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About the Editors
Tracey A. Revenson (Senior Editor) is Associate Professor of Psychology at the Graduate Center of the City University of New York, where she is the former director of the Health Psychology Concentration. In addition to this volume and its companion (Ecological Research to Promote Social Change: Methodological Advances from Community Psychology, Kluwer Academic/Plenum Publications, 2002), Revenson is the co-author or coeditor of three other books: The Handbook of Health Psychology (Erlbaum, 2001), Understanding Rheumatoid Arthritis (Routledge, 1996), and A Piaget Primer: How a Child Thinks (revised edition, Penguin, 1996). From 1995-1999, Dr. Revenson was the founding Editor-in-Chief of the journal, Women's Health: Research on Gender, Behavior and Policy, and has served on the Editorial Board of AJCP. Her primary research interests include stress and coping processes among individuals, couples, and families facing chronic physical illnesses and psychosocial aspects of women's health. Her current work examines long-term adaptation among breast cancer survivors and the interactive effects of gender, discrimination, and ethnic identity on smoking among African Americans.
Anthony R. D' Augelli is Professor of Human Development at The Pennsylvania State University. In 1999 he received the Distinguished Scientific Contribution Award from the Society for the Psychological Study of Lesbian, Gay, and Bisexual Issues (Division 44 of APA) and an award from the Society for Community Research and Action for Outstanding Contribution to Education and Training in Community Research and Action. He is currently on the Editorial Board of AJCP. He is co-editor of three books reviewing psychological research on sexual orientation: Lesbian, Gay, and Bisexual Identities over the Lifespan (1995), Lesbian, Gay, and Bisexual Identities in Families (1998), and Lesbian, Gay, and Bisexual Identities and Adolescence (2001), all published by Oxford University Press. His primary research interests concern sexual orientation and human development in community settings.
Sabine E. French is Assistant Professor of Psychology at the University of California, Riverside. She has conducted research on the development of racial and ethnic identity in ethnically diverse urban adolescents and its
323
324 About the Editors
impact on self-esteem and academic achievement. Her current research includes longitudinal studies examining the development of racial and ethnic identity, racial socialization, experiences of discrimination, and adjustment to school after the transitions to senior high school and college.
Diane L. Hughes is Associate Professor of Psychology at New York University. She is an Associate of the MacArthur Network on Successful Mid-life Development, and Chair-elect of the Black Caucus of the Society for Research in Child Development and of the Council of Program Directors in Community Psychology. In 1997, she was a Visiting Scholar at the Russell Sage Foundation. She co-edited a special issue of AlCP on Culturally Anchored Methods (1993). Her continuing research has been in the areas of ecological influences on family processes and children's development, cultural diversity, and exposure to racial bias and race-related socialization among African American and Latino families. She received a grant from the Carnegie Corporation to improve intergroup relations among youth, and serves nationally as a peer reviewer of articles and grants related to minority youth and families. Her recent research focuses on how parents' and children's experiences with race-related prejudice and discrimination in workplaces and schools influence family process and psychosocial adjustment.
David Livert is a doctoral candidate in Social-Personality Psychology at the Graduate Center of the City University of New York and a Research Associate for the national impact evaluation of the Fighting Back program, sponsored by the Robert Wood Johnson Foundation. His research has examined attributional influences on support for public assistance, and social support processes among clinical psychologists. Current projects include a longitudinal study of friendship formation and intergroup attitudes, neighborhood influences on political attitudes and crime concerns, and physicians' age and gender stereotyping of patients.
Edward Seidman is Professor of Psychology at New York University. He has received international recognition as a Scholar in Residence at the Rockefeller Foundation's Bellagio Center (2001) and Senior Fulbright-Hays Research Scholar (1977), and is the recipient of several awards from the Society for Community Research and Action (SCRA), including Outstanding Contribution to Education and Training in Community Research and Action (1999), Distinguished Contribution to Theory and Research in Community Psychology (1990), and Ethnic Minority Mentoring (2001). He served as President of SCRA in 1998, as Associate Editor for Methodology of AlCP from 1988-1992, and co-editor for the special issue,
About the Editors 325
Culturally Anchored Methods (1993). He is co-editor with Julian Rapport, of the Handbook of Community Psychology (2000), Redefining Social Problems (1986), the Handbook of Social Intervention (1983), and the author of the forthcoming, Risky School Transitions, Engagement, and Educational Reform (Harvard University Press). His current research focuses on understanding developmental trajectories of economically atrisk urban adolescents and how these trajectories are altered by the social contexts of family, peer, school, neighborhood, and their interactions.
Marybeth Shinn is Professor of Psychology at New York University. She is a former president of the Society for Community Research and Action and received its awards for Distinguished Contributions to Theory and Research (1996) and for Ethnic Minority Mentoring (1997). She has coauthored several books on childcare, and edited or co-edited special issues of the lournal of Social Issues (lSI) and AICP on Institutions and Alternatives (lSI, 1981), Urban Homelessness (lSI, 1990), and Ecological Assessment (AICP, 1996). She has served two terms as Associate Editor of AICP, and on various scientific and policy panels including the NIMH Child/Adolescent Risk and Prevention Review Committee, The NIMH Behavioral Science Task Force, and the Task Force on Integrating Behavioral/Social Science into Public Health for the New York City Department of Health. Her current research interests are in homelessness, welfare reform, and methods for assessing the social and policy contexts of people's lives.
Hirokazu Yoshikawa is Assistant Professor of Psychology at New York University. He received the award for best dissertation in community psychology from the Society for Community Research and Action in 1999 and the Louise Kidder Early Career Award from the Society for the Psychological Study of Social Issues and the APA Minority Fellowship Program Early Career Award in 2001. He co-authored, with Jane Knitzer, a monograph on mental health in Head Start, Lessons from the Field: Head Start Mental Health Strategies to Meet Changing Needs (1997). He is a member of the Committee on Family Work Policies of the Board on Children, Youth, and Families of the National Academy of Sciences. He has conducted research on long-term effects of early childhood programs, mental health, and family support in Head Start, and competence among urban adolescents in poverty. His current projects examine the effects of welfare and anti-poverty policies on children and families and community-based HIV prevention among Asian/Pacific Islander immigrants to the U.S.
Index
AAPS: see Arizona Articulation Proficiency Scale
Abductory induction, 192, 193 Abstract generalizations, 267-268, 278-280,
281, 285-286 Accounting costs, 68 Activities of friendship, 204 Actors
in behavior settings, 218, 219, 220 in network analysis, 173
Adolescent Pathways Project, 301 Advising phenotypes, 217, 230, 231, 232, 233 African Americans, 93-94, 250, 251
childhood friendship in, 190, 197, 198-199, 202, 207
community disorder and, 138, 148, 150, 152, 157, 158
dual-earner families in, 247-248, 257-287; see also Focus groups
in experimental intervention program, 48 in National Day Care Study, 73 neighborhood context and, 94, 106, 108t,
114-116, 117 parenting styles and, 94 in Perry Preschool: see Perry Preschool
Project scale equivalence and, 248 task equivalence and, 249
Age in behavior setting study, 223 in community disorder study, 138, 148, 150,
151t, 152, 153t, 154, 156, 157, 158, 159, 160
in experimental intervention, 48, 57 setting, 226-227, 231, 233
Alcohol abuse, 291, 292, 293, 294, 295, 300, 305, 307-308, 310, 311-312
American Indian adolescent behavior, 240-241, 250,291-319
limitations of study, 314-315
327
American Indian adolescent behavior (cont.) measures of, 298-300 model testing and, 294-296 participants in study, 297 -298 positive, 293-294, 301 problem, 300-301 procedures of study, 298 psychosocial variables in, 302-303 sample studied, 296-297 structure of problem and positive, 310-311 subgroup analysis of, 311-314
Amphetamines, 300 Antisocial behavior, 291, 294, 300, 305, 307,
308, 310, 315 Anxiety
in American Indian adolescents, 302 experimental intervention program and, 43,
51, 54-55t, 56, 61 fear of crime and, 129 in GROW participants, 223
A priori conceptualizations, 280 Arizona Articulation Proficiency Scale
(AAPS),81 Article-crimes, 143, 144 Atlanta, Ga., 73 Attrition
in experimental intervention program, 6, 46, 49
in Home Start, 82 in INREAL, 77 in National Day Care Study, 76
Baltimore, Md., 127-165 Baltimore Afro-American, 142 Baltimore Sun, 142 Barbiturates, 300 Behavioral Interaction Codes (BIC), 224, 225t,
226, 227-228, 230 Behavioral regularities, 218 Behavior-and-milieu, 234
328
Behavior episodes, 227 classifiction of settings based on, 218-220 measures of, 224
Bellavior objects, 218, 219, 220 Behavior setting facets: see Setting facets Behavior settings, 217-236; see also GROW,
Inc. classification based on behavior episodes,
218-220 defined, 218 measures of, 223-224
Behavior Setting Survey, 218, 234-235 Best friend-type relationships, 190, 196, 198 Between-group research designs, 240, 241,
249-251, 253 BIC: see Behavioral Interaction Codes Blacks: see African Americans Block Environmental Inventory, 138-139, 140t,
144, 157, 161, 162, 165 Block groups
community disorder at, 127, 128, 132-133, 137, 145, 146, 148, 154, 158, 159, 160-161, 162, 164, 165
defined, 105, 128n neighborhood context studied in, 99, 100,
103, 105, 106, 107, 111, 112, 118 Block organizations, 94, 110, 112, 116, 117 Breast cancer screening programs, 31-34, 35,
36 Broker position, 178, 179f, 181
Census tracts, 100, 103, 105, 106 Center for Epidemiologic Studies Depression
Scale (CES-D), 302 Child abuse and neglect, 94, 99-124; see also
Neighborhood context Childhood friendship, 95, 187-212; see also
First grade; Head Start; University Preschool
data collection and analysis, 190-194 ethnographic contexts and study participants,
190 functional benefits of, 189, 190
Cluster analysis, 1-2 hierarchical, 228-230 of mental health services, 173, 177-178,
179-180, 181-182 of mutual help organizations, 95-96, 217,
228-230
Index
Cocaine, 300 Coding system in focus groups: see First-level
codes; Pattern codes Common knowledge, 267, 276, 277, 280, 281,
285 Communication density, 226, 230 Community Advisory Committees, 316, 317 Community disorder, 94-95, 127-165
child abuse and neglect and, 110, 112, 114, 116
data analysis, 144-149 defined, 128 design of study, 135-136 hierarchical linear modeling of: see
Hierarchical linear modeling incivilities theory of: see Incivilities theory instruments used to study, 138-144 limitations of study, 133, 161-162 newpaper accounts of: see Newspaper
accounts of crime and disorder on-site observations of, 127, 128, 131-133,
144-145, 148-149, 150, 152-156, 158, 159-160, 162, 163
resident perceptions of, 127, 128, 131, 132, 149, 150, 152-154, 156, 158, 159, 162, 163
sample selection, 136-138 strengths of study, 161-162
Community-mindedness, 291, 301, 305, 310 Community social organization theory, 109 Community Support Programs, 172 Comparative treatment strategy, 14-15, 38 Competencies, 291, 301, 305, 310 Competitive talk, 198, 199-201 Conceptual equivalence, 251, 253; see also
Construct equivalence Conceptualization errors, 245 Confirmatory factor analysis (CFA), 303-305
multisample, 303, 305-310, 317-319 Consensual models, 248 Consensus statements, 278, 279 Consortium for Longitudinal Studies, 64-65 Construct equivalence, 240, 241, 246-248; see
also Conceptual equivalence Constructive research strategy, 15-16, 19-20,
38 Construct validity
of multi-component programs, 11 of positive/problem behaviors, 291, 292, 293
Context (setting facet), 220, 221, 226, 230
Index
Continuity (friendship measure), 205 Conventionality-unconventionality concept,
292, 293, 295, 296, 311, 315 Correlational approaches, 9, 12, 34 Cost-benefit analysis (CBA), 7, 65
ofINREAL, 77-78 of Perry Preschool Project, 66-72
Cost-effectiveness analysis (CEA), 65 of Home Language Stimulation Study, 80-81 of Home Start, 81-83
Cost effectiveness of early intervention: see Economic analysis
Crack (drug), 300 Crime
fear of: see Fear of crime; Victimization Perry Preschool Project and, 69, 72
Criminal justice system, 175, 177 Cultural activities, 291, 301, 305, 308-310, 3\3 Cultural context, 244 Cultural discordance, 280 Culturally anchored methodology, 2, 239-240,
243-253 between- vs. within-group designs for, 240,
241, 249-251, 253 concept and measurement development in,
246-249 data analytic strategies in, 252 problem definition in, 246 problem formulation in, 245-246
Culturally anchored research, 3, 239-319; see also American Indian adolescent behavior; Culturally anchored methodology; Focus groups
DDST: see Denver Developmental Screening Test
Defensible space, 165-166n Deficiency formulations, 257 Denial of friendship strategy, 196, 202 Denver Developmental Screening Test
(DDST),82 Depression
in American Indian adolescents, 292, 302 experimental intervention program and, 43,
51, 54-55t, 56, 61 fear of crime and, 129 in GROW participants, 223
Descriptive statements, 267-268, 275, 276, 278, 279, 280, 281, 285
Deseret News, 144 Detroit, Mich., 73
329
Diagnostic Interview Schedule for Children (DISC2.l), 300, 302
Digraphs, 174, 176f DISC2.l: see Diagnostic Interview Schedule
for Children Discount rate, 70, 72, 78, 79 Discourse analysis, 247 Discussion guides, 260-261 Dismantling strategy, 15, 16 Disorder (quality-of-life) crime news, 145, 149,
152, 154, 156, 160 Disorder news, 145, 156 Disputes among friends, 205-206 Dispute settlement, 181-182 Divorce, custodial parent program, 10, 14, 17-
22 Dose response, 22-23; see also Response
surface designs Drug abuse
in American Indian adolescents, 291, 292, 293, 294, 300-301, 302, 305, 307-308, 310, 312
prevention programs for, 14, 15 Dual-earner African-American families: see
Focus groups
Early intervention, economic analysis of: see Economic analysis
Earnings: see also Socioeconomic status in experimental intervention program, 43,
53,57,61 in neighborhood context study, 107 in Perry Preschool Project, 69
Ecological assessment, 2, 65-66, 85, 86, 93-236; see also Childhood friendship; Community disorder; Mental health services; Mutual help organizations; Neighborhood context
Ecological congruences, 188-190, 194,207, 209; see also Social ecology
beyond local ecology, 211 in disparate settings, 208t at Head Start, 202 at University Preschool, 196-197
Economic analysis, 7, 63-88; see also Costbenefit analysis; Cost-effectiveness analysis
330
Economic analysis (cont.) of Home Language Stimulation Study, 80-
81 of Home Start, 81-83 ~fiNREAL, 77-78,85 of National Day Care Study, 73-77,85 of Perry Preschool Project, 66-72, 73, 86 of Yale Family Support Project, 78-80, 86
Education level in ~ehavior setting study, 223 in experimental intervention program, 48, 57 in neighborhood context study, 107
Effect sizes in experimental intervention program, 43,
52, 53, 54-55t, 56, 61 in multi-component programs, 12, 13
Emic perspective, 251 Enacted support, 187-212; see also Childhood
friendship behavioral measures of, 188 defined, 188 ecological congruences and, 194, 197, 202,
209 examples of, 207
England, 135 Ethnograph, The (computer program), 263 Ethnographies
of American Indian adolescent behavior, 303,317
of childhood friendship, 187-212; see also Childhood friendship
focus groups compared with, 284 of neighborhoods, 101, 107-109, 116
Etic perspective, 251 Eudurance tests, 210 European Americans, 94, 106, 108t, 114-116,
117; see also Whites Experimental approaches, 9, 12, 34 Experimental intervention program, 6, 43-61
control group in, 48-49 data collection in, 50 effects of, 52-56 experimental group in, 48-49 measures used in, 51 participants vs. nonparticipants, 56-59, 61 reemployment and, 43, 48, 51, 52, 53, 54-
55t, 56, 57-59, 61 refusers group in, 48-49, 57 response rate in, 50
Index
Experimental intervention program (cont.) sample in, 48-49 treatment conditions, 50-51 use of mean in, 46-47, 52, 54-55t, 57, 58t
External validity, 45, 59, 60
Factor analysis: see Confirmatory factor analysis
Factorial designs, 6, 9, 12, 15n, 17-22, 35-36, 37
23 - 1,20 description and applications of, 16-17
Fear of crime: see also Victimization community disorder and, 94-95, 127, 129-
133, 150-152, 153t, 154-157 distribution of, 129-130 hierarchical linear models predicting, 154-
157 news media and: see Newspaper accounts of
crime and disorder social relevance of, 129
Field experiments, 6, 43-61; see also Experimental intervention program
First grade, 187, 190, 191, 203-207, 208t, 209, 210
peer relations and friendship in, 204-206 social ecology of, 203-204
First-level codes, 268, 269-274t, 275, 276, 279
Focus groups, 240, 247-248, 257-287 abstract generalizations in, 267-268, 278-
280, 281, 285-286 conducting, 265-266 data in, 262-263 descriptive statements in, 267-268, 275,
276, 278, 279, 280, 281, 285 interview schedule in, 260-261 limitations of, 286 moderator of, 261-262 race-related perspectives in, 267-268 revision of survey instrument, 281-284 sample in, 259-260 setting and equipment for, 262 stories in, 267-268, 275-278, 279, 280, 281,
285 Four Corners Plus Center design, 27t, 28 Fractional factorial designs, 6, 9, 12, 15n, 17-
22, 35-36, 37 Friendship: see Childhood friendship
Index
Gender American Indian adolescent behavior and,
295, 296, 307, 308t, 311-312, 315 in behavior setting study, 223 in community disorder study, 138, 148, 150,
15lt, 152, 153t, 154, 156, 157, 158, 159, 161, 164
in experimental intervention program, 48 in neighborhood context study, 107
Genotype Comparator, 224, 227 Genotypes, 218-220, 222, 232
defined, 218-219 identification of differences within, 227 -228 importance of concept, 235 measures of, 223-224
Grade retention, 86 Graffiti, 145, 163 Great Britain, 135, 143 GROW, Inc., 221-236
description of, 221-222 measures used in study, 223-227 participants in, 223 procedures of study, 222-223
GROW Improvement Ratings, 227, 232 Handicapped children, 75t, 83, 85 Head Start, 87
childhood friendship in, 187, 190, 193, 197-203,207, 208t, 209
Home Start compared with, 82-83 peer relations at, 198-201 social ecology at, 197-198
Health Belief Model (HBM), 31 Heart disease prevention project, 34 Hierarchical cluster analysis, 228-230 Hierarchical linear modeling (HLM), 95, 127,
141, 158-159, 160, 163 fear of crime prediction with, 154-157 model to be tested in, 147-149 relevant features of, 146-147
Hierarchical multiple regression, 291, 303, 305, 306t
Hispanics, 248, 252 HLM: see Hierarchical linear modeling Home Language Stimulation Study, 80-81 Home Start, 81-83 Homicide, 134, 143, 145, 164
ICPS: see Interpersonal cognitive problem solving
Impersonal phenotypes, 217, 230, 231, 232, 233
331
Incivilities theory, 130-131; see also Physical incivilities; Social incivilities
IN-class REActive Language (INREAL), 77-78,85
Income: see Earnings; Socioeconomic status Indefinite triangulation, 192, 193 Indirect victimization, 130, 133 Inhalants, abuse of, 300, 305, 312 INREAL: see IN-class REActive Language Institutional discrimination, 280 Interactive space, protection of, 194, 197, 207 Intergenerational transmission of culture, 244 Internal dynamics, 220-221, 225-226, 230 Internal validity, 45, 60 Interpersonal cognitive problem solving
(ICPS), 22-26 Interpersonal racism, 280, 282 Interpretive research, 193 Intervention research, 2, 5-88; see also
Economic analysis; Experimental intervention program; Multiple component prevention programs
Iowa orphanage preschool study, 73 IQ scores, 66, 67, 101 Isomorphic metaphors, 279
Key-Word-in Context Bibliographic Indexing Program, 263
K-21 Scale, 223, 227, 234
Linguistic equivalence, 246-247
Mammography screening programs, 31-34, 35, 36
Marijuana, 293, 294, 300, 307, 308, 312 Measurement equivalence, 240, 241, 246, 248-
249, 251, 253 Measurement errors, 34-35, 37 Media: see Newspaper accounts of crime and
disorder Mediational analysis, 6, 9, 12, 28-36, 37, 38 Mental health
community disorder and, 141 experimental intervention program and, 43,
51, 56, 57, 61 Mental health services, 171-184
network analysis of, 95, 172, 173-174, 183
332
Mental health services (cont.) type I cracks (unpatterned relations), 174,
175, 179-181, 182, 184 type 2 cracks (absence of linkages), 175,
181, 182, 184 type 3 cracks (conflicted links), 175-176,
177, 181-183, 184 Meta-analysis, 7, 64 MHOS: see Mutual Help Observation System Multicollinearity, 35-36, 152 Multidimensional Scale of Perceived Social
Support, 303 Multiple component prevention programs, 5-6,
9-39; see also Factorial designs; Fractional factorial designs; Mediational analysis; Response surface designs
component effectiveness processes, 11, 28, 37
impact of individual components, 11, 18-20, 37
insights from literature, 17-28 optimality issue in, 11, 12, 20, 37 statistical power in, 11, 12-13, 37
Multiple regression analysis of community disorder, 152-154 in experimental intervention, 46 in mediational analysis, 30
Multisample confirmatory factor analysis (CFA), 303, 305-310, 317-319
Mutual Help Observation System (MHOS), 224
Mutual help organizations, 95-96, 217-236; see also Behavior settings; Phenotypes
Mutual recognition of friendship, 205
National Crime Survey, 134 National Day Care Study (NDCS), 73-77, 85 Native Americans: see American Indian
adolescent behavior NDCS: see National Day Care Study Neighborhood context, 94, 99-124
background of study, 100-104 data collection for, 106-107 defining neighborhood and community in,
102-103 design and sampling for, 105-106 geographic boundaries in, 102-103 questionnaire items for, 107-109, 120-124
Index
Neighborhood context (cont.) reliability of scales, 111-114, 116, 117-118, 119 scale construction for, 109-110 validity of scales, 114-117
Neighborhoods: see Community disorder; Neighborhood context
Net present value, 71, 72 Network analysis, 95, 172, 173-174, 183 Newspaper accounts of crime and disorder,
127, 128, 133-135, 142-144, 145, 149, 150, 152-154, 156-157, 158, 161, 162, 165
disorder crime news, 145, 149, 152, 154, 156, 160
disorder news, 145, 156 serious crime news, 145, 152, 154, 161
New York, 177-183, 184 Northern Plains Indians, 296, 297, 308, 310,
313-314
Observer Rating Form (ORF), 224-225 Opportunity costs, 68, 70, 81, 87 Oppositional talk, 198-199, 202, 207 ORF: see Observer Rating Form
Parenting styles, 94, 102, 252 Parents
Head Start and, 87 Home Language Stimulation Study and, 80-
81 Home Start and, 82, 83
Pattern codes, 269-274t, 275, 276, 279 PBT: see Problem-Behavior Theory Peabody Picture Vocabulary Test-Revised
(PPVT-R), 73, 76, 77 Perceived support, 188, 209 Perry Preschool Project, 66-72, 73, 86 Personal mastery, 302, 305 Personal phenotypes, 217, 230-231, 232, 233 Phenotypes, 217-236
advising, 217, 230, 231, 232, 233 defined, 220 identification of, 228-230 impersonal, 217, 230, 231, 232, 233 meaningful consequences of, 232 personal, 217, 230, 230-231, 232, 233 setting facet relationship with, 230-232 small talk, 217, 230, 231, 232, 233
Physical incivilities, 130, 132, 141, 142, 145, 148-149, 150, 152, 154, 156, 158, 159, 163
Index
PI: see Preschool Inventory PL 99-457, 85 PLS-R: see Preschool Language Scale-Revised PPVT-R: see Peabody Picture Vocabulary Test-
Revised Preschool Inventory (PI), 73, 76, 77, 82 Preschool Language Scale-Revised (PLS-R), 81 Present value, 70-71 Probability proportionate to size (PPS)
procedures, 136 Problem-Behavior Theory (PBT), 291, 292-
293, 295, 305, 310-311, 315 Psychotherapy research designs, 6, 11-12, 13-17 Pueblo Indians, 296, 297, 308, 310, 313, 314
Qualitative research, 2, 251-252 on community disorder, 164-165 focus groups vs., 258-259 on neighborhoods, 101-102
Quality-of-life crime news: see Disorder (quality-of-life) crime news
Quantitative research, 193, 251-252, 258-259, 281
Questionnaires, 107-109, 120-124
Race/ethnicity: see also specific racial and ethnic groups
in behavior settings study, 223 in community disorder study, 138, 148, 150,
15lt, 152, 153t, 154, 157, 158, 160-161 in experimental intervention program, 48 fear of crime and, 135 in National Day Care Study, 73 in neighborhood context study, 106, 108t,
114-116, 117 in problem and positive behaviors, 295-296
Racial job stressors, 264, 265, 266, 280-281, 282,283
Racial socialization, 264, 265, 266, 267, 280, 281, 283
Randomization in experimental intervention program, 6, 44,
45, 46-47, 48, 51, 60-61 information yielded by, 38
Regularities behavioral, 218 social, 235-236, 244-245
Resource allocation, 26 Response surface designs, 9, 12, 22-28, 37
Salt Lake Tribune, 144 San Francisco, Calif., 165 Scale equivalence, 248
333
School success, 291, 294, 301, 305, 307, 310, 311, 312
Scotland, 135 Scripts, 235 Seattle, Wash., 73 Secret test of friendship, 206, 210-211 Self-esteem, 56, 302, 305 Self-Esteem Scale, 302 Self-selection, 6, 43, 61 Sensation-seeking, 302 Separation tests, 210-211 Serious crime news, 145, 152, 154, 161 Setting age, 226-227, 231, 233 Setting facets, 220-221
context, 220, 221, 226, 230 internal dynamics, 220-221, 225-226, 230 measures of, 224-227 phenotype relationship with, 230-232 resources, 220, 225, 230
Setting resources, 220, 225, 230 Settings: see Behavior settings Sexual behavior in adolescents, 291, 292, 293,
294,301, 305, 307, 310, 311, 312-313, 315, 316
Shared knowledge, 267, 276, 278, 280, 281, 285-286
Small talk phenotypes, 217, 230, 231, 232, 233 Small theories, 28, 29f, 30, 31, 32, 34, 35, 36,
37 Smoking prevention programs, 10, 21, 30 Social address model, 257 Social capital, 102, 116, 119 Social constructionism, 189 Social ecology
of first grade, 203-204 at Head Start, 197-198 at University Preschool, 194-195
Social embeddedness, 188 Social episodes, 235 Social incivilities, 130, 132, 141, 145, 149, 150,
152, 154, 156, 158, 159-160, 163 Social isolation, 280 Social participation, 194, 197, 203 Social regularities, 235-236, 244-245 Social status: see Socioeconomic status Social support, 187-212
334
Social support (cont.) in American Indian adolescents, 302-303,
305 enacted: see Enacted support perceived, 188, 209 social embeddedness in, 188
Socioeconomic status (SES): see also Earnings in childhood friendship study, 190, 207 in focus groups, 265-266, 268, 269-74t,
275, 276, 280, 281, 282, 284 as neighborhood context proxy, 101
Solvents, abuse of, 300 South Central Indians, 296, 308, 310, 312,
313-314 Southwestern Indians, 296, 297, 308, 310, 312-
313, 314, 316 Special education, 86 Specification errors, 35 Stanford Heart Disease prevention project, 34 Stories, 267-268, 275-278, 279, 280, 281, 285 Stress, 188, 209-211 Structural equation models, 250
of American Indian adolescent behavior, 303 in multi-component programs, 28, 30, 32,
34, 35, 37 Structural equivalence, 173, 177, 179 STRUCTURE Program, 177-178 Substance abuse, 315: see also Alcohol abuse;
Drug abuse Subtraction design: see Dismantling strategy Suicide, 292 Swampscott Conference, 243
Task equivalence, 248-249 Teenage pregnancy, 67, 72, 85, 101; see also
Adolescent sexual behavior Temporal stages: see Setting age Territorial markers, 165n TEXTPACK V, 263 Time together (friendship measure), 205
Treatment package strategy, 14 Triangle tests, 211 T tests, 52, 57, 58t 12th-Step Contacts, 226, 230, 231 Two-factor models, 250 Type I errors, 252
Index
Underpopulation, 221, 225-226, 230, 233 Unemployed persons, intervention for, 6, 43-
61; see also Experimental intervention program
University of Michigan, 48 University Preschool, 187, 190, 194-197, 198,
207, 208t, 209 peer relations and friendship at, 195-196 social ecology at, 194-195
Urban areas: see Neighborhood context
Victimization: see also Fear of crime community disorder and, 129-130, 141, 145,
148, 154, 158, 159, 161 indirect, 130, 133 neighborhood context and, 110, 112, 114, 116,
119-120 variables correlated with, 150-152, 153t
Voices of Indian Teens Project (VOICES), 297, 298
Wait list control designs, 38 Weight-loss programs, 16 Welfare, 69, 71, 79, 80 Whites, 250; see also European Americans
in behavior settings study, 223 childhood friendship in, 207 community disorder and, 138, 148
Within-group research designs, 240, 241, 249-251,253
Yale Farnily Support Project, 78-80, 86
