Violent behavior in adolescents and young adults: A person and environment model

We explore a model that examines how personal and environmental variables explain violent behavior by adolescents. Repeated interviews with youths from 1984–1992 from 10 cities across the United States provided the data. These interviews first occurred with 2,787 youths when they were adolescents (1984–85 and 1986–87) and the interviews were repeated on a subsample of 602 youths when they were young adults (1989–90 and 1991–92). Longitudinal multivariate analyses showed that almost a third of the variance in adolescent violent behaviors was predicted by a combination of personal variables (gender, substance misuse) and environmental variables (history of child abuse, stressful events, traumatic events, and city rates of unemployment). Further, almost a third of the variance in change in violent behaviors from year to year was predicted by prior violent behavior and a combination of personal variables (gender, suicidality, and substance misuse) and environmental variables (stressful events).     

Dative questions: A study in the relation of acceptability to grammaticality of an english sentence type

Generative grammarians have contended that English sentences of the type Who(m) did you give the book? (what are here called ‘dative questions’) are ungrammatical. The incorporation of the necessary restrictions in the grammar of English to account for this, however, requires a weakening of linguistic theory. It would be desirable, therefore, to account for the restriction within performance theory, as has been proposed by Jackendoff and Culicover (1971). Their particular account is shown here to be inadequate. In the course of trying to devise a better account, we found, by two different questionnaire-type experiments, that some English speakers, all from metropolitan New York City, accept dative questions. On the basis of this finding, we theorize that the observed variation in acceptability of dative questions is best accounted for by differences in the perceptual strategies for determining the grammatical relations in perceived clauses that different populations of English listeners use. There are thus no dialect differences, strictly speaking, for dative questions; they are all grammatical for all English speakers.     

A Comparison of Phonological Awareness Skills in Early French Immersion and English Children

This 2-year study examined the effects of early second language exposure on phonological awareness skills. Syllable, onset-rime and phoneme awareness skills of 72 anglophone children attending English or French immersion programs in primary and grade 1 were investigated. Three-way mixed ANOVAS revealed the following effects and interactions. In terms of grade effect, grade 1 students performed significantly better than primary students on phoneme and onset-rime tasks. A stimulus language effect was observed for the three levels of phonological awareness. All children performed better on English tasks than on French ones. Interaction effects of stimulus language by program were revealed for phoneme as well as syllable tasks. Posthoc analyses revealed that French students performed better on English phoneme and syllable tasks than on French, while English students performed better than French immersion students on French syllable tasks. Correlational analyses revealed significant relationships between reading and phoneme and onset-rime phonological awareness tasks regardless of program of instruction (English, French immersion) or language of reading test (English, French). Syllable awareness was only significantly correlated with the French non-word reading task for the French immersion students.     

Making the Parents as Partners Principle a Reality: The Role of the Alliance

We explore the dimensions of the Parents as Partners principle, the widely touted, but somewhat elusive construct in the literature on treating children with serious mental illness, whose poorly defined boundaries, lack of empirical grounding, and overemphasis on instrumental dimensions attenuates its usefulness as a guide for practice and research. Four major barriers to the realization of this principle are outlined, all of which may impede actualizing partnership in practice and may also inhibit the early formation of a positive clinician/parent alliance, a neglected, though key dimension of true partnership practice. The alliance, which has a long clinical and research history in psychotherapy and behavioral research, and more recently, in a variety of community-based interventions, is a precursor to active client partnership with helpers and to treatment participation, as well as therapeutic in its own right. After reviewing relevant alliance research, we close with a beginning research agenda to incorporate the alliance as an integral component of future conceptualization and research about the Parents as Partners principle.     

A model of time-limited group therapy for men: Its use with recovering addicts

An array of men's issues from a newly emerging paradigm is reviewed—problems such as the dysfunctional development of masculine identity, fatherlessness, and gender role strain. The effects of social and psychological pressures on men are documented, and the need for gender-specific treatment is advocated. A brief evaluation of other group approaches to therapy for men is offered. An argument is made in favor of a more directive model of treating men in group for gender issues. The phases, components, and techniques of a new model of therapy for men are described in detail. The model focuses on the treatment of four primary emotions—grief, anger, fear, and shame—the socialization of which have caused great harm to men.