Preschoolers at risk for attention-deficit hyperactivity disorder and oppositional defiant disorder: family,parenting, and behavioral correlates

This community study assigned 129 4-year-olds to groups at risk for attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), both ADHD and ODD, or no problems. Mothers of children at risk for ODD reported more family dysfunction, felt less competent as parents, suggested fewer solutions to child behavior problems, demonstrated a less assertive approach to child management, and reported more child internalizing problems than did mothers of children not elevated on ODD symptoms. Mothers of children at risk for ADHD reported higher personal depression scores than did those of the non-ADHD subgroup. Children at risk for ADHD evidenced the most difficulties in school where teachers reported more social behavior, classroom management, and internalizing problems relative to other children not at risk for ADHD. When solving child management problems, mothers of children in all groups suggested twice as many controlling/negative management strategies as positive/preventive strategies. In addition, faced with oppositional and conduct problems, mothers of children in all groups increased controlling/negative suggestions and decreased positive/preventive suggestions. Mothers of girls at risk for ADHD, ODD, and ADHD/ODD gave more rewards per positive behavior than did mothers of boys.     

Ties to influential adults among black and white adolescents: culture,social class,and family networks

Although prior research suggests the importance of nonparental adults to adolescents, the ecological context of those relationships has received little attention. This study examined ties to influential adults among 122 adolescents who varied by race, family structure, and gender. The strongest effects were for race. Blacks reported stronger ties than Whites to the maternal grandmother as well as more supportive interactions with adult males. While race differences in grandparental ties were robust across social class (SES), ties to an influential adult male became nonsignificant upon controlling for SES. African American girls from divorced families consistently reported the strongest ties. Discussion considers the role of culture versus SES in explaining race differences. Implications for mentoring interventions are proposed, with special attention to the role of actualizing latent ties to already existing network members.     

Embedded evaluation of preferences sampled from person-centered plans for people with profound multiple disabilities

We investigated a brief, embedded assessment for evaluating preferences sampled from person-centered plans. After developing person-centered plans for individuals with multiple disabilities, systematic assessments were conducted with preferences sampled from the plans. An assessment of sampled preferences was then embedded within the participants' daily routines. The two assessments identified similar preferences based on participant approach responses. Both assessments also indicated inconsistencies with reported preferences in the person-centered plans. Overall, results suggested the embedded assessment may be an alternative means of evaluating some preferences reported through person-centered planning.     

Family, School, and Community Factors and Relationships to Racial–Ethnic Attitudes and Academic Achievement

This study examined family, school, and community factors and the relationships to racial–ethnic attitudes and academic achievement among 98 African American fourth-grade children. It has been posited that young people who feel better about their racial–ethnic background have better behavioral and academic outcomes, yet there is a need for more empirical tests of this premise. Psychometric information is reported on measures of parent, teacher, and child racial–ethnic attitudes. Path analysis was used to investigate ecological variables potentially related to children's racial–ethnic attitudes and achievement. Parental education and level of racial–ethnic pride were correlated and both were related to children's achievement though in the final path model, only the path from parental education level was statistically significant. Children whose teachers exhibited higher levels of racial–ethnic trust and perceived fewer barriers due to race and ethnicity evidenced more trust and optimism as well. Children living in communities with higher proportions of college-educated residents also exhibited more positive racial–ethnic attitudes. For children, higher racial–ethnic pride was related to higher achievement measured by grades and standardized test scores, while racial distrust and perception of barriers due to race were related to reduced performance. This study suggests that family, school, and community are all important factors related to children's racial–ethnic attitudes and also to their academic achievement.     

Delinquency and Substance Use among Gang-Involved Youth: The Moderating Role of Parenting Practices

This study uses longitudinal data from an ethnically diverse sample of 300 ninth grade students to examine the moderating effect of parenting practices upon the relationship between gang involvement and adolescent problem behavior. Results of hierarchical linear modeling indicate that gang involvement is a highly significant positive predictor of each of three categories of problem behavior (minor delinquency, major delinquency, and substance use). Three of the four parenting variables (behavioral control, psychological control, parent–adolescent conflict, and warmth) are found to moderate the relationship between gang involvement and problem behavior, with the most consistent effects found for behavioral control and warmth. These findings indicate that intervention efforts aimed at reducing the impact of gang involvement on adolescent development should consider factors that may decrease the deleterious behavioral outcomes associated with youth gangs.     

You Can't Get There from Here: Identifying Process Routes to Replication

All too often the reports of our community research and action are presented in an ahistorical and decontextualized fashion focused more on the content of what was done than on the process of how the work was done and why. The story of the university-community partnership and the family literacy intervention that was developed illustrates the importance of several key process variables in project development and implementation. More specifically, the role of the social-ecological context, prehistory, personality, self-correction, and unexpected serendipitous events are discussed. If, as community psychologists, we are serious about conducting our work in the most efficient and effective manner possible, if we truly wish to make our work available for replication, and if we seek to develop standards of "best practice" that are meaningful, our communication regarding process must shift from the anecdotal to a position of central importance.     

GIV CARE: A Group Intervention to Reduce Accommodation Among Relatives of Individuals With Fear-Based Disorders

Fear-based disorders (FBDs) occur in an interpersonal context as relatives (e.g., partners, parents) often accommodate symptoms. Symptom accommodation, which is ubiquitous and reinforces FBD behavior, is associated with increased FBD symptom severity and interferes with treatment. Accordingly, reducing accommodation represents a crucial aim for intervention. We describe a brief, manualized group intervention to decrease symptom accommodation and caregiver burden among cohabitating relatives of individuals with FBDs. The intervention is the first to date that (a) jointly includes parents and partners to target symptom accommodation, and (b) uses a transdiagnostic group treatment approach. We also provide preliminary empirical support for this group-based intervention among adult relatives (N = 20) that participated in the five weekly intervention sessions and completed assessments at baseline, posttreatment, and 1-month follow-up (1MFU). Preliminary results suggest that the group intervention is feasible and acceptable. Completers (n = 18) exhibited significant reductions in symptom accommodation and self-reported burden between baseline and 1MFU. The discussion identifies study limitations and future directions.