey are not sufficiently different from equal weights to significantly alter country rankings.