Potential Positive and Negative Consequences of Coresidence for Teen Mothers and their Children in Adult-Supervised Households

In 1996, part of the creation of TANF (Temporary Assistance for Needy Families) required minor teen parents to live in an adult-supervised household in order to receive cash assistance. This literature review discusses the positive and negative consequences of coresidence. Research has suggested that coresidence may be beneficial for the educational and financial success of teen mothers. However, there is some evidence that coresiding teen mothers have poorer parenting skills than teen mothers who do not coreside. Implications for policy implementation are discussed. Case managers should be aware of the possible risks of coresidence and weigh these risks against potential benefits. In addition, families of teen mothers, especially grandmothers, should be included in programming and interventions in order to provide positive living environments for teen mothers and their children.     

Perceptions of Family Relationship Factors and Depressive Symptoms in Adolescents: What Roles Do Parents and Gender Play?

The association of adolescents’ perceptions of family relationships and adolescent depressive symptoms was investigated using a sample of 2,918 youth participating in the National Longitudinal Survey of Youth 1997. Boys showed fewer depressive symptoms than girls, as hypothesized. In general, adolescents’ perceptions of family relationships were negatively related to depressive symptoms. Mother support of father predicted depressive symptoms for girls only, whereas father support of mother predicted depressive symptoms for boys only. These findings contradict previous research that suggested family functioning is more related to outcomes of adolescent girls than boys. Suggestions for future research and implications for marital and family therapists are discussed.     

User modeling via stereotypes

This paper addresses the problems that must be considered if computers are going to treat their users as individuals with distinct personalities, goals, and so forth. It first outlines the issues, and then proposes stereotypes as a useful mechanism for building models of individual users on the basis of a small amount of information about them. In order to build user models quickly, a large amount of uncertain knowledge must be incorporated into the models. The issue of how to resolve the conflicts; hot will arise along such inferences is discussed. A system, Grundy, is described that builds models of its users, with the aid of stereotypes, and then exploits those models to guide it in its task, suggesting novels that people may find interesting. If stereotypes are to be useful to Grundy, they must accurately characterize the users of the system. Some techniques to modify stereotypes on the basis of experience are discussed. An analysis of Grundy's performance shows that its user models are effective in guiding its performance.     

Toward a Feminist and Multicultural Model of Consultation and Advocacy

The authors present core ideas or constructs that might be integral to a feminist and multicultural model of consultation. According to the model, the structure of consultation is (a) nonhierarchical and (b) an open triad (incorporating extrapersonal and outside factors). The process of consultation is (c) culturally responsive and (d) empowering. The role of the consultant is as (e) an agent for change and (f) an advocate for both the client and the system. Los autores y sus ideas centrales presente o construyentes quizás sea integral para una feminista y un modelo de la consulta multicultural. Según el modelo, la estructura de la consulta es (a) nonhierarchical y (b) una tríada abierta (incorporando extrapersonal y factores exteriores). El proceso de la consulta es (c) culturalmente receptiva y (d) autorizada. El papel del consultor es como (e) un agente para el cambio y (f) un defensor para el cliente y el sistema.     

Origins of adolescents’ autobiographical memories

Adolescents (N = 46; M = 12.46 years) who had previously participated in a longitudinal study of autobiographical memory development narrated their early childhood memories, interpreted life events, and completed a family history questionnaire and language assessment. Three distinct components of adolescent memory emerged: (1) age of earliest memory and insight into life events; (2) volume of early memories; and (3) density of specific memories from early childhood. Children's language, self-awareness, and theory of mind during early childhood (19–51 months) all contributed to their memories as adolescents. However, adolescents’ early reminiscing environment was the best single predictor of the age and volume of their early memories and their insight into life events. In contrast, adolescents’ delayed self-recognition and reminiscing in early childhood predicted the density of their early memories. These findings provide partial support for theories of autobiographical memory development.