bluuebunny/crossref_metadata_2025 huggingface dataset:
Effects on Student Writing of Teacher Training in the National Writing Project Model
Authors: PRITCHARD RUIE JANE
Published: March 2007

The purpose of this study was to examine the effects of teacher training in the NWP model on student writing. The sample consisted of 383 students, in junior and senior high school at the time of the study, with ten essays each gathered over three years. Teachers responded to a questionnaire of practices in teaching composition. Results favored the treatment group at the junior high level. The highest mean score was achieved by senior high students of trained teachers. Statistically significant differences were found between trained and nontrained teachers for four instructional practices and for the amount of interaction with other professionals.
Metalinguistic and Ideational Thinking in Second Language Composing
Authors: CUMMING ALISTER
Published: March 2007

This article describes episodes of concurrent metalinguistic and ideational thinking in the verbal reports of 23 adult ESL learners composing on two tasks, then relates these descriptions to claims about the value of composition writing for second language learning. Three kinds of thinking episodes, appearing in about 30% of the decisions reported by learners while composing, show potential value for incidental learning of the second language: (a) searching out and assessing appropriate wording, (b) comparing cross-linguistic equivalents, and, much less frequently, (c) reasoning about linguistic choices in the second language. Multivariate analyses indicated that the frequency of these thinking episodes is significantly related to learners' writing expertise in their mother tongue. Implications are drawn for refining Swain's 1985 notion of “comprehensible output” in view of other theories of cognitive learning and second language acquisition, a necessary preliminary to empirical assessment of this hypothesis.
Patterns of Social Interaction and Learning to Write
Authors: HARTMAN KAREN , NEUWIRTH CHRISTINE M. , KIESLER SARA , SPROULL LEE , COCHRAN CYNTHIA , PALMQUIST MICHAEL , ZUBROW DAVID
Published: March 2007

This study examined the effects of computer network technologies on teacher-student and student-student interactions in a writing course emphasizing multiple drafts and collaboration. Two sections used traditional modes of communication (face-to-face, paper, and phone); two other sections, in addition to using traditional modes, used electronic modes (electronic mail, bulletin boards, and so on). Patterns of social interaction were measured at two times: 6 weeks into the semester and at the end of the semester. Results indicate that teachers in the networked sections interacted more with their students than did teachers in the regular sections. In addition, it was found that teachers communicated more electronically with less able students than with more able students and that less able students communicated more electronically with other students.
Affect and Cognition in the Writing Processes of Eleventh Graders
Authors: CLEARY LINDA MILLER
Published: March 2007

This article reports a study of the writing experience of 40 eleventh-grade writers and examines the social and pedagogical circumstances that contributed to limited concentration and limited motivation for their writing. Methodology included in-depth phenomenological interviewing, composing aloud exercises, and classroom observation; the data were analyzed using qualitative procedures. The study (a) defines and describes four different ways in which emotion disrupts cognition to intrude on concentration in writing, (b) investigates social issues and contextual events that precipitate this struggle with concentration, and (c) explores the effect that this struggle has on writing motivation. Pedagogy is discussed as it was experienced by the participants and as it related to concentration and motivation.
How to Save the Earth
Authors: KILLINGSWORTH M. JIMMIE , PALMER JACQUELINE S.
Published: March 2007

This essay presents a critical case study of how shifts in the style and genre of written communication both reflect and influence historical shifts in political consciousness and action. The field of study is the discourse of environmental advocacy. With increased public support for actions that would forestall environmental degradation, environmental politics has diversified. Formerly a resistance movement directed toward influencing large-scale governmental or industrial actions through the rhetoric of polemical dispute, environmentalism has evolved into several distinct approaches, including a globalist movement and a grass roots movement that share an interest in policy and procedure, the traditional topics of instrumental discourse. A new genre built upon this proactive attitude—the green how-to book—currently dominates the popular literature on environmental problem solving. Capitalizing on the document designs of technical communication, these manuals recommend courses of action ranging from fixing the Environmental Protection Agency to fixing the toilet; they are directed to audiences ranging from the President of the United States to the ordinary householder. They have in common an attempt to break the paralysis of fear associated with realizations about the scale of environmental damage. But—because the instrumental genre tends to obscure relations of agent, action, and effect—covert political agendas may pass unnoticed into the personalist politics of the new literature.
Interdisciplinary Discourse and “Boundary Rhetoric”
Authors: JOURNET DEBRA
Published: March 2007

Interdisciplinary research is often described as the recasting of disciplinary boundaries, suggesting that interdisciplinary writing might require a “boundary rhetoric”—one that negotiates the borders between the various disciplinary rhetorics involved. An example of such a boundary rhetoric can be found in the work of S. E. Jelliffe, a prominent physician-writer who proposed an innovative and controversial theory of psychosomatic medicine that offers to unite neurology and Freudian psychoanalysis. Jelliffe's work—in both its successes and failures—suggests some of the textual and conventional ways in which a boundary rhetoric can operate. At its most successful, Jelliffe's boundary rhetoric blurs the generic conventions and expectations of his constituent fields and “translates” the values and principles of one discipline into the language and discourse forms of the other. Given the increasing interdisciplinary character of much modern scholarship, Jelliffe's case is important in helping to illuminate potential problems and possibilities inherent in boundary rhetorics.
Misperspectives on Literacy
Authors: Candelaria-Greene Jamie
Published: March 2007

This article argues that historians of literacy, including Carl Kaestle, Harvey Graff, Suzanne de Castell, and Allan Luke, have not taken into account America's Hispanic literacy legacy. Drawing examples from historical accounts, diaries, and Spanish civil law, the author illustrates the depth and breadth of Hispanic contributions to American literacy. The article sharply contrasts the (relatively recent) image of “literacy deficient” Hispanic Americans with the rich legacy of their forebearers, who brought a new world of literacy to early America.
Out of the Laboratory and Down to the Bay
Authors: MYERS GREG
Published: March 2007

This article offers a personal view of some developments in science and technology studies that may be important to researchers on writing and to writing teachers. The field has emerged from laboratory studies to engagement with broader issues of power and change. Frameworks developed in the sociology of scientific knowledge have been applied to the analysis of things (not just people and facts), of social boundaries (not just specialist disciplines), and of organizations (not just individual writers). The article draws on approaches from critical discourse analysis to show how we might read noun phrases, clause structure, discourse representation, and discourse practices in terms of this new perspective on texts. Throughout the article, the implications are illustrated with the example of a news article reporting the temporary shutdown of a nuclear power plant.
Answering the World
Authors: HIMLEY MARGARET , MADDEN CHRIS , HOFFMAN AL , PENROD DIANE
Published: March 2007

In this article, the four authors reflect back on their work as writing teachers in a neighborhood adult literacy center, in order to understand better the potential “violence” of literacy learning, to reassess assumptions of expressivist pedagogy, and to turn to Bakhtin and Foucault as interpretive frames for theorizing adult literacy learning. The authors propose “co-authoring” as the concept that emerged as central to the writing classes they designed and taught. In this essay they explore co-authoring as process, principle, and theoretical problem.
In Defense of Private Writing
Authors: ELBOW PETER
Published: March 2007

In the first section, the author addresses the most theoretical criticism of private writing as a false or misleading concept—that writing is inherently or essentially social. The author distinguishes and explores the various forms or senses in which this claim is true; in doing so, the author explores the limitations of certain kinds of totalistic forms of argumentation. In the second section, the author also addresses criticisms that acknowledge the existence of private writing but asserts that it is misguided or harmful. In the final section, the author suggests possibilities for empirical research that might not only throw light on theoretical disputes about the nature of private writing but also provide some concrete help to teachers of writing.
Revising Russian History
Authors: WERTSCH JAMES V.
Published: March 2007

This article examines the production of new history textbooks that appeared after the breakup of the Soviet Union. It is argued that the radical revisions in official history in this context are shaped by the Bakhtinian process of “hidden dialogicality,” whereby new, post-Soviet narratives respond to earlier Soviet narratives in various ways. It is argued that different forms of hidden dialogicality are employed to revise official accounts of the Russian Civil War and World War II. In the former case, new texts respond to their Soviet precursors through processes of “re-emplotment,” whereas in the case of World War II, the plot is left largely unchanged, but the main characters are changed. Although many political, cultural, and economic forces play a role in the revision of any official history, it is argued that the importance of hidden dialogicality between narrative forms needs to be taken into account as well.
A Study of Selected Common Sense Correlates of Effective Adult Basic Education Teachers
Authors: Kohler Emmett T. , Maxson Robert C.
Published: March 2007

This investigation was concerned with analyzing the variation in ABE student retention rates among teachers. Teacher records were analyzed using the Chi-Square statistic. The median hours of stu dent attendance were used to separate high and low retention teachers. A comparison between high and low retention teachers by total number of years of teaching experience, number of years of experience teaching adults, educational level, and certification level revealed an insignificant relationship. Although not significant at the .05 level, there was a trend for teachers that had taken an ABE course to have a higher retention rate; and for teachers that had participated in ABE teacher training institutes to have a higher retention rate than noninstitute participants.
Laboratory Process and Case Study in Adult Political Development
Authors: Winn Ira J.
Published: March 2007

The complementary nature of laboratory education and case study suggests that there is no necessary conflict between rationalist and developmentalist camps, at least insofar as effective political or civic education are concerned. The goal of laboratory education is the development of insight into group process and human feelings and motivations so as to remove blocks to group interaction, human achievement, and task productivity. By contrast, the prime goal of case study is the development of superior powers of judgment in the subject area concerned. Case study promotes inferential thinking and the testing of generalizations, and in the subject area of civic education, it forms a bridge between the per sonal world of the individual and the seemingly remote sphere of fundamental political questions. Used in complementary fashion, laboratory education and case study together may form the neces sary and long needed catalyst for civilization of the political dialogue.
Differences in Perceptions of Program Planning Procedures
Authors: Brady Henry G. , Long Huey B.
Published: March 2007

Urban planners often function as adult educators. Indeed the success of urban planning may be greatly determined by the effec tiveness of the planner as an adult educator. This study specifically quantifies the importance of selected program planning procedures as perceived adult educators and urban planners in Florida and produces a comparative analysis of the perceptions.

The sample including 35 adult educators and 35 urban plan ners in Florida was selected by use of an area sampling design. The data collection activity included a ranking procedure whereby the subjects ranked 65 action steps for 13 educational procedures.

The findings were interpreted as suggesting major differences between the two groups with adult educators giving more impor tance to the selected procedures than urban planners.
Impact of the Black Experience On Attitudes Toward Continuing Education
Authors: Bass Floyd L.
Published: March 2007

An examination of the insights and feelings of black adults (105 college students and 222 urban adults with less than a high school education) toward continuing education may reveal some variation between the informational and sentimental dimensions of their attitudes toward this discipline according to their age, sex and the level of their educational background. Although the sub jects in this study acknowledge a quite neutral perception of continuing education, leaders in this field may find that black adults possess a sincere and abiding faith even in such a system from which they have been excluded for too long. They may evidence some justifiable skepticism about this field of study, but like all other Americans they would not deny the dignity and integrity of responsible citizenship which is promoted through continuing education programs and procedures.
Adult Education 1964-1973: Reflections of a Changing Discipline
Authors: Long Huey B. , Agyekum Stephen K.
Published: March 2007

This study addresses the question: can the adult educator remain currently informed of important concerns and issues in adult education through the pages of Adult Education? The study of Adult Education from 1964 to 1973 was designed to generate infor mation concerning: 1. kinds of articles published; 2. content of articles published; 3. number of articles based on dissertations and theses; 4. contributors of articles; and 5. general trends. One hun dred and sixty-one articles written by 163 different authors were printed during the nine-year period. The articles were character ized by variability according to kind, content and authors. The findings, conclusions and implications are discussed.
The Educational Core of Development
Authors: Stensland Per G.
Published: March 2007

Recent worldwide efforts to further economic growth and social development have turned attention anew to the role that education may play in developmental processes. This paper ex plores valuations that up until recently have underlain most coun try development programs. The justification of education as invest ment in human capital is critically examined, as is the use of out moded economic concepts and models in educational planning. The paper suggests as an alternative the use of an integrated ap proach to development and education. The possibilities for such an approach have recently been suggested by theoretical social scientists as well as by practical planners. The consequence of integration will be new combinations of work/ action and learning and revised strategies for preparation of a new kind of educator.
The Assimilation of Jewish Young Adults Through the New York City Young Men's Hebrew Association
Authors: Katz James E. , Muraskin Lana D.
Published: March 2007

The New York City YMHA is one of the oldest and largest Jewish Centers in America. Its founders, successful German Jews, were bent on acculturating successive generations of Jewish immi grants—first German and later Eastern European—through cultural, religious, recreational and educational programs. They employed both generally accepted processes of Americanization as well as some processes which were unique to the American Jewish experi ence. Specifically, they used an "Americanized" Jewish religion to aid in the assimilation of immigrant clients. Over the years, the organization moved from a recreational and social emphasis to an educational one to an approach emphasizing the promulgation of the work of avant garde artists. All approaches stemmed from a belief that the ethical and democratic traditions underpinning American life were similar to, if not identical with, the ethical and democratic traditions at the root of Jewish life.
Does the Texas Adult Performance Level Test Measure Functional Competence?
Authors: Cervero Ronald M.
Published: March 2007

The purpose of this study was to determine whether the Adult Performance Level (APL) test used in the original APL project measures functional competence, as has been asserted in the literature but never demonstrated. The national survey data (N = 1537) collected for the Univer sity of Texas APL project were reanalyzed to determine the concurrent and construct validity and the reliability of the APL test. The findings indicate that the APL test does not measure func tional competence, but, rather, is a reasonably good measure of verbal, writing, and computa tion abilities of American adults.
Psychosocial Development of Women: A Critical Review of the Literature
Authors: Caffarella Rosemary S. , Olson Sandra K.
Published: March 2007

The purpose of this critical review of the literature is threefold: (a) to provide an in-depth description of the literature on the psychosocial development of women; (b) to assess the extent to which alternative developmental models for women have emerged; and (c) to critique the soundness of the research and suggest possibilities for future study and practice. Three kinds of studies which address these issues are reviewed: literature in which authors analyzed or conceptualized the psychosocial development of women, empirical investigations of developmental issues with all-female samples, and material which explored possibilities for future research and practice. From this critical review, three major themes emerged: Diverse and non-linear patterns of development characterized by discontinuities and periods of stability and transition are the norm for women; intimacy and identity are key issues throughout women's lives; and importance of relationships and a sense of connectedness to others are central to the overall dvelopmental process. Although these themes are drawn from both the conceptual and empirical work, these observations, due to the nature of the review and the limitations of the empirical studies, are not generalizable to all women.
Student Progress In Distance Education Courses: A Replication Study
Authors: Kember David , Lai Tammy , Mlurphy David , Siaw Irene , Yuen K.S.
Published: March 2007

A crucial test of the veracity of any theoretical model is replicability. This article describes a replication study of a model of student persistence in distance education. The model had its origins in the influential work of Tinto (1975), as reformulated by Kember (1989) for the special circumstances of distance education students. The essence of the model is that social and academic integration of students are viewed as intervening variables between initial background characteristics and outcome measures (i.e. academic achievement and persistence). A quantitative test of the model, using a Distance Education Student Progress (DESP) inventory developed for this purpose, has been reported (Kember, Murphy, Siaw, & Yuen, 1991). To further test the model, especially in terms of its replicability, minor modifications were made to the DESP inventory in the light of the original findings, and it was applied to a different set of institutions, courses and students. The second study has resulted in a similar path model for student progress. Comparison of the significant paths between the academic and social integration variables and the outcome variables shows a notable degree of similarity between the models. Reliability values for the majority of the sub-scales identified in the original study have improved in the replication. Both studies have revealed the importance of social and academic integration to student progress in distance education. As such, the studies provide a useful framework for further study of what motivates distance education students to persist in their studies.
Fishbein and Ajzen's Theory of Reasoned Action: Accurate Prediction of Behavioral Intentions for Enrolling in Distance Education Courses
Authors: Becker Ellen A. , Gibson Chere C.
Published: March 2007

This study tested how well Fishbein and Ajzen's theory of reasoned action predicted respiratory care practitioners' participation intentions for completing a baccalaureate degree through distance education. The significant predictor variables, attitude and subjective social norm, yielded R2 = .46 which was validated through a within-study replication. The predictor variables, subjective personal norm and perceived behavioral control, did not achieve significance. Tests of the model's explanatory role showed moderate to high correlations between attitude and beliefs (r = .50) and subjective social norm and beliefs (r = .70). This study further supports the use of the theory of reasoned action for predicting participation intentions within continuing professional education (CPE). It also demonstrated that significant predictor variables might vary according to the specific population and context under study. This paper concludes with recommendations for research needed to refine the use of the theory of reasoned action within CPE.
Adolescent Alcohol Abuse: Subgroup Differences and Relationships to Other Problem Behaviors
Authors: Barnes Grace M. , Welte John W.
Published: March 2007

Alcohol is the most widely used-and abused-drug by American youth. Because of the prevalence of youthful alcohol abuse, there is increasing public attention toward developing alcohol-specific prevention and treatment programs for adolescents. However, studies also show that youthful alcohol abuse is associated with a variety of other adolescent problem behaviors, such as illicit drug use and delinquency. These associations have provided empirical support for what Jessor and associates have conceptualized as problem behavior theory. In this information, alcohol abuse is viewed as one aspect of a psychosocial proneness toward engaging in problem behavior; or stated more succinctly, adolescent problem drinking is part of a problem behavior syndrome.

The present study will determine the prevalence and correlates of alcohol abuse using a very large representative sample of secondary school students in New York State. The relationships between alcohol-related problems and other problem behaviors will be examined in the context of adolescent problem behavior theory. In addition, the extent of alcohol problems and the relationships between alcohol abuse and other problem behaviors may be different in minority groups than among the majority population of youth. These issues have not been adequately studied since most surveys of adolescent drinking have not included large numbers of Black, Hispanic, and other minority youth. However, service providers and program planners indicate a great concern about alcohol abuse among these special youthful populations. The ethnic diversity of New York State and this large sample of over 27,000 students permit an examination of alcohol abuse among specific adolescent minority groups.
Assessment of Identity Development: Current Issues and Future Directions
Authors: Grotevant Harold D.
Published: March 2007

Over the past 20 years, much empirical work has accumulated to support Erikson's contention that identity formation is a pivotal developmental task of adolescence. The purpose of this paper is to discuss the three techniques of identity assessment most commonly in use at the present; to discuss the strengths and weaknesses of each approach; and to make recommendations for future work, drawing from the literature on career exploration. The field is now at a point where more sensitive measurement is needed in order to understand the processes underlying identity development. Discussion integrates the traditional Erikson-Marcia identity research with the work currently being undertaken in the career development field in order to arrive at a more process-oriented characterization of identity formation.
The Role of Community Involvement in Fostering Investment Behavior in Low-Income Black Adolescents
Authors: Nettles Saundra Murray
Published: March 2007

A framework for studying community actions to improve the status of low-income Black adolescents is presented. The framework identifies processes predominant in community activities and differentiates them according to content, frequency, and relation of outcome andprocess. Further, the processes are linked to the outcomes expected for youth who participate in community programs and to research methods for examining the outcomes. Investment behavior is described as one outcome that may be particularly amenable to community action, with theoretical significance to achievement outcomes.
Family-Based Interventions for Helping Drug-Abusing Adolescents
Authors: Lewis Robert A. , Piercy Fred P. , Sprenkle Douglas H. , Trepper Terry S.
Published: March 2007

This article describes the efficacy of two family-oriented, outpatient drug interventions for 84 adolescents who had used and abused drugs. Together, the two brief drug interventions appeared to significantly reduce the drug use of nearly one-half of the adolescentts who received the two family-focused drug interventions. It is surmised that this slccess was due partly to the fact that both outpatient interventions focus on the sxystemic treatment of entire familv groups rather than being given to the adolescents as inidiv iduals. WVheti comnpared, however the family therapy intervention appears to have been effectiv e itn reducing drug use for a greater percentage of the adolescents than did the familv education intervention.
Factors Affecting the Probability of School Dropout
Authors: DeBolt M. Elaine , Pasley B. Kay , Kreutzer Jill
Published: March 2007

The permanent records of 562 female adolescents enrolled in school-based programs for pregnant and parenting students in Colorado during the 1984-1985 through 1986-1987 school years were reviewed. The study compared students who graduated with those students who dropped out. The findings indicated that "completers " were more likely to be (a) better students, (b) 16 years of age or older, (c) enrolled in vocational classes, (d) show improved grades once in the special program, (e) fail to show a dramatic drop in their academic performance between grades 7 and 8, and (f) less frequently enrolled in special education classes. Five variables were significant predictors of group membership, predicting group membership with 76% accuracy.
Adolescents' Development of Romantic Friendship and Change in Favorite Leisure Contexts
Authors: Silbereisen Rainer K. , Noack Peter , Eye Alexander
Published: March 2007

Hopes for successful dating for the year ahead, the actual state of romantic friendships, and preferred leisure contexts were assessed for a German sample of male and female students in early and middle adolescence. Data were collected twice, with a 1-year time interval. Using confirmatory prediction analyses, hypotheses concerning the association between transition to dating and change in preferred leisure contexts were tested. Novices in dating were expected to prefer home and neutral settings throughout the year or to change to public, development-enhancing places by the second time of measurement. More experienced adolescents were expected to prefer public, development-enhancing places throughout the year or to fall back on home and neutral settings. Results showed that frustrated hopes for romantic friendship led to a retreat from public contexts. A desire for romantic friendship increased the use ofpublic contexts where one could meet members of the other sex. The use of public settings reflects adolescents' attempts to gain control over friendship development.
The Validation of a Construct of High-Risk Sexual Behavior in Heterosexual Adolescents
Authors: Metzler Carol W. , Noell John , Biglan Anthony
Published: March 2007

The potential spread of HIV infection into the adolescent population underscores the need for valid measures of high-risk sexual behavior in adolescents. This article reports on the development and construct validation of two measures of high-risk sexual behavior for heterosexual adolescents. Based on evidence that diverse problem behaviors are interrelated in adolescents, it was hypothesized that specific risky sexual behaviors, such as nonuse of condoms and multiple partners, would be interrelated, and that the cluster of high-risk sexual behaviors would be correlated with measures of other adolescent problem behaviors. The interrelationships among specific sexual behaviors were consistent across three independent samples, and the composite sexual behavior measures were correlated with measures of other problem behaviors. The results provide support for the validity of a construct of high-risk sexual behavior and point to the need for interventions that target diverse risky sexual behaviors.
Surviving on the Street
Authors: McCarthy Bill , Hagan John
Published: March 2007

This article documents the living conditions of a sample of adolescents (N = 390) who had left home and were living on the street in Toronto, Canada The majority of these youth had spenta considerable amount of time without adequate shelter, food, or income; furthermore, many were involved in a variety of illegal activities and had been incarcerated or suicidal Multiple regression analyses revealed that the most consistent predictors of hunger, criminal activity, and incarceration were conditions of street life itself: thelack of secure shelter and the length of time on the street. Overal4 the living conditions of these youth closely parallel those of homeless adults. Although there are differences between adults and adolescents who live on the street, the similarities suggest that it may be inappropriate to label the latter runaways and to consistently separate adults and adolescents into two completely distinct homeless populations.
Social Perspective Taking and Moral Judgment among College Students
Authors: Mason Marion G. , Gibbs John C.
Published: March 2007

The present study evaluated hypotheses that social perspective-taking experiences in university and employment settings are related to advanced moral judgment in late adolescence and adulthood. Measures of childhood and postchildhood role-taking opportunities as well as the Sociomoral Reflection Measure-Short Form were administered to 153 university first-year and senior undergraduates. Advanced moral judgment was defined as the transitionfrom interpersonal to societalmoraljudgmen4 as described in the Gibbs et al. adaptation of Kohlberg's Stages 3 and 4. Adolescent and adult social perspective-taking contexts were divided intofour categories: academic, campus peers, employment, and exposure to social diversity. Postchildhood, but not childhood, roletaking opportunities related to advanced moral judgment. Intellectualperspective taking in academic settings accounted for more of the moral judgment variance than did any other factor, although employment-related, campus peer, and socially diverse perspective taking also were significant.
School-Based Primary Prevention of Depressive Symptomatology in Adolescents
Authors: Clarke Gregory N. , Hawkins Wesley , Murphy Mary , Sheeber Lisa
Published: March 2007

Two school-based primary prevention interventions for adolescent depressive symptomatology and disorder were examined in separate studies with high school samples of 9th and 10th-grade adolescents. In Study 1, a three-session educational intervention was associated with a short-term reduction in extreme-scoring cases of depressive symptoms among boys, but not girls, when compared to a randomly assigned control condition. However, this effect was not sustained over a 12-week follow-up period. In Study 2, a five-session behavioral skills training intervention, failed to demonstrate any differences compared to a random control condition. Neither of the two interventions had any effect on depression knowledge, attitudes toward treatment, or actual treatment seeking. The failure of these interventions to yield long-term effects is discussed in the context of successful prevention interventions for nonneurotic problem behaviors. The authors conclude that depression may be best prevented with a competency-based intervention targeting several disorders.
Adolescents' and Mothers' Evaluations of Justifications for Disputes
Authors: Smetana Judith G. , Berent Rusti
Published: March 2007

This study exatnined 7th-, 9th-, and 11 th-grade adolescents'(n = 255) and theirmothers' evaluations of justifications for hypothetical conflicts. Subjects evaluated different parental and adolescent justifications, classified according to social-cognitive domain, fortheirefficacy, adequacy, likelihood of use, andpotentialforcausingconflict. Parental appeals to authority and punishment were rated more effective in obtaining compliance by all subjects, but they were seen as less adequate and as causing more conflict than other parental justifications, especially as adolescents got older Furthermore, mothers evaluated parental conventional justifications more positively on study dimensions than did adolescents, whereas adolescents evaluated appeals to personal jurisdiction more positivety on the dimensions examined here than did their mothers. The findings are discussed in terms of previous research on adolescent-parent conflict and children's conceptions of disciplinary strategies.
Enhancing Primary Services for Youth through an Infrastructure of Social Services
Authors: Whalen Samuel P. , Wynn Joan R.
Published: March 2007

This article considers how the strengths of primary social services can be integrated more purposefully into a cohesive, community-based infrastructure of youth andfamily services. The term primary services refers to the wide range of programs and activities that are embedded within the familiar social world of children and their families, and addresses broad developmental outcomes rather than specialized problems. The article first highlights five features of practice and participation that research indicates may distinguish primary social services as a sector and suggests some implications of those features for youth development. The features discussed include a youth development outlook, voluntariness, intentionality, flexibility, and connectedness. It then considers how the benefits of primary services could be amplified by integrating them into a comprehensive, community-based infrastructure of social services. A particular model of infrastructure is reviewed, which poses the primary service sector as both a key ingredient and a beneficiary of this approach to social service reform. The article concludes by suggesting key outcomesfor youth associated with infrastructure reform and highlights research issues involving primary services and infrastructure development.
Peer Relationships as a Source of Support for Adolescent Mothers
Authors: Richardson Rhonda A. , Barbour Nancy E. , Bubenzer Donald L.
Published: March 2007

Little has been written about the role of the peer group in the lives of adolescent mothers. There has been speculation that an adolescent mother's peer relationships change as a result of pregnancy andparenthood. The literature indicates that peers become less able to provide a support system. Little empirical evidence has been provided to support this speculation. This study assessed a sample of 46 adolescent mothers on the amounts and types of supportprovided byfriends as compared to relatives and examined peer support in relation to parenting stress. The Inventory of Social Contacts measured levels of perceived child-rearing, emotional, and material support and interference from family and friends. The Parenting Stress Index assessed self-reported parenting stress arising from child and parent characteristics. Results of repeated-measures ANOVAs and Pearson correlations indicated that, as compared to family, friends provide more emotional support and less interference. Parenting stress is buffered more effectively by the support that is provided by friends.
Parent/Adolescent Relationships
Authors: Wagner Barry M. , Cohen Patricia , Brook Judith S.
Published: March 2007

This study used longitudinal data from 517 adolescents to examine whether the associations of negative stressful events with symptoms of depression and conduct disorderwere modified by adolescents' reports of parental warmth and harsh discipline. The central questions were (a) Does a positive relationship with just one parent moderate the association of stress with symptoms? ("one good parent" hypothesis) and (b) Does a positive relationship with two parents afford more protection from stress? ("parental agreement" hypothesis). The results indicated that adolescents who reported relatively warm parenting by both mothers andfathers had a smallerassociation of stressful events with symptoms of depression as compared to other adolescents. Further; those adolescents who reported relatively harsherdiscipline by both parents had a higherassociation of stress with depressive symptoms as compared with other adolescents. Generally, there was some supportfor the parental-agreement hypothesis but notfor the one-good-parent hypothesis.
Predictors of Suicide Attempts Among Gay, Lesbian, and Bisexual Youth
Authors: Hershberger Scott L. , PiLkington Neil W. , D'Augelli Anthony R.
Published: March 2007

This research identified predictors of past suicide attempts in 194 lesbian, gay, and bisexual youth, 15 through 21 years of age, who attended social and recreational groups in urban community settings. In comparison to youth who made no suicide attempts, attempters reported that they had disclosed more completely their sexual orientation to others, had lost more friends because of their disclosures, and had experienced more victimization due to their sexual orientation. Suicide attempters had lower self-esteem and acknowledged more mental health problems. The loss offriends due to youth 's sexual orientation, and current suicidal ideation were among the strongest predictors of suicide attempts. Youth who reported early awareness of their sexual orientation, disclosure to family and friends, peer rejection, and victimization based on their sexual orientation may be at risk for mental health problems.
Slow-Wave Sleep in Daytime and Nocturnal Sleep: An Estimate of the Time Course of "Process S"
Authors: Knowles John B. , MacLean Alistair W. , Salem Laura , Vetere Charles , Coulter Margot
Published: March 2007

Daan et al. (1984) have proposed that sleep and wakefulness are regulated, in part, by a "Process S" that increases during wakefulness and declines during sleep. Data derived from several studies were taken to determine the time course of Process S during both wake fulness and sleep. As required by the model, slow-wave-sleep (SWS; an index of Process S) was found to increase exponentially as a function of prior wake time (equation 1) and to decline exponentially as a function of time asleep (equation 2). The equations accounted for 91% and 96% of the variance, respectively. In addition, equation 1 accurately predicted the amount the amount of SWS in the first hour of nocturnal sleep.
Rapid Photoperiodic Responses in Japanese Quail: Is Daylength Measurement Based upon a Circadian System?
Authors: Saiovici Monica S. , Nicholls Trevor J. , Follett Brian K.
Published: March 2007

Experimental photoperiods, presented either once only or repeatedly, were used to assess the oscillatory and hourglass properties of the photoperiodic clock in Japanese quail. Gonadectomized quail on 8-hr daylengths respond to a single skeleton photoperiod consisting of two 8-hr light pulses separated by 2 hr of darkness (i.e., LDLD 8:2:8:6) with a marked increase in secretion rate of luteinizing hormone (LH). This response suggests that the second light pulse interacts with a "photoinducible phase" (Φi) lying some 10-16 hr from "dawn" (start of the first light pulse). If, however, groups of quail maintained on 8-hr daylengths are transferred to continuous darkness (DD), and the position of the Φi is sought by a single 8-hr light pulse applied at various times on the first or third day of DD, then an increase in circulating LH is, at best, barely detectable. It would appear that a strongly responsive Φi does not recur rhythmically in DD. Instead, the light pulse apparently acts primarily as a "dawn" signal that triggers a single cycle of photoinducibility, since a second 8-hr light pulse, placed to begin 2 hr after the end of the first, induces a large increase in plasma LH. Similar results are obtained if any single 8-hr light pulse presented to animals held in darkness is preceded, 10 hr earlier, by a short "dawn" light signal. Such dawn signals can be effective when very short; a pulse of only 30 sec can cause a subsequent Φi. The dawn pulse is effective at any circadian phase and leads to a single cycle in photoinducibility. In contrast, a much longer light pulse (perhaps not less than 4 hr) is needed to interact with Φi if significant gonadotropin secretion is to be stimulated.

In confirmation of the findings described above, we found that Nanda-Hamner lighting schedules have remarkably little effect in stimulating gonadotropin secretion in gonadectomized quail. There is, for example, a very marked difference between the effectiveness of "resonating" schedules such as LD 6:6, which stimulates a high LH secretion rate since each "inductive" light pulse is preceded by an appropriate "dawn" signal, and a theoretically effective schedule such as LD 6:30, which induces a very small response by comparison. Such schedules (even theoretically noninductive ones) can, however, be made very highly inductive if alternate light pulses are preceded by an appropriately positioned 15-min light pulse to act as "dawn."
Entrainment of the Circadian Activity Rhythm to the Light-Dark Cycle Can Be Altered by a Short-Acting Benzodiazepine, Triazolam
Authors: Turek Fred W. , Losee-Olson Sue
Published: March 2007

The circadian rhythm of locomotor activity in hamsters maintained in either constant darkness or constant light can be phase-shifted by a single injection of the short-acting benzo diazepine, triazolam. These results suggest that treatment with triazolam may also alter the entrainment pattern of circadian rhythms in animals that are synchronized to a light-dark (LD) cycle. To test this hypothesis, hamsters maintained on an LD 6:18 light cycle received daily injections of triazolam (or vehicle) for 10-12 days, and any subsequent effects on the phase relationship between the onset of activity and the LD cycle were determined. Daily injections of triazolam (but not vehicle) induced pronounced advances or delays in the phase relationship between the entrained activity rhythm and the LD cycle; the direction of the shift was dependent on the time of the injection. Taken together with data from previous studies, these results suggest that triazolam, and perhaps other short-acting benzodiazepines, can be used to manip ulate the mammalian circadian clock under a variety of experimental conditions.
Photoperiod as a Modifying and Limiting Factor in the Expression of Avian Circannual Rhythms
Authors: Gwinner Eberhard
Published: March 2007

In three species of birds that migrate long distances, the annual rhythms of gonadal activity, molt, and migratory restlessness ( Zugunruhe ) persist for more than 1 year under certain constant conditions. The most important zeitgeber for these circannual rhythms is the annual cycle of photoperiod, which adjusts the overall period of circannual rhythms to exactly 1 year and also provides for the appropriate adjustment of seasonal activities to the temporal structure of the environment. This is illustrated by results on garden warblers ( Sylvia borin) indicating that the longer photoperiods experienced by individuals wintering far south in the African wintering area phase-advance spring migration and the accompanying gonadal devel opment, relative to those of individuals wintering further north. The rate of acceleration is, however, slow enough to prevent a reproductive cycle during the Southern Hemisphere summer. Hence, endogenous circannual components and zeitgeber stimuli constitute a func tional entity that provides as a whole for adaptive temporal programming. This idea is further supported by findings in the pied flycatcher ( Ficedula hypoleuca ), in which a circannual rhythmicity persists only if photoperiod in winter is at least as short as that normally encoun tered by the species in its wintering grounds slightly north of the equator. In collared fly- catchers ( Ficedula albicollis), in contrast, rhythmicity continues under much longer photo periods, consistent with the fact that the wintering area of this species extends to latitudes far south of the equator. It is proposed that the adaptive function of circannual rhythms can be properly understood only if their interactions with environmental factors, particularly those that play a role as zeitgebers, are analyzed in sufficient detail. The biological significance of circannual rhythms may be more apparent in the context of the environmental constraints limiting their expression than in the often rather restricted set of conditions sustaining spon taneous annual cyclicity.
Shortening of the Period of the Circadian Rhythm by a K+ Channel Blocker, Tetraethylammonium, in the Duckweed Lemna gibba G3
Authors: Kondo Takao
Published: March 2007

The period of the circadian rhythm of uptake of K+ by Lemna gibba strain G3 (duckweed), cultured in a flow medium, was shortened by continuous application of 0.5 mM tetraethylammonium chloride (TEA), which functions as a K+ channel blocker in both animal and plant cells. Other quaternary ammonium ions shortened the period of the rhythm in direct proportion to their ability to block K+ channels in cells of the nervous system. Ca2+ appears to be specific in its ability to antagonize this action of TEA and of its analogues.