Cindy I. Carlson

Ethnic Differences in Processes Contributing to the Self-Esteem of Early Adolescent Girls:

Ethnic differences in the mean levels and sources of global self-esteem for Hispanic, African American, and White early adolescent girls were examined. Data were derived from a survey administered to students in attendance at three public middle schools. Path analytic techniques were used to assess processes that contribute to self-esteem. For all ethnic groups, higher self-esteem was predicted by authoritative parenting and perceived teacher support and related inversely to family stress. Ethnic identity was a significant predictor of global self-esteem among minority girls. Hispanic girls reported significantly lower self-esteem, which appeared to be related to lower overall scores on the predictor variables. Results are discussed in terms of the theoretical importance of ethnic identity and reflected appraisals from teachers as factors contributing to self-esteem among minority youth, along with the need for additional research on Hispanic girls.

A model for training psychologists to provide services for children and adolescents.

Center for Mental Health Services Background and rationale for a comprehensive model of training for psychologists to provide services to children and adolescents are outlined. Eleven integrated aspects of training are described with respect to training topics, justification for the training, and ways to implement the training. The model described addresses the need for guidance in training specialists in psychologically based mental health services for children, adolescents, and their families. Practitioners can use this model to assess their own backgrounds, knowledge, and skills in working with these populations. Children, adolescents, and their families represent a large segment of the population whose mental health needs are un- derserved (Markel-Fox & Stiles, 1996; Saxe, Cross, & Sil- verman, 1988). The relative lack of psychologists adequately trained to provide assessment, treatment, and prevention ser- vices to these groups pose s a major obstacle to providing more and better services. Over many years, professionals have in- creasingly recognized the need for an updated, comprehensive, and integrated outline of training components in the area of THE GENESIS OF THIS MODEL

Social Interaction Goals and Strategies of Children with Learning Disabilities

Previous research on the social competence of LD children has primarily focused on social skill or social processing deficits. The present research examines two hypotheses: (1) that LD children differ not only in their social strategies but also in their goals for social interaction and (2) that differences in the social goals and strategies of LD children are developmentally related. Forty-eight second- through fifth-grade boys were shown four hypothetical social situations and were individually interviewed about their goals and strategies. Each social situation was presented in an explicit prosocial goal and a no-goal condition. Data analysis proceeded sequentially with a content analysis of the responses followed by an analysis of the interpersonal developmental level of responses. LD children were found to perform with less social competence and at lower developmental levels than nonhandicapped peers; however, social competence differences were limited to peer conflict situations. Results of the study...Previous research on the social competence of LD children has primarily focused on social skill or social processing deficits. The present research examines two hypotheses: (1) that LD children differ not only in their social strategies but also in their goals for social interaction and (2) that differences in the social goals and strategies of LD children are developmentally related. Forty-eight second- through fifth-grade boys were shown four hypothetical social situations and were individually interviewed about their goals and strategies. Each social situation was presented in an explicit prosocial goal and a no-goal condition. Data analysis proceeded sequentially with a content analysis of the responses followed by an analysis of the interpersonal developmental level of responses. LD children were found to perform with less social competence and at lower developmental levels than nonhandicapped peers; however, social competence differences were limited to peer conflict situations. Results of the study are discussed with respect to (1) the variability of LD childrenys social competence across interactional contexts, (2) the importance of LD childrens social goals as well as their social skills, and (3) the potential utility of an interpersonal developmental model for conceptualizing LD childrens social competence.

Health Care Reform and Psychological Practice in Schools

National policy calls for the placement of comprehensive, customer-oriented, and accessible health and social services programs for Americas children and youth. Schools have been targeted as the ideal location for such services. Numerous models of school-based and school-linked programs have been initiated. The role of psychology in these emerging models and programs is highly variable; however, it is an essential service that increasingly is being recognized as necessary in order for schools to address complex and diverse student and staff health needs. In this article, models for the delivery of school health services are profiled. Implications for practitioners who currently work in schools and for psychologists who are not currently working in schools but who are interested in maximizing psychologys contribution to school health services are offered.

A taxonomy for education and training in professional psychology health service specialties: evolution and implementation of new guidelines for a common language.

The Education and Training Guidelines: A Taxonomy for Education and Training in Professional Psychology Health Service Specialties was endorsed as a policy of the American Psychological Association in 2012. These Guidelines have the potential for broad impact on the field by providing both a structure and recommendations for the consistent usage of language--definitions and terminology--to reduce current descriptive inconsistencies across education and training programs in professional psychology. The Guidelines are not designed to define specifics of the training or practice of individual psychologists; they are to be used only to describe programmatic structure in a consistent manner. This article details the developmental history of these Guidelines and highlights the strong alliance between the leaders of the various recognized specialties in professional psychology and the education and training community in health service psychology. The content, application, future dissemination and impact of the Guidelines are presented.

Individuated Marital Relationships and the Regulation of Affect in Families of Early Adolescents

This study examined the interdependence between the spousal relationship and the triadic parent-adolescent system. The purpose of the study was to examine the degree to which affect regulation in the family as a whole would be linked to a particular quality of the marital relationships-individuation. Affect regulation was defined as the ability to maintain constructive engagement with others in the face of negative affect, as well as the ability to express positive emotions that have the potential to enhance social interaction and social competence. Data collected for the study involved both parents and early adolescents (N = 31 intact, Caucasian families) completing afamily interaction task. The Individuation Code was used to determine individuation within the marital system and the Family Rating Scales were used to measure affect regulation within the parent-adolescent triad. Results of log linear analyses found evidence of a link between qualities of the spousal relationship and family affective process. Individuated marital systems were associated with more positive affective tone, better conflict resolution, greater optimization of individual development within family relationships, and lower hostility-cynicism. Results suggest that some organizational structures of relational styles may provide a more optimalfit for the developmental needs of early adolescents within the European-American cultural context.