A validation study of the Draw-A-Person as a measure of racial identity acceptance

The present study is a replication of Schofield's findings (1978) in the use of the Draw-A-Person as a measure of racial identity acceptance. Unlike Schofield's study, the present investigation involved an adolescent sample of blacks and whites, and race of figure drawn was determined by judges' consensus rather than an objective scoring system. The findings generally supported those of Schofield and the racial identity and preference literature as a whole in revealing blacks to be less accepting of their racial identity than whites.     

Screening for adolescent psychopathy among at-risk youth: initial validation of the Survey of Attitudes and Life Experiences

Psychopathic youth pose special challenges to clinicians in providing effective treatment and safe management. Because comprehensive assessments of psychopathy are time intensive and require specialized training, programmatic research is needed to develop time-efficient and useful screens that eliminate from further consideration acting-out adolescents who are unlikely to be psychopathic. The clinical utility of the Survey of Attitudes and Life Erperiences as a psychopathy screen was investigated by combining three samples of adolescent offenders (total N = 223). Its primary purpose was the identification of nonpsychopaths who were distinguished from adolescents in either the mixed or psychopathic ranges. A Psychopathy Screen (PS) Scale was developed with 24-item (PS-24) and 11-item (PS-11) versions. Both appeared moderately effective in excluding nonpsychopaths from further evaluation. Preliminary data on response styles suggest that these scales are not susceptible to social desirability.     

The interpreter's personality in Draw-A-Person interpretation: a study of interpersonal style

This study investigated the relationship between accuracy in figure drawing interpretation and interpersonal style. Subjects were 66 undergraduates who completed the Minnesota Multiphasic Personality Inventory (MMPI), the Interpersonal Check List (ICL), and a figure drawing interpretation task. The MMPI and ICL were scored and interpreted using Leary's Interpersonal System, which provides for a multilevel assessment of interpersonal functioning. Interpretive skill was found to be associated with "affiliative" interpersonal styles (p < .05), and lack of interpretive skill was associated with "disaffiliative" interpersonal styles (p < .05) at two of the three levels examined. The role of unconscious processes in figure drawing interpretation, the nature of the interpretive process, and implications for the selection of skilled interpreters are discussed with reference to the interpersonal characteristics of the interpreter.     

Screening for Specific Language Impairment in Preschool Children: Evaluating a Screening Procedure Including the Token Test

Specific language impairment (SLI) comprises impairments in receptive and/or expressive language. Aim of this study was to evaluate a screening for SLI. 61 children with SLI (SLI-children, age-range 4–6 years) and 61 matched typically developing controls were tested for receptive language ability (Token Test—TT) and for intelligence (Wechsler Preschool-and-Primary-Scale-of-Intelligence—WPPSI). Group differences were analyzed using t tests, as well as direct and stepwise discriminant analyses. The predictive value of the WPPSI with respect to TT performance was analyzed using regression analyses. SLI-children performed significantly worse on both TT and WPPSI (\(p \le .0001\)). The TT alone yielded an overall classification rate of 79%, the TT and the WPPSI together yielded an overall classification rate of 80%. TT performance was significantly predicted by verbal intelligence in SLI-children and nonverbal intelligence in controls whilst WPPSI subtest arithmetic was predictive in both groups. Without further research, the Token Test cannot be seen as a valid and sufficient tool for the screening of SLI in preschool children but rather as a tool for the assessment of more general intellectual capacities. SLI-children at this age already show impairments typically associated with SLI which indicates the necessity of early developmental support or training. Token Test performance is possibly an indicator for a more general developmental factor rather than an exclusive indicator for language difficulties.     

Research validity scales for the NEO-PI-R: development and initial validation

The purpose of this investigation was to develop a set of research validity scales for use with the NEO Personality Inventory-Revised (NEO-PI-R; Costa & McCrae, 1992b). In study 1 we used the existing NEO-PI-R item pool to select items for three validity scales: positive presentation management, negative presentation management, and inconsistency. Several iterative item and scale analyses were conducted, using multiple criteria for item selection. These analyses resulted in 10-item scales. In Study 2, the internal consistency, interscale relationships, and normative characteristics were examined in a separate sample of working adults. In Study 3, the validity of the scales was examined by contrasting five sets of NEO-PI-R protocols: from a separate sample of working adults, from a sample of 100 NEO-PI-R protocols with randomly produced responses, and from three samples of undergraduates completing the NEO-PI-R under different instructional sets. Analyses revealed that both the research validity scales and the NEO-PI-R domain scales were sensitive to group differences. issues relating to the appropriate use of the scales are discussed.     

Description and Formative Evaluation of the Kentucky IMPACT Program for Children with Serious Emotional Disturbance

The Kentucky IMPACT Program is described and formative evaluation results are reported. This information suggests that the Program has value for children and youth with serious emotional and behavioral disorders.     

Emotional inertia emerges after prolonged states of exhaustion: Evidences from a measurement burst study

Motivation and Emotion - Exhaustion refers to the feeling of ongoing loss of emotional, physical and cognitive resources. The present study draws on the Conservation of Resources Theory to examine...     

Working with high-risk youth in prevention and early intervention programs: toward a comprehensive wellness model

Societal problems resulting from school dropouts, teenage pregnancy, drug abuse, suicide and other health-damaging behavior are increasing, along with the financial costs. This paper presents a theory of youth development and learning, and an integrated, interactive and reciprocal model for the prevention of health-damaging behavior.     

A study of the concurrent validity of the Screening Test of Adolescent Language with recent immigrants.

The concurrent validity of the Screening Test of Adolescent Language was investigated by correlating the total scores for 152 first-year medical students with their performances on the Woodcock Language Proficiency Battery. The sample included many recent immigrants from southeastern Asia who were not yet highly proficient in English. The Pearson correlation of .78 between the two measures was high and statistically significantly different from zero.     

Parent Satisfaction with Case Managed Systems of Care for Children and Youth with Severe Emotional Disturbance

Case management has emerged as an integral component of current efforts to reform the delivery of mental health services to children and youth with Severe Emotional Disturbance (SED). We examined parental satisfaction with one program's case management system for SED children. In order to validly address parental satisfaction, the program first turned to a group of its parents to develop a satisfaction measure, the Family Satisfaction Survey (FSS). Of the 51 parents who returned an FSS, 74% of the parents were generally satisfied while 26% indicated that they were dissatisfied with their families' case management services. Multivariate regression analyses were employed to examine the role played by client, service, and outcome variables in predicting parental satisfaction. After controlling for child diagnoses, severity of impairment, and levels of psychosocial stress, parent satisfaction with case management services was best predicted by the frequency of monthly contact and fewer days is a psychiatric hospital proportional to length of service. Our results suggest that parent satisfaction is based not only on what case managers do but on how this service impacts SED children's ability to remain at home and in their communities.     

Investigating the Impact of Strength-Based Assessment on Youth with Emotional or Behavioral Disorders

The trend toward adopting a strengths approach to mental health practice with children and adolescents amounts to a paradigm shift from an emphasis on diagnosing disorders to tapping child capacities and assets toward the achievement of treatment goals. While the potential value and challenges associated with this shift has received ample attention in the literature, minimal research has been conducted to assess the benefits and barriers related to the use of strength-based strategies with youth. Utilizing an experimental design, this author examined the impact of strength-based assessment using the Behavioral and Emotional Rating Scale (BERS) with seriously emotionally or behaviorally disturbed children and adolescents. Results revealed that child functioning outcomes were significantly better for youth who received BERS-guided assessment versus the usual deficit-based assessment protocol only when the treating therapist reported an orientation toward service that reflects highly strength-based attitudes and practices. Furthermore, high adherence to the strength-based assessment protocol was associated with significantly higher parent satisfaction with services and lower rates of missed appointments. These findings highlight the importance of accounting for practitioner effects and treatment fidelity in future studies of strength-based practice effectiveness.     

Comparing Chinese youth with American youth on adjustment: An illustration of measurement issues in cross-cultural research

In this article, we used results from two studies to show the need to go beyond linguistic equivalence to establish construct validity and measurement invariance in cross-cultural research. Study 1 examined Rosenberg Self-Esteem (RSE; 10 items) data from 156 Mainland Chinese youth (M = 13.8 years, SD = .53) and 213 Chinese-American youth (M = 13.6 years, SD = 2.1) from high socioeconomic status (SES) families. The Chinese translation of the RSE has been widely used. Study 2 included 1060 Mainland Chinese youth (M = 15.6 years, SD = 2.3) and 412 racially diverse American youth (M = 16.0, SD = 2.9) from all SES backgrounds. Data were collected with the third and newest edition of the Behavioural Assessment System for Children-Self Report of Personality (BASC-3-SRP; 189 items). We translated and back-translated the BASC-3-SRP between English and Chinese to establish linguistic equivalence. All participants were females. Study 1 showed that the RSE had acceptable internal consistency but lacked construct validity. Study 2 showed that the original and the translated BASC-3-SRP had good internal consistency and construct validity, but nine of its 16 subscales lacked measurement invariance. These results highlight measurement issues facing international and cross-cultural research.     

Natural mentors and adolescent resiliency: a study with urban youth

Natural mentors may play an important role in the lives of adolescents. We interviewed 770 adolescents from a large Midwestern city. Fifty-two percent reported having a natural mentor. Those with natural mentors were less likely to smoke marijuana or be involved in nonviolent delinquency, and had more positive attitudes toward school. Natural mentors had no apparent effect on anxiety or depression. Using the resiliency theory framework, natural mentors were found to have compensatory but not protective effects on problem behaviors, and both compensatory and protective effects on school attitudes. Direct and indirect (mediated) effects of natural mentors are explored for problem behaviors and school attitudes. The potential importance of natural mentors is supported, and implications for future research are considered.     

Integrating Systems of Care in California for Youth with Severe Emotional Disturbance IV: Educational Attendance and Achievement

Empirical results are presented from school-based interventions in three California counties that are pioneering participants in a carefully evaluated effort to create an innovative system of care for youth with severe emotional disturbance. Data are presented about the educational attendance and achievement of youth enrolled in clinical and academic programs designed to provide collaborative mental health and education services. Attendance levels were uniformly high. The youth were below expected grade level as measured by standardized tests at program admission. Across programs, two counties demonstrated grade level increases of one year or more for one year in school on all subscales of established measures of educational achievement. The third county demonstrated increases of slightly less than one year on two of three subscales of the educational achievement measures. These results are the first from a multisite demonstration of integrated education and mental health programs embedded within a broader system of care for youth. The findings, combined with those from our prior studies, illustrate that is possible to reduce and control placements in restrictive levels of care while improving the academic performance of a vast majority of the youth enrolled in specialized programs within the care systems.     

School Context and the Problem Behavior and Social Skills of Students with Emotional Disturbance

Variability in the social and behavioral characteristics of students with emotional disturbance (ED) in the public schools may impact special education effectiveness; yet very little evidence exists on how such variability may express itself from school to school. One place to begin such investigation involves school context as expressed by income level and academic performance. In this study, we selected 140 children (grades kindergarten through 6) receiving special education services for ED in schools in a large east-coast urban area. We gathered school-wide test results from state achievement testing and school poverty levels from eligibility for free or reduced lunch on each school. For each child, we collected teacher ratings of problem behavior and social skills. Findings from regression analyses revealed significant relationships between school context and children’s externalizing and internalizing behavior. We discuss the implications of these findings for the concept of ED as a unitary disability category in special education research and practice.     

Predicting youth access to tobacco: the role of youth versus store-clerk behavior and issues of ecological validity.

Twenty-one 15- to 17-year-olds attempted to purchase cigarettes in 232 stores in the manner that confederates typically do in access studies, as well as in the manipulative ways (e.g., lying about their ages) that youth smokers do, thereby modeling youth access to tobacco within versus outside of studies, respectively. Youth typical-research versus manipulative behavior was contrasted with clerk behavior (requests for youth ID cards) to examine the relative contributions of both to youth access to tobacco for the 1st time. Results revealed that clerk behavior was the strongest predictor of cigarette sales to youth and hence underscore the need for interventions with merchants. Sales nonetheless were higher under youth-manipulative conditions and thereby highlight the low ecological validity of access research.     

Career development of youth: a nationwide study

The primary objective of the study described here was to assess and summarize core aspects of the career development of American youth. A nationally representative sample of approximately 32,000 8th, 9th, and 11th graders in 200 schools participated in the study in the spring of 1973. This article focuses on the study's more salient findings and presents results in terms of what students say, do, and know about career development. A major finding is the sharp contrast between students' need for help with career planning and the help they have been receiving. In general, results support the current emphasis on career guidance and career education.