ADOLESCENT OUTCOME OF PHYSICALLY ABUSED …...ACHENBACH CHILD BEHAVIOR CHECKLIST/4-18 (CBCL) ACHENBACH TEACHER REPORT FORM (TRF) ACHENBACH YOUTH SELF REPORT (YSR) Achenbach, T. M

ADOLESCENT OUTCOME OF

PHYSICALLY ABUSED

SCHOOLCHILDREN NDACAN Dataset Number 117

USER'S GUIDE and CODEBOOK

National Data Archive on Child Abuse and Neglect

Family Life Development Center

Cornell University

Ithaca, New York 14853-4401

607-255-7799

[email protected]

www.ndacan.cornell.edu

Initial release 9/19/2008

http:www.ndacan.cornell.edumailto:[email protected]

____________________________________________________________________________________________________

____________________________________________________________________________________________________

ADOLESCENT OUTCOME OF PHYSICALLY

ABUSED SCHOOLCHILDREN

Data Collected by Suzanne Salzinger, Ph.D.

New York State Psychiatric Institute, New York, NY

Richard Feldman, Ph.D.


Daisy S. Ng-Mak, Ph.D.

Columbia University, New York, NY

Funded by National Institute of Mental Health

Distributed by National Data Archive on Child Abuse and Neglect

User's Guide and Codebook Written by Diane Wach Miller, M.S.Ed.

Support and Acquisitions Specialist

National Data Archive on Child Abuse and Neglect

in collaboration with

Suzanne Salzinger, Ph.D.


____________________________________________________________________________________________________

____________________________________________________________________________________________________

©2008 National Data Archive on Child Abuse and Neglect

____________________________________________________________________________________________________

PREFACE

The data for Adolescent Outcome of Physically Abused Schoolchildren, have been given to the National Data Archive on Child Abuse and Neglect for public distribution by Suzanne Salzinger, Richard Feldman, and Daisy S. Ng-Mak. Funding for the project was provided by National Institute of Mental Health (Award Number: R01 MH048917 05-08).

ACKNOWLEDGEMENT OF SOURCE

Authors should acknowledge the National Data Archive on Child Abuse and Neglect and the original collector of the data when they publish manuscripts that use data provided by the Archive. Users of these data are urged to follow some adaptation of the statement below.

The data used in this publication were made available by the National Data Archive on Child Abuse and Neglect, Cornell University, Ithaca, NY, and have been used with permission. Data from Adolescent Outcome of Physically Abused Schoolchildren were originally collected by Suzanne Salzinger, Richard Feldman, and Daisy S. Ng-Mak. Funding for the project was provided by the National Institute of Mental Health (Award Number: R01 MH048917 05-08). The collector of the original data, the funder, NDACAN, Cornell University and their agents or employees bear no responsibility for the analyses or interpretations presented here.

The bibliographic citation for this data collection is:

Salzinger, S., Feldman, R., & Ng-Mak, D. (2008). Adolescent Outcome of Physically Abused Schoolchildren [Dataset]. Available from National Data Archive on Child Abuse and Neglect Web site, http://www.ndacan.cornell.edu

PUBLICATION SUBMISSION REQUIREMENT

In accordance with the terms of the Data License for this dataset, users of these data are required to deposit a copy of any published work or report based wholly or in part on these data with the Archive. A copy of any completed manuscript, thesis abstract, or reprint should be sent to the National Data Archive on Child Abuse and Neglect, Cornell University, Family Life Development Center, Beebe Hall, Ithaca, New York 14853. Such copies will be used to provide funding agencies with essential information about the use of NDACAN resources and to facilitate the exchange of information about research activities among data users and contributors.

iii

http://www.ndacan.cornell.edu/

____________________________________________________________________________________________________

ABSTRACT

This study is designed to assess the outcomes in mid to late adolescence of preadolescent physically abused and matched non-maltreated children first studied at ages 9-12 years. The outcome domains were Externalizing Problem Behavior, Internalizing Problems and Emotional Disorder, Quality of Personal Relationships, Risk Behavior, and Aggression/Delinquency. For each, a model was proposed in which the path from preadolescent physical abuse to outcome is examined with respect to three classes of mediating variables hypothesized to protect against or exacerbate the effects of the abuse. These classes of mediators, comprised of variables chosen on the basis of the contributors' previous abuse studies and other data in the child development literature, were all measured in preadolescence. They are conceptualized as individual (e.g., behavior problems, social behavior, social cognition), interpersonal (e.g., social status among peers, attachment, parenting), and contextual (e.g., family adversity, maternal psychopathology). Each model is retested with preadolescent exposure to family violence and parental perceptions of community violence added to child abuse as the causal variable.

The children studied as adolescents were re-recruited from the 100 confirmed cases of physical abuse first recruited when they were preadolescents from the NYC Child Welfare Administration Register and 100 non-maltreated classmates matched case by case for gender, age, ethnicity, and SES. They were assessed in preadolescence by means of classroom sociometry and peer behavior ratings, by individual child interviews, by teacher and parent ratings of behavior, and by parent interviews and questionnaires on family demographics, adversity, family conflict, including domestic violence, and on parenting discipline practices. The assessments of outcomes, as close as possible to age 17, were carried out by means of adolescent interviews and questionnaires, teacher and parent ratings, parent interviews and questionnaires, and an interview and questionnaire administered to a best friend of each adolescent.

Preliminary results show that the abused adolescents continue to be at higher risk than controls for a variety of poor outcomes such as behavior problems, depression, delinquency, and some high-risk behaviors. It also appears that they are more likely to be exposed to family violence in adolescence.

Not all abused children have poor outcomes, but as a group, they are demonstrably at risk. This study's main purpose was to identify some important factors influencing the path from preadolescent abuse to adolescent outcomes and thereby to target possible points where intervention in childhood might avert some of abuse's costly individual and societal consequences.

iv

____________________________________________________________________________________________________

TABLE OF CONTENTS

STUDY OVERVIEW ....................................................................................................................1 Study Identification..............................................................................................................1

Purpose of the Study .............................................................................................................1

Study Design........................................................................................................................1

Date(s) of Data Collection ...................................................................................................1

Geographic Area ..................................................................................................................2

Unit of Observation .............................................................................................................2

Sample..................................................................................................................................2

Data Collection Procedures .................................................................................................2

Response Rates ....................................................................................................................3

Sources of Information ........................................................................................................3

Type of Data Collected ........................................................................................................3

Measures ..............................................................................................................................3 Related Publications & Reports...........................................................................................9

Analytic Considerations.....................................................................................................10

Confidentiality Protection..................................................................................................11

Extent of Collection ...........................................................................................................11

Extent of Processing ..........................................................................................................11

DATA FILE INFORMATION ...................................................................................................12 File Specifications..............................................................................................................12

Data File Notes ..................................................................................................................21

CODEBOOK: Dataset #117 Variable Information..................................................................23

v

____________________________________________________________________________________________________

____________________________________________________________________________________________________

NDACAN Dataset #117 SOCCOGFL

STUDY OVERVIEW

Study Identification

Adolescent Outcome of Physically Abused Schoolchildren

Principal Investigator(s): Suzanne Salzinger, Ph.D. New York State Psychiatric Institute, New York, NY

Richard Feldman, Ph.D.


Daisy S. Ng-Mak, Ph.D. Columbia University, New York, NY

Funding Agency: National Institute of Mental Health

Award Number: R01 MH048917 05-08

Purpose of the Study

This study is designed to assess the outcomes in mid to late adolescence of preadolescent physically abused and matched non-maltreated children first studied at ages 9-12 years. The study's main purpose was to identify some important factors influencing the path from preadolescent abuse to adolescent outcome and thereby to target possible points where intervention in childhood might avert some of abuse's costly individual and societal consequences.

Study Design

The study reported here is a follow-up of an earlier study by the same investigators entitled Social Relationships of Physically Abused Schoolchildren, archived at NDACAN (DS_112). This study like the previous one, used a matched-comparison design. The non-abused group was matched to the physically abused group on the following characteristics: classmates, gender, age, race, ethnicity, and socioeconomic status. The data are a follow-up to data collected on the same subjects in the earlier study. The linking variables listed in the Analytic Considerations section of this User's Guide are the same as those used for DS_112.

Date(s) of Data Collection

September 1, 1997 to September 30, 2002

User’s Guide • 1

____________________________________________________________________________________________________

____________________________________________________________________________________________________


Geographic Area

The four urban boroughs of New York City (Brooklyn, Bronx, Manhattan, and Queens)

Unit of Observation

Individual adolescent, adolescent friend, and adult (parent and teacher)

Sample

All abused and control families in the original study (Social Relationships of Physically Abused Schoolchildren) were eligible to be enrolled in the follow-up study. See dataset #112 for a complete description of the original sample.

The original preadolescent abuse sample were all confirmed cases of physical abuse consecutively registered on the maltreatment register of New York City. During the follow-up phase of the study, 153 of the original 200 families were located and tested. Of the families lost to follow up, 21 abuse families and 15 control families were unable to be located. Many had moved without leaving forwarding addresses; the post office returned mail undelivered and telephones were disconnected. Three abuse families and 7 control families refused to rejoin the study. One hundred and sixteen of the families successfully re-recruited belong to the original matched abuse/control pairs (N = 58 pairs), 17 are abuse families with no matched control family, and 20 are control families with no matched abuse family, indicating that there was no differential loss of abuse vs. control families at follow-up. Sixty-one percent of the follow-up sample are male and 39% are female, compared with 65% male and 35% females in the original sample. With respect to ethnicity, the follow-up sample is 38% Black, 7% White, 54% Hispanic, and 2% Other, compared to the original sample of 47%, 7%, 43%, and 3%, respectively. Comparison of the retained sample to the adolescents lost-to-follow-up, show that more boys were lost and that the lost sample was rated as more aggressive by parents, teachers and peers when the children were first studied in pre-adolescence.

Data Collection Procedures

All the adolescent subjects have been assessed with respect to four outcome domains: Externalizing Problem Behavior; Internalizing Problems and Emotional Disorder; Quality of Personal Relationships; and Academic Functioning. The proposed assessments of outcome, as close as possible to age 17, were carried out by means of adolescent interviews and questionnaires, teacher and parent ratings, parent interviews and questionnaires, and an interview and questionnaire administered to a best friend of each adolescent.

For the follow-up study, preadolescent and adolescent exposure to family violence and adolescent exposure to community violence have been added to preadolescent physical child abuse as causal variables.

All the data have been collected and have been entered into a computerized database and cleaned.


____________________________________________________________________________________________________

____________________________________________________________________________________________________


Response Rates

The sampling pool consisted of the 200 families studied when the children were preadolescents. 153 families were able to be re-recruited, resulting in a retention rate of 76.5%. Three abuse families and 7 control families refused to rejoin the study. The remainder of families could not be located. Data from all guardians and adolescents in families re-recruited is complete. There is less than complete data from adolescents' friends and teachers.

Sources of Information

In-person interview, self-report questionnaires, and behavior ratings

Type of Data Collected

Survey, clinical, self-report questionnaires, and interviews

Measures

ACHENBACH CHILD BEHAVIOR CHECKLIST/4-18 (CBCL) ACHENBACH TEACHER REPORT FORM (TRF) ACHENBACH YOUTH SELF REPORT (YSR)

Achenbach, T. M. (1991a). Manual for the teacher's report form and 1991 profile. Burlington, VT: University of Vermont, Department of Psychiatry.

Achenbach, T. M. (1991b). Manual for the youth self report and 1991 profile. Burlington, VT: University of Vermont, Department of Psychiatry.

Achenbach, T. M. (1991c). Manual for the child behavior checklist/4-18 and 1991 profile. Burlington, VT: University of Vermont, Department of Psychiatry.

The CBCL/4-16 was the first of what has become a multiaxial empirically based set of measures for assessing children from parent-, teacher-, and self-reports. In 1991, The CBCL/4-16 was re-normed to include children up to 18 years of age (becoming CBCL/4-18), and eight cross-informant constructs were identified to facilitate direct comparison between problem behavior scores on the CBCL, the Teacher Report Form (TRF), and the Youth Self-Report Form (YSR) (Achenbach, 1991a). All three instruments include measurement of the following eight constructs or syndromes: Social Withdrawal, Somatic Complaints, Anxiety/Depression, Social Problems, Thought Problems, Attention Problems, Delinquent Behavior, and Aggressive Behavior. The CBCL is the only measure that contains the Sex Problems scale. In addition to focusing on a child’s behavior as defined by one of the eight syndrome scales, the CBCL, TRF, and YSR also allow the examination of two broad groupings of syndromes: Internalizing Problems and Externalizing problems. Internalizing Problems combines the Social Withdrawal, Somatic Complaints, and Anxiety/Depression scales, while Externalizing combines the Delinquent Behavior and Aggressive Behavior scales. The three corollary instruments also contain sections addressing the area of social competence in order to determine which reported competencies discriminate between those children who are adapting successfully and those who are not. The CBCL/4-


____________________________________________________________________________________________________

____________________________________________________________________________________________________


18 contains 20 competence items grouped into 3 scales: Activities, Social, and School.

Construct measured: Problem behavior Appropriate instrument was administered to the teacher, target adolescent, and guardian. Cross-informant parent, teacher, and self Total and T-scores for the subscales and for the two broad-based scales - Externalizing Problems and Internalizing Problems - were obtained. Achenbach's rating scales are widely used with children and adolescents, and their psychometric properties are well-studied.

ADOLESCENT STRESSFUL LIFE EVENTS (ASLE) - a modified version of the Life Events Checklist

Johnson, J. H., & McCutcheon, S. M. (1980). Assessing life stress in older children and adolescents: Preliminary findings with the life events checklist. Stress and Anxiety, 7(1), 111-126.

According to Johnson and McCutcheon (1980): The present version of the Life Events Checklist (LEC) contains a total of 46 items (plus four spaces for indicating significant events experienced but not listed on the scale). ...the format of the present scale calls for subjects to indicate (a) those events experienced during the past year, (b) whether they would rate the event as "good" or "bad," and finally (c) the degree to which each event has had an impact on their lives. Impact ratings are on a 4-point scale: no effect = 0, some effect = 1, moderate effect = 2, and great effect = 3. Summing the ratings of those experienced events judged to be positive yields a positive change score. Summing the ratings of those events experiences as negative provides a negative change score. (p. 114) The LEC is unique in separating assessment of positive and negative change (Johnson & McCutcheon).

Construct Measured: Stress The contributors modified the instrument in order to focus it exclusively on stressful life events and to shorten it. The checklist was shortened from 47 to 19 items. Positive events were excluded. Items inappropriate to New York City children were excluded (e.g., getting a car). Some events were combined (e.g. trouble with the law and going to jail were combined into a single item). The instrument was scored as described above and administered to the target adolescent.

CENTER FOR EPIDEMIOLOGICAL STUDIES DEPRESSION SCALE (CES-D)

Radloff, R., & Sawyer, L. (1971). Center for epidemiological studies depression scale (CES-D). Rockville, MD: Center for Epidemiologic Studies, National Institute of Mental Health.

The CES-D Is a 20 item self-report scale. It was developed to be appropriate for use in studies of the

epidemiology of depressive symptomatology in the general population, including depressive mood,

psychomotor retardation, loss of appetite, and sleep disturbance. It does not discriminate among sub-types of depression. (Friends National Resource Center for Community Based Child Abuse Prevention)

Construct Measured: Guardian depression; Adolescent depression

The instrument was administered to both the target adolescent and to the adolescent's guardian.


____________________________________________________________________________________________________

____________________________________________________________________________________________________


CONFLICT TACTICS SCALES - PARENT CHILD (CTS)

Straus, M., Hamby, S., Finkelhor, D., Moore, D., & Runyan, D. (1998). Conflict tactics scales parent child (CTSPC). Durham, NH: University of New Hampshire, Family Research Laboratory.

The instrument was developed to measure parental maltreatment of children. “The CTSPC has scales to measure physical assault (with subscales for corporal punishment and physical abuse), psychological aggression, and use of nonviolent discipline techniques. There are also supplementary questions on neglect; sexual abuse, and discipline in the past week” (Straus, 2007).

Construct measured: Abuse/maltreatment The instrument was administered to the parent as a screen for abuse of adolescents since reaching high school or age 14.

DIAGNOSTIC INTERVIEW OF CHILDREN AND ADOLESCENTS - PTSD SECTION (DICA)

Reich, W., Welner, Z., Herjanic, B., & Multi-Health Systems Inc. (1995). Posttraumatic stress disorder section. Diagnostic interview for children and adolescents (DICA) [software for computer aided assessment, version 8.0]. Newbury, Berkshire, UK: Multi-Health Systems Inc.

This revision of the DICA assesses both DSM-III-R and DSM-IV diagnostic criteria, is less highly structured than earlier versions (interviewers may ask additional questions to clarify responses), and includes questions regarding severity of impairment (Shaffer, Fisher, Lucas, Dulcan, & Schwab-Stone, 2000). Items are scored on a 4-point scale (no, rarely, sometimes or somewhat, and yes). Responses can be used to construct DSM-compatible symptom or criterion scales.

Construct measured: Post-traumatic stress symptoms Instrument was administered to the target adolescent. The "Adolescent" version for youth over age 12 was used. Instrument includes one additional variable about 9/11.

FAMILY EVENTS INTERVIEW (FEI)

Salzinger, S., Feldman, R., & Ng-Mak, D. (1993). Family events interview. Unpublished instrument. New York: New York State Psychiatric Institute.

Construct measured: Family life events

The contributors developed this data collection instrument administered to the adolescent’s parent. It

includes separation and divorce, homelessness, chronic illness, mental illness, alcohol, drugs, jail,

assault, miscarriage or abortion, recent illness, accident, police contact in past year, fired or lost job,

deaths, and pleasant events.

GUARDIAN DEMOGRAPHICS INTERVIEW (GDI)

Salzinger, S., Feldman, R., & Ng-Mak, D. (1993). Guardian demographics interview. Unpublished instrument. New York: New York State Psychiatric Institute.


____________________________________________________________________________________________________

____________________________________________________________________________________________________


Construct measured: Demographics, Family structure, Home safety, Neighborhood safety, and Physical condition of the home The contributors developed a data collection instrument for family demographics. It includes household composition, household's regular contact with non-household members since adolescent started high school, adolescent household moves since beginning high school, education and occupation of parents, welfare status of parents, occupational status of parents, ethnicity/race, country of origin of parents, language of parents, guardian's religion, physical condition of home, and parent perception of safety of home and neighborhood.

INTERPERSONAL COMPETENCE SCALE - TEACHER (ICSg, ICSt, ICSf)

Cairns, R. B., Leung, M., Gest, S. D., & Cairns, B. D. (1995). A brief method for assessing social development: Structure, reliability, stability, and developmental validity of the interpersonal competence scale. Behaviour Research and Therapy, 33(6), 725-736.

According to Cairns, Leung, Gest, and Cairns (1995): The Interpersonal Competence Scale (ICS-T) is a set of brief rating scales for teachers and parents. It consists of 18 items that assess social and behavioral characteristics of children and youths. The ICS-T yields three primary factors: AGG (argues, trouble at school, fights), POP (popular with boys, popular with girls, lots of friends), and ACA (spelling, math). Subsidiary factors include AFF (smile, friendly), OLY (appearance, sports, wins), and INT (shyness, sad, worry). The psychometric properties of the scale (internal structure, reliability, long-term stability) are presented and evaluated over successive ages. The scale factors have been linked to contemporaneous observations of behavior and social network membership. Developmental validity of the ICS-T includes the significant prediction of later school dropout and teenage parenthood. (abstract)

Construct measured: Adolescent’s interpersonal competence Measure administered to parent, peer, and adolescent.

INVENTORY OF PARENT AND PEER ATTACHMENT (IPPA)

Armsden, G., & Greenberg, M. (1987). Inventory of parent and peer attachment (IPPA). Princeton, NJ: Educational Testing Service.

The IPPA was developed to assess perceptions of relationships with their parents and close friends, and how well the parents and friends provide psychological security. The measure consists of 25 parent items and 25 friend items rated for frequency on a 5-point Likert response scale. Factor analysis identified three factors for both parent and peer attachment: trust, communication, and alienation. Internal consistency for these factors ranged from .72 to .91. Psychometric properties were established on older adolescents and college students, ages 16 to 21 years.

Construct Measured: Adolescent-parent attachment; Adolescent-peer attachment


____________________________________________________________________________________________________

____________________________________________________________________________________________________


MARLOWE-CROWNE SOCIAL DESIRABILITY SCALE (SDS)

Crowne, D., & Marlowe, D. (1964). Marlowe-Crowne social desirability scale. Westport, CT: Greenwood Press.

This instrument is designed to measure individual differences in social-desirability responses. It conceptualizes social desirability as the need for approval of an individual. It is a 33 item, true-false survey of acceptable and undesirable statements.

Construct measured: Social desirability Instrument was administered to the adolescent.

PERSONAL RELATIONSHIPS INSTRUMENT (PRI)

Salzinger, S., Feldman, R., Hammer, M., & Rosario, M. (1992). Personal relationships instrument. Unpublished instrument. New York: New York State Psychiatric Institute.

Salzinger, S., Rosario, M., & Feldman, R. S. (2007). Physical child abuse and adolescent violent delinquency: The mediating and moderating roles of personal relationships. Child Maltreatment, 12(3), 208-219. doi: http://dx.doi.org/10.1177/1077559507301839

Construct measured: Serious disagreements This is a contributor-created data collection instrument administered to the target adolescent. It includes adolescent's reports of disagreements or fights between the adolescent and best friend, between the adolescent and a romantic partner, and between the adolescent and parents. The information is coded for most serious disagreements, the frequency with which they involve verbally or physically abusive behavior, severity, and who were the targets and perpetrators.

SELF-REPORTED DELINQUENCY MEASURE (SRD, SRDf, RFD)

Elliott, D. S., & Aguirre, A. M. (1980). Reconciling race and class differences in self-reported and official estimates of delinquency. American Sociological Review, 45(1), 95-110. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=14846907&site=ehost-live

This measure was first used in the 1977 National Youth Survey of 1726 youths age 11 to 17. It consists of 47 items representing all acts involving more than 1% of reported juvenile arrests in the Uniform Crime Reports for 1972-1974. It is administered as an interview, and is comprehensive, including 6 types of crimes: 1) predatory crimes against persons, 2) predatory crimes against property, 3) illegal service crimes, 4) public disorder crimes, 5) status crimes, and 6) hard drug use. It continues to be used in representative national youth surveys (Huizinga, Loeber, & Thornberry, 1993).

Construct measured: Adolescent’s delinquent and criminal behaviors; Friend’s delinquent and criminal behaviors This instrument was administered to the adolescent and to a friend of the adolescent. A modified version of the SRD was administered to the target adolescent reporting friend’s delinquency (RFD). The modification was that the scale for report of friend's delinquency was dichotomous rather than


http://dx.doi.org/10.1177/1077559507301839http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=14846907&site=ehost-live

____________________________________________________________________________________________________

____________________________________________________________________________________________________


Likert and four additional questions were added.

SOCIAL NETWORK INTERVIEW (SNIt, SNIf)

Salzinger, S. (1990). Social network interview. Unpublished instrument. New York: New York State Psychiatric Institute.

Construct measured: Peer and family network composition and characteristics This contributor-created instrument was administered to adolescent and to a friend of the adolescent to determine the composition of peer and family network and the characteristics of network members.

SURVEY OF CHILDREN'S EXPOSURE TO COMMUNITY VIOLENCE - SELF REPORT (ECV)

Richters, J. E., & Saltzman, W. (1990). Survey of children's exposure to community violence: Self report. Rockville, MD: National Institute of Mental Health.

The interview asks about frequency of exposure to the following: being chased; drug activity; serious accidents; forced entry; arrests; threats; slapping, hitting, and punching; beatings and muggings; rape and molestation; carrying guns and knives; serious woundings; knife attacks; dead bodies; suicides; and killings. It determines whether the violence took place in school, in the neighborhood, or at home, and whether family members, friends or strangers were involved. It determines whether the violence was witnessed or experienced by the adolescent.

Construct measured: Exposure to community violence Administered to the adolescent for exposure to violence both during and before high school. Total count of types of exposure to school and neighborhood violence is taken as a measure of exposure to community violence. Counts of different types of exposure to violence at home contribute to the assessment of exposure to family violence. A question about 9/11 exposure was added for adolescents interviewed after 9/11.

UCLA LONELINESS SCALE, REVISED (ULS)

Russell, D., Peplau, L., & Cutrona, C. (1980). Revised UCLA loneliness scale. Journal of Personality and Social Psychology, 39(3), 472-480.

The scale consists of 20 items, each rated on a 4-point frequency scale from never to often. In the new

scale, half the items reflect satisfaction with social relationships and half reflect dissatisfaction.

Assessment of concurrent validity showed it to be negatively predicted by factor scores of affiliative

motivation and social risk-taking, and positively predicted by negative affect (R2 = .43). Internal

consistency is high (alpha = .94). This scale was psychometrically assessed on college students.

Construct measured: Loneliness

Scale was administered to the adolescent.


____________________________________________________________________________________________________

____________________________________________________________________________________________________


YOUTH RISK BEHAVIOR SURVEY (YRBS)

Centers for Disease Control and Prevention. (1993). Youth risk behavior survey (YRBS). Atlanta, GA: Centers for Disease Control and Prevention.

The survey assesses adolescent risk-behavior. It is a 70-item self-report questionnaire taking 20-25 minutes to complete. The YRBS, developed and piloted by the CDC for use in national surveys, includes categories of sexual risk, aggression (fighting, carrying weapons), physical recklessness (drinking and driving/riding, seat belt and motorcycle helmet use, and swimming without a lifeguard), alcohol use (habitual and binge drinking), drug use (habitual and recent use of illegal drugs), cigarette use (frequency of smoking and daily number of cigarettes), lack of exercise (frequency of regular hard and light exercise), and suicidal behavior.

Construct measured: Risk-behavior Instrument administered to the adolescent.

ADDITIONAL REFERENCES for measures listed above

Friends National Resource Center for Community Based Child Abuse Prevention. (n.d.). Center for epidemiological studies depression scale (CES-D scale). Retrieved April 22, 2008, from http://www.friendsnrc.org/download/outcomeresources/toolkit/annot/cesd.pdf

Huizinga, D., Loeber, R., & Thornberry, T. P. (1993). Longitudinal study of delinquency, drug use, sexual activity, and pregnancy among children and youth in three cities. Public Health Reports (Washington, D.C. : 1974), 108 (Suppl 1), 90-6. Retrieved from http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1403313&blobtype=pdf

Shaffer, D., Fisher, P., Lucas, C. P., Dulcan, M. K., & Schwab-Stone, M. E. (2000). NIMH diagnostic interview schedule for children version IV (NIMH DISC-IV): Description, differences from previous versions, and reliability of some common diagnoses. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 28-38.

Straus, M. (2007). Conflict tactics scales. In N. A. Jackson (Ed.), Encyclopedia of domestic violence (pp. 190-197). NY: Routledge: Taylor and Francis Group.

Related Publications & Reports *Users are strongly encouraged to obtain these references before doing analyses.*

Salzinger, S. (2003). Adolescent outcome of physically abused schoolchildren (part 1 - school-aged children; part 2 adolescent followup) (Final Report No. Grant #5 RO1 MH48917 01-04 05-08). New York, NY: New York State Psychiatric Institute.

Salzinger, S., Feldman, R., Ng-Mak, D., Mojica, E., & Stockhammer, T. (2001). The effect of physical abuse on children’s social and affective status: A model of cognitive and behavioral processes explaining the association. Development and Psychopathology, 13, 805–825.


http://www.friendsnrc.org/download/outcomeresources/toolkit/annot/cesd.pdfhttp://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1403313&blobtype=pdf

____________________________________________________________________________________________________

____________________________________________________________________________________________________


Salzinger, S., Feldman, R., Ng-Mak, D., Mojica, E., Stockhammer, T., & Rosario, M. (2002). Effects of Partner Violence and Physical Child Abuse on Child Behavior: A Study of Abused and Comparison Children. Journal of Family Violence, 17(1), 23-52.

Salzinger, S., Rosario, M., & Feldman, R. S. (2007). Physical child abuse and adolescent violent delinquency: The mediating and moderating roles of personal relationships. Child Maltreatment, 12(3), 208-219. doi: http://dx.doi.org/10.1177/1077559507301839

Salzinger, S., Rosario, M., Feldman, R. S., & Ng-Mak, D. S. (2007). Adolescent suicidal behavior: Associations with preadolescent physical abuse and selected risk and protective factors. Journal of the American Academy of Child & Adolescent Psychiatry, 46(7), 859-866. doi: http://dx.doi.org/10.1097/chi.0b013e318054e702

Stockhammer, T., Salzinger, S., Feldman, R., Mojica, E., & Primavera, L. (2001). Assessment of the Effect of Physical Child Abuse within an Ecological Framework: Measurement Issues. Journal of Community Psychology, 29(3), 319-344.

For a searchable listing of other relevant references please go to the Bibliography section of the NDACAN website: www.ndacan.cornell.edu

Analytic Considerations

One summary data file, DS_117, was created by NDACAN by matching SID across datasets to merge chosen demographic and summary variables.

The data are a follow-up to data on the same subjects collected in an earlier study (DS_112).

All defined missing values from the contributor data files have been reclassified to system missing in the summary data file DS_117. The original missing values and their labels appear in the contributor data files. Please note that at times the missing values may be within the range of valid values. The contributor has confirmed that in using these data files all declared missing values should be treated as missing. In the summary data file, DS_117, some of the value labels (e.g. 88=NA, or 99=DK) still persist but are not in use. All missing values have been changed to system missing in this data file.

Some recodes and manual changes have been made in the working file DS_117, that were not made in the contributor original data files. In cases of discrepancy between DS_117 and another file, DS_117 is the newest and most correct version of the data. If necessary, use of contributor data files should be done only with consultation of the Map Connecting Files with Measures chart (found in this User's Guide), and use of contributor codebooks, contributor programs (for method of calculation of derived variables), and contributor instruments. If necessary, use of NDACAN data files should be done only with consultation of the Map Connecting Files with Measures chart, NDACAN programs (for method of calculation of derived variables), and contributor data files, codebooks, instruments, and programs. If running syntax in any program files, the pathnames will need to be changed.

The following variables can be used to link the contributor data files (Note: these linking variables also


http://dx.doi.org/10.1177/1077559507301839http://dx.doi.org/10.1097/chi.0b013e318054e702http://www.ndacan.cornell.edu/

____________________________________________________________________________________________________

____________________________________________________________________________________________________


apply to DS_112):

sid (5-digit subject id) - The first 3 digits comprise the case id. The fourth digit indicates abuse or control status where odd numbers are abuse subjects and even numbers are control subjects. The 5th digit refers to guardian interviewee's relationship to child.

cid (3-digit case/class id) - Each case consists of an abuse and control pair of subjects.

abcon - Abuse or control subject where odd numbers indicate abuse and even numbers indicate control.

abusedk - Abuse or control subject where abuse is 1 and control is 0.

Note: cid plus abusedk defines matched abused or control subject within each case.

Confidentiality Protection

The contributor has removed all primary identifiers from the data.

Extent of Collection

This collection consists of the NDACAN User's Guide and Codebook, one labeled and complete summary data file (DS_117) with import statements for SPSS and SAS and a Stata native file, 9 NDACAN developed data files (created for incorporation into DS_117), 12 NDACAN developed SPSS program files (that provide syntax for derived variables and code for creation of DS_117), 26 contributor data files with import statements for SPSS and SAS and Stata native files, 228 individual subject SAS contributor data files, 25 contributor codebooks, 22 contributor instruments, 53 contributor developed SPSS and SAS program files, and a contributor final report.

Extent of Processing

NDACAN produced the User's Guide and Codebook and created a single data file, titled DS_117, which contains demographic information and summary variables from the original data files. NDACAN added variable and value labels to DS_117. NDACAN created program files and data files to derive summary variables and to create DS_117. All defined missing values were changed to system missing in DS_117. NDACAN formatted all contributor instruments and code books. For all contributor original files, labels are provided in the contributor codebooks. Errors encountered during processing were recoded with approval of contributor; See NDACAN notes in the syntax program files for further explanation.


____________________________________________________________________________________________________

____________________________________________________________________________________________________


DATA FILE INFORMATION

File Specifications

All data in this collection have a rectangular file structure. DS_117 is fully labeled. All other data files are partially labeled, and the user will need to fill in the missing label information using a combination of the Map Connecting Files with Measures (below), Contributor Codebooks, Contributor Instrument Files, and Contributor Program Files.

No. File Name

Number of Records in Data File

Variable Count

Records Per Respondent

29 DS_117 (Summary

File) 153 833 1 1 demgfl 153 297 1 2 fefl 153 352 1 3 ctsfl2 153 123 1 4 pachfl 152 60 1 5 depgfl 153 48 1 6 icsgfl 153 42 1 7 demsfl 153 91 1 8 lefl 153 80 1 9 yrbfl 153 131 1 10 srdsfl 153 61 1 11 xfl 153 1488 1 12 ptsdfl 153 61 1 13 snflabc 153 69 variable 14 prfl 153 132 1 15 attfl 153 94 1 16 lnfl 153 42 1 17 ysrfl 153 59 1 18 depsfl 153 48 1 19 icssfl 153 42 1 20 sdfl 153 68 1 21 delffl 153 65 1 22 trffl 66 63 1 23 snflab 75 69 variable 24 icsffl 77 42 1 25 srdffl 77 61 1

26

snsfl (153 individual subjects' social network

files) x x 1

27

snffl (75 individual social networks of

subjects' friends files) x x 1

28 var 1 to 7

Demographics 153 19 1


____________________________________________________________________________________________________

____________________________________________________________________________________________________


Map Connecting Files with Measures This table links the measures administered in the study to the corresponding instrument, codebook, program, and data files. It also explains what values from the contributor files are included in the summary file DS_117. All NDACAN data and program files are italicized. All files in plain text are contributor files.

Res

pond

ent

Measure Name Construct Measured

Inst

rum

ent

File

(s)

Cod

eboo

kFi

le(s

)

Program File(s) Data File(s) Summary Data File DS_117

Gua

rdia

n is

the

resp

onde

nt.

Guardian Demographics

Interview (GDI)

Demographics, Family structure,

Home safety, Neighborhood

safety, & Physical condition of the

home 01d

emog

raph

ic

follo

w-u

p.pd

f

01de

mfl

code

bo

ok.p

df,

00co

dshe

.fl.p

df demgfl1.sps- sets up SPSS database,

value labels are defined, missing values are declared demgfl2.sps – runs frequencies, corrects data file, creates new variables

demgfl-includes all variables in codebook plus some created variables, includes value labels and some variable labels

EXCLUDED variables: coder, card, inst, demfl2, demfl2d, demfl2m, demfl2y, demfl6, demfl8, demfl9 INCLUDED variables: all other variables

Family Events Instrument

(FEI)

Family life events

02fe

fl.in

s.pdf

02fe

fl co

de b

ook.

pdf fefl1.sps – Sets up SPSS database, value labels are defined, missing values are declared fefl2.sps - runs frequencies, corrects

data file feflCorrectionAge.sps – recalculates age variable following manual change to data file

fefl - includes all variables in codebook, has numeric variable names, no variable labels, has value labels, has no summary variables, and includes pleasant events feflCorrection.sav - updated file

EXCLUDED variables: code, card, inst, fefl2, fefl2m, fefl2d, fefl2, fefl3, fefl4, fefl5, fefl5m, fefl5d, fefl5y, fefl6, fefl7, fefl8, fefl9, age EXCLUDED because missing for all cases: fefl22-fefl43, fefl109-fefl148, fefl190-fefl209, fefl246-felf257, fefl265-fefl270, fefl325-fefl334 INCLUDED variables: all other variables

Conflict Tactics Scale (CTS)

caregiver to child

Abuse /maltreatment

03 C

onfli

ct T

actic

s Sca

le

follo

w-u

p.pd

f

03ct

sfl c

ode

book

.pdf

ctsfl1.sps - sets up SPSS database, missing values are declared and value labels are defined ctsfl2.sps - runs frequencies, corrects data file, and creates summary variables ctsflSyntax1.sps, ctsflSyntax2.sps, ctsSyntax3.sps, ctsflSyntax4.sps, ctsflSyntax5.sps, and ctsflSyntax6.sps - computes mean frequencies for 6 summary variables

ctsfl2 - includes all variables in codebook plus some created aggregated variables, has value labels

INCLUDED variables:12 summary scores EXCLUDED variables: All other variables


____________________________________________________________________________________________________

____________________________________________________________________________________________________

NDACAN Dataset #117 SOCCOGFL R

espo

nden

t


Inst

rum

ent

File

(s)

Cod

eboo

kFi

le(s

)


Gua

rdia

n is

the

resp

onde

nt.

Achenbach Parent-rated

Child Behavioral Checklist (CBCL)

Problem behavior

Ach

enba

ch’s

CB

CL

ratin

g fo

rms (

not

Ach

enba

ch’s

Cro

ss-

Info

rman

t Pro

gram

for

Cod

ing

(not

pro

vide

d) pachfl1.sps –sets up SPSS database,

missing values are declared and variable labels and value labels are defined

pachfl - includes variable labels, includes total scores, t-scores, clinical scores for subscales and broadband categories such as total problems and internalizing and externalizing scales

EXCLUDED variables: code, gender, age INCLUDED variables: All other variables, which are summary scores

Center for Epidemiologic

Studies Depression Scale

by guardian (CES-Dg)

Guardian depression

05de

pgfl.

ins.p

df

05de

pgfl

code

bo

ok.p

df

depgfl1.sps - sets up SPSS database, missing values are declared and value labels are defined depgfl2.sps - runs frequencies, recodes some variables, creates summary mean depression score

depgfl - includes all variables in codebook, some reverse-coded variables, and the created summary Mean Guardian Depression score

INCLUDED variable:1 summary score EXCLUDED variables: all other variables

Interpersonal Competence

Scale rated by guardian

(ICSg)

Adolescent’s interpersonal competence

06ic

sgfl.

ins.

pdf

06ic

sgfl

code

book

.pdf

icsgfl1.sps- sets up SPSS database, missing values are declared and some value labels are defined icsgfl2.sps -computes frequencies icsgflScores.sps – computes scores

icsgfl - includes all variables in codebook, includes value labels icsgflScores.sav - ICSg scores

INCLUDED variables:8 summary scores EXCLUDED variables: all other variables

Targ

et a

dole

scen

t is t

he re

spon

dent

.

Adolescent Demographics

Instrument (ADI)

Demographics, Job stress, Future

expectations, & Places adolescent

lived

07de

msf

l.ins

.pdf

07de

msf

l cod

e bo

ok.p

df

demsfl1.sps –sets up SPSS database, missing values are declared, variable labels are defined and value labels are defined demsfl2.sps -computes frequencies and creates variables (includes the rationale for ethnic group classification)

demsfl - includes all variables in codebook and some created summary variables, includes variable labels and value labels

EXCLUDED variables: card, inst, demsfl2, demsfl2m, demsfl2d, demsfl2y, demsfl3, demsfl4, demsfl5, demsfl5m, demsfl5d, demsfl5y, demsfl6 ,demsfl7, demsfl8, demsfl9, age, demsfl42r, demsfl59, demsfl60, demsfl61, demsfl62, demsfl6, demsfl64, demsfl65, demsfl66, demsfl67, demsfl68, demsfl69, demsfl70, demsfl71, demsfl72, demsfl73, demsfl74, demsfl75 INCLUDED variables: all other variables


____________________________________________________________________________________________________

____________________________________________________________________________________________________


espo

nden

t


Inst

rum

ent

File

(s)

Cod

eboo

kFi

le(s

)


Targ

et a

dole

scen

t is t

he re

spon

dent

.

Adolescent Stressful Life

Events (ASLE)

a modified version of the Life Events Checklist

Stress

08le

fl.in

s.pdf

08le

fl co

de

book

.pdf

lefl1.sps - sets up SPSS database, missing values are declared and value labels are defined lefl2.sps - computes frequencies, labels variables, and creates summary variable

lefl - includes all variables in codebook, variable labels, value labels, and summary variable

INCLUDED variable: 1 summary score EXCLUDED variables: all other variables

Youth Risk Behavior Survey

(YRBS)

Risk-behavior 09

yrbs

fl.in

s.pdf

09yr

bfl c

ode

book

.pdf

yrbfl1.sps - sets up SPSS database, missing values are declared and value labels are defined yrbfl2.sps - computes frequencies, recodes some variables and creates summary variables for various types of risk behaviors yrbflCorrectionSuicideVar.sps – corrects suicide summary score following change (correction) of several data points per contributor

yrbfl - includes all variables in codebook plus some summary variables, includes variable labels and values yrbflCorrection.sav – updated file

INCLUDED variables: 5 summary scores EXCLUDED variables: all other variables

Self Report of Delinquency by

target adolescent (SRDt)

Delinquent and criminal behavior

10sr

dfl.i

ns.

pdf

10sr

dfl

code

book

.pdf

srdsfl1.sps - sets up SPSS database, missing values are declared and value labels are defined srdsfl2.sps - runs frequencies, labels variables, creates summary variable

srdsfl - includes all variables in codebook plus a summary measure of delinquent behavior


Survey of Children’s

Exposure to Community

Violence – Self Report (ECV)

Exposure to community

violence

11ex

pfl.

ins.p

df

11EX

fl co

de b

ook.

pdf

EXfl

code

boo

k (2

) .pd

f (a

dds v

aria

bles

abo

ut 9

/11)

xfl1.sps - sets up SPSS database, value labels are defined and missing values are declared xfl2.sps - runs frequencies and recodes missing values for some variables exposure followup aggregate variables.sps - creates aggregated continuous and dichotomous scores for victimization and witnessing violence in the home, neighborhood, school, community

xfl includes all variables in codebook

INCLUDED variables:22 summary scores EXCLUDED variables: all other variables


____________________________________________________________________________________________________

____________________________________________________________________________________________________


espo

nden

t


Inst

rum

ent

File

(s)

Cod

eboo

kFi

le(s

)


Targ

et a

dole

scen

t is t

he re

spon

dent

.

PTSD section of the Diagnostic Interview for Children & Adolescents

(DICA)

Post-traumatic stress symptoms

12pt

sdfl.

ins.p

df

12pt

sdfl

code

boo

k.pd

f 12

ptsd

fl co

de b

ook

(2).p

df

(add

s var

iabl

e a

bout

9/1

1)

ptsdfl1.sps – sets up SPSS database, missing values are declared and value labels are defined ptsdfl2.sps - runs frequencies ptsdflScores.sps – computes summary scores for the PTSD variables of the DICA

ptsdfl - includes all variables in codebook plus one variable about upset after 9/11, includes value labels ptsdflScores.sav – includes summary variables

INCLUDED variables: 5 summary variables EXCLUDED variables: all other variables

Social Network Interview of

target adolescent (SNIt)

Peer and family network

composition and characteristics

13sn

sfl.i

ns.p

df

13sn

sfl c

ode

book

.pdf

, 00c

odsh

e.fl.

pdf

snsfl1.sas - creates database for network variables separately for each target adolescent, and establishes missing data. MVarsFilePrepSnsflabc.sps – calculates a count of friends and captures summary variables

snsflabc - Note: There are variable lines of data for each case, reflecting the number of network members in the adolescent’s network with each line representing the characteristics of a single network member. 153 individual data files are in a separate folder labeled snsfl. Each SAS file is named snsfl### where ###= subject ID. These can be used to create summary measures for each individual’s network. snsflabcSummary.sav - includes summary variables and a count of friends



____________________________________________________________________________________________________

____________________________________________________________________________________________________


espo

nden

t


Inst

rum

ent

File

(s)

Cod

eboo

kFi

le(s

)


Targ

et a

dole

scen

t is t

he re

spon

dent

.

Personal Relationships Instrument

(PRI)

Serious disagreements

14pr

fl.in

s.pdf

14pr

fl co

de b

ook.

pdf prfl1.sps - sets up SPSS database, missing values are declared and value

labels are defined prfl2.sps - runs frequencies, creates new summary variables for victims and perpetrators

prfl - includes all variables in codebook, value labels, and variable labels for created variables for abusive relationships with best friend, romantic partner, and parents


Inventory of Parent & Peer

Attachment (IPPA)

Adolescent-parent, and adolescent-peer attachment

15at

tfl.in

s.pdf

15at

tfl c

ode

book

.pdf

attfl1.sps - sets up SPSS database, missing values are declared and value labels are defined attfl2.sps - runs frequencies, recodes some variables by reverse coding, and creates summary variables for attachment to parents and friends

attfl - includes all variables in codebook for attachment to parents and friends plus some reverse-coded items and summary variables, includes value labels


UCLA Loneliness Scale

(ULS)

Loneliness

16ln

fl.in

s.pdf

16ln

fl co

de

book

.pdf

lnfl1.sps - sets up SPSS database, missing values are declared and value labels are defined lnfl2.sps - runs frequencies lnflScore.sps – computes summary score

lnfl includes all variables in codebook and includes value labels lnflScore.sav - Summary score


Achenbach Youth Self

Report (YSR)

Problem behavior

Ach

enba

ch’s

YSR

beha

vior

ratin

g fo

rm

Ach

enba

ch’s

Cro

ss-

Info

rman

t Pro

gram

for

codi

ng (n

ot p

rovi

ded)

ysrfl1.sps - sets up SPSS database, missing values are declared and variable labels and value labels are defined

ysrfl - Youth Self Report Achenbach behavior rating, includes variable labels and value labels, includes total scores, t-scores, clinical scores for subscales and broadband categories such as total problems and internalizing and externalizing scales

EXCLUDED variables: coder, gender, age INCLUDED variables: all other variables, which are summary scores


____________________________________________________________________________________________________

____________________________________________________________________________________________________


espo

nden

t


Inst

rum

ent

File

(s)

Cod

eboo

kFi

le(s

)


Targ

et a

dole

scen

t is t

he re

spon

dent

.

Center for Epidemiologic

Studies Depression Scale

by target adolescent (CES-Dt)

Adolescent depression

18de

psfl.

ins.p

df

18de

psfl

code

bo

ok.p

df

depsfl1.sps - sets up SPSS database, missing values are declared and value labels are defined depsfl2.sps - runs frequencies, recodes some variables and creates summary variable for mean depression

depsfl - includes all variables in codebook plus some reverse-coded variables plus created summary variable, includes value labels and some variable labels


Interpersonal Competence

Scale (ICSt)

rated by target adolescent


19ic

ssfl.

ins.p

df

19ic

ssfl

code

bo

ok.p

df

icssfl1.sps - sets up SPSS database, missing values are declared and value labels are defined icssfl2.sps -computes frequencies icssflScores.sps – computes scores

icssfl - includes all variables in codebook and value labels icssflScores.sav – ICSt scores


Social Desirability

Scale (SDS)

Social desirability

20sd

fl in

stru

men

t.pdf

20sd

fl co

de b

ook.

pdf sdfl1.sps - sets up SPSS database, missing values are declared and value labels are defined sdfl2.sps - runs frequencies, reverse recodes some variables and computes summary measure of social desirability

sdfl includes all variables in codebook, some reverse-coded variables, and a summary measure, includes some variable labels and value labels


Report of Friends’

Delinquency by target adolescent

(RFD) a modified

version of the SRD

Friends’ delinquent and

criminal behaviors

31de

lffl.i

ns.p

df

31de

lffl c

ode

book

.pdf

delffl1.sps – sets up SPSS database, declares missing values and defines value labels delffl2.sps - runs frequencies and defines variable labels and creates summary variable

delffl - includes all variables in codebook plus summary variable, includes variable labels and value labels



____________________________________________________________________________________________________

____________________________________________________________________________________________________


espo

nden

t


Inst

rum

ent

File

(s)

Cod

eboo

kFi

le(s

)


Teac

her i

s the

resp

onde

nt.

Achenbach Teacher Report

Form (TRF)

Problem behavior

Ach

enba

ch’s

TR

F be

havi

or ra

ting

form

(not

pro

vide

d)

Ach

enba

ch’s

Cro

ss-I

nfor

man

tPr

ogra

m fo

r cod

ing

(not

pro

vide

d) trffl1.sps - sets up SPSS database,

missing values are declared and variable labels and value labels are defined

trffl - Teacher Report Form for Achenbach behavior rating, includes variable labels, includes total scores, t-scores, clinical scores for subscales and broadband categories such as total problems, internalizing and externalizing scales

EXCLUDED variables: coder, gender, age INCLUDED variables: all other variables, which are summary scores

Frie

nd is

the

resp

onde

nt.

Social Network Interview of

target adolescent’s

friend (SNIf)

Peer network composition and characteristics

24sn

ffl.i

ns.p

df

24sn

ffl c

ode

book

.pdf

, 00c

odsh

e.fl.

pdf

snffl1.sas – creates database for network variables separately for each individual target adolescent’s friend, and establishes missing data. WvarsFilePrepSnfflab.sps – calculates a count of friends and captures summary variables

snfflab – Note: There are variable lines of data for each case, reflecting the number of network members in each adolescent friend’s network with each line representing the characteristics of a single network member. 75 individual data files are in a separate folder labeled snffl. Each file is named snffl### where ### is the Subject ID). These individual data files can be used to create summary measures for each individual friend’s network. snfflabSummary.sav – includes summary variables and a count of friends



____________________________________________________________________________________________________

____________________________________________________________________________________________________

Res

pond

ent

NDACAN Dataset #117

Measure Name

SOCCOGFL

Construct Measured

Inst

rum

ent

File

(s)

Cod

eboo

kFi

le(s

)


Frie

nd is

the

resp

onde

nt.

Interpersonal Competence of

Target Adolescent rated by friend (ICSf)


25ic

sffl.

ins.p

df

25ic

sffl

code

bo

ok.p

df

icsffl1.sps - sets up SPSS database, missing values are declared and value labels are defined icsffl2.sps - runs frequencies icsfflScores.sps – computes scores

icsffl - includes all variables in codebook and value labels icsgflScores.sav - ICSf scores


Self Report of Delinquency by

friend (SRDf)

Friend’s delinquent and

criminal behaviors 26

srdf

fl.in

s.pdf

26sr

dffl

code

boo

k.pd

f

srdffl1.sps – sets up SPSS database, missing values are declared and value labels are defined srdffl2.sps - runs frequencies

srdffl - includes all variables in codebook plus summary measure of friend’s delinquency, includes value labels

INCLUDED variable:1 summary score EXCLUDED variables: all other variables

Mul

tiple

resp

onde

nts.

N/A Demographics

N/A

N/A

var1to7.sps – Creates file containing 3rd - 7th demographic variables from all files and makes necessary corrections

var 1 to 7 demographics EXCLUDED variables: all variables

N/A Summary of all data collected

mul

tiple

ND

AC

AN

Use

r ‘s

Gui

de a

ndC

odeb

ook

MatchFilesCreateDS_117.sps – Merges all data files and includes variables as described in the working file column of this chart LabelDS_117.sps – Labels all variables, adds some value labels FinalEditDS_117.sps -Corrects errors, adds labels, formats decimals

DS_117.sav- File of demographics, summary variables and scores

INCLUDED: entire file MATCHED BY: sid OTHER MATCHED VARIABLES ACROSS ALL FILES: cid, abcon, abusedk


____________________________________________________________________________________________________

____________________________________________________________________________________________________


Data File Notes

The study reported here is a follow-up of an earlier study by the same investigators, Social Relationships of Physically Abused Schoolchildren, already submitted to the Archives. The original study is dataset #112 at NDACAN. For more information on the first study, see the Final Report for this study (dataset #117) or obtain the dataset #112 from NDACAN.

SOCCOGFL, found as the header on each page, stands for social cognition follow-up. Social cognition was a strong focus of the grant from NIMH that funded the first of the two studies (DS_112).

The following conventions were generally applied when naming variables and files in contributor original works: fl = follow-up (the contributors' name for the study), tadol = target adolescent, g = guardian, s = self and refers to the target adolescent, t = teacher, and f = friend. Some of the file names of the codebooks and instruments are preceded by a number which generally reflects the order in which the instruments were administered to subjects. Names, descriptions, and explanations of variables in each of the data files are found in the codebooks and programs for the relevant instrument.

Ethnicity of adolescent is to be found in data file demsfl. The variable is named ethnicity recode, and it is based on the adolescent’s self-identified ethnicity. The program for it is in the program file, demsfl2. Disregard the ethnic code listed in the codebooks (variable #6) for each instrument and disregard variable #6 (ethnicity) in each of the data files and program files. In DS_117 ethrecode is the only ethnicity variable included. The rationale for classifying children into ethnic groups is based on the children's self-report of their ethnic group membership (see questions in last section of tadol's demographic instrument).

Data file “var 1 to 7 Demographics” is an extra file that details the age and grade of the adolescents and the interview dates for adolescents and guardians.

For assigning Guardians’ Occupational Status, the NAM-Powers Index was used, ranging from 0 to 100 with 100 representing the highest status. Occupational status was coded from descriptions of occupation obtained from guardians during the guardian demographic interview. Questions pertaining to adolescent occupation also employed NAM-Powers codes. For more information, see: Miller, D. C. (1991). Handbook of Research Design and Social Measurement, 5th ed. (pp. 341-350)

Newbury Park, CA: Sage.

The syntax for the creation of derived variables can be found in the NDACAN program files, and in the contributor program files. Look at the Map Connecting Files with Measures to find the correct program file. Neither the contributor derived variables nor the NDACAN derived variables can be found in the contributor codebooks.

The Achenbach measures and codebooks have not been provided. However, data files of summary scores are included for these measures. These scores are included in DS_117.


____________________________________________________________________________________________________

____________________________________________________________________________________________________


Abbreviations

Measure Abbreviations

ADI Adolescent Demographics Instrument

ASLE Adolescent Stressful Life Events

CBCL Parent-rated Child Behavioral Checklist (Achenbach)

CES-Dg Center for Epidemiologic Studies Depression Scale - guardian

CES-Dt

Center for Epidemiologic Studies Depression Scale - target adolescent

CTS Conflict Tactics Scale

DICA Diagnostic Interview for Children and Adolescents

ECV

NIMH survey of Exposure to Community Violence - Self Report Version

FEI Family Events Instrument GDI Guardian Demographics Interview

ICSg Interpersonal Competence Scale-Guardian

ICSt Interpersonal Competence Scale-Target adolescent

ICSf Interpersonal Competence Scale-Friend

IPPA Inventory of Parent and Peer Attachment

PRI Personal Relationships instrument

RFD Report of Friends' Delinquency (by target adolescent)

SDS Social Desirability Scale

SNIt Social Network Interview of target adolescent

SNIf Social Network Interview of friend

SRDt Self Report of Delinquency by target adolescent

SRDf Self Report of Delinquency by friends

TRF Teacher Report Form (Achenbach)

ULS UCLA Loneliness Scale YRBS Youth Risk Behavioral Survey YSR Youth Self Report (Achenbach)

Other Abbreviations bio Biological/Natural freq Frequency

ICC Interclass Correlation Coefficient (Achenbach)

tadol Target Adolescent

Conventional Abbreviations @ at & and # number dad father mom mother US United States w/ with

Technical support for this dataset is provided by NDACAN.

Please send your inquiries to [email protected].


mailto:[email protected]

____________________________________________________________________________________________________

____________________________________________________________________________________________________


CODEBOOK: Dataset #117 Variable Information

The Codebook provides the following information: The position of the variable in the data file, variable name, variable label, variable group, variable format, values, value labels, and relevant notes and definitions.

Lists of the variables are also provided, first by position and then alphabetically.

Codebook • 23

5

5

10

10

15

15

20

20

25

25

Variable List by Position Position Variable Name Variable Label Group

1 SID Family ID Record Identifier 2 CID Class ID Record Identifier 3 ABCON Abuse or Control subject Record Identifier 4 ABUSEDK Abused child or Control child Record Identifier

DEMFL3 GDI Gender Guardian Demographics Interview 6 DEMFL4 GDI Age Guardian Demographics Interview 7 DEMFL GDI Birth date Guardian Demographics Interview 8 DEMFL5M GDI Month of birth Guardian Demographics Interview 9 DEMFL5D GDI Day of birth Guardian Demographics Interview

DEMFL5Y GDI Year of birth Guardian Demographics Interview 11 DEMFL7 GDI Grade Guardian Demographics Interview 12 DEMFL GDI Informant Relation to tadol Guardian Demographics Interview 13 DEMFL11 GDI Household member 1 Relation to

informant Guardian Demographics Interview

14 DEMFL12 GDI Household member 1 Relation to tadol Guardian Demographics Interview DEMFL13 GDI Household member 1 Age in months Guardian Demographics Interview

16 DEMFL14 GDI Household member 1 Gender Guardian Demographics Interview 17 DEMFL GDI Household member 1 Days/week

Contact with tadol Guardian Demographics Interview

18 DEMFL16 GDI Household member 1 Months in home with tadol

Guardian Demographics Interview

19 DEMFL17 GDI Household member 2 Relation to informant


DEMFL18 GDI Household member 2 Relation to tadol Guardian Demographics Interview 21 DEMFL19 GDI Household member 2 Age in months Guardian Demographics Interview 22 DEMFL GDI Household member 2 Gender Guardian Demographics Interview 23 DEMFL21 GDI Household member 2 Days/week




DEMFL23 GDI Household member 3 Relation to informant


26 DEMFL24 GDI Household member 3 Relation to tadol Guardian Demographics Interview 27 DEMFL GDI Household member 3 Age in months Guardian Demographics Interview 28 DEMFL26 GDI Household member 3 Gender Guardian Demographics Interview 29 DEMFL27 GDI Household member 3 Days/week


Codebook • 24

Position Variable Name Variable Label Group





32 DEMFL32 GDI Household member 4 Relation to tadol Guardian Demographics Interview 33 DEMFL33 GDI Household member 4 Age in months Guardian Demographics Interview 34 DEMFL34 GDI Household member 4 Gender Guardian Demographics Interview 35 DEMFL35 GDI Household member 4 Days/week
























56 DEMFL56 GDI Household member 8 Relation to tadol Guardian Demographics Interview 57 DEMFL57 GDI Household member 8 Age in months Guardian Demographics Interview

Codebook • 25


58 DEMFL58 GDI Household member 8 Gender Guardian Demographics Interview 59 DEMFL59 GDI Household member 8 Days/week












68 DEMFL68 GDI Household member 10 Relation to tadol


69 DEMFL69 GDI Household member 10 Age in months Guardian Demographics Interview 70 DEMFL70 GDI Household member 10 Gender Guardian Demographics Interview 71 DEMFL71 GDI Household member 10 Days/week




73 DEMFL73 GDI Regular contact 1 Relation to informant


74 DEMFL74 GDI Regular contact 1 Relation to tadol Guardian Demographics Interview 75 DEMFL75 GDI Regular contact 1 Age in months Guardian Demographics Interview 76 DEMFL76 GDI Regular contact 1 Gender Guardian Demographics Interview 77 DEMFL77 GDI Regular contact 1 Contact with tadol Guardian Demographics Interview 78 DEMFL78 GDI Regular contact 2 Relation to


79 DEMFL79 GDI Regular contact 2 Relation to tadol Guardian Demographics Interview 80 DEMFL80 GDI Regular contact 2 Age in months Guardian Demographics Interview 81 DEMFL81 GDI Regular contact 2 Gender Guardian Demographics Interview 82 DEMFL82 GDI Regular contact 2 Contact with tadol Guardian Demographics Interview 83 DEMFL83 GDI Regular contact 3 Relation to


84 DEMFL84 GDI Regular contact 3 Relation to tadol Guardian Demographics Interview 85 DEMFL85 GDI Regular contact 3 Age in months Guardian Demographics Interview 86 DEMFL86 GDI Regular contact 3 Gender Guardian Demographics Interview 87 DEMFL87 GDI Regular contact 3 Contact with tadol Guardian Demographics Interview

Codebook • 26


88 DEMFL88 GDI Regular contact 4 Relation to Guardian Demographics Interview informant

89 DEMFL89 GDI Regular contact 4 Relation to tadol Guardian Demographics Interview 90 DEMFL90 GDI Regular contact 4 Age in months Guardian Demographics Interview 91 DEMFL91 GDI Regular contact 4 Gender Guardian Demographics Interview 92 DEMFL92 GDI Regular contact 4 Contact with tadol Guardian Demographics Interview 93 DEMFL93 GDI Regular contact 5 Relation to Guardian Demographics Interview

informant 94 DEMFL94 GDI Regular contact 5 Relation to tadol Guardian Demographics Interview 95 DEMFL95 GDI Regular contact 5 Age in months Guardian Demographics Interview 96 DEMFL96 GDI Regular contact 5 Gender Guardian Demographics Interview 97 DEMFL97 GDI Regular contact 5 Contact with tadol Guardian Demographics Interview 98 DEMFL98 GDI Regular contact 6 Relation to Guardian Demographics Interview





informant 119 DEMFL119 GDI Regular contact 10 Relation to tadol Guardian Demographics Interview 120 DEMFL120 GDI Regular contact 10 Age in months Guardian Demographics Interview

Codebook • 27


121 DEMFL121 GDI Regular contact 10 Gender Guardian Demographics Interview 122 DEMFL122 GDI Regular contact 10 Contact with tadol Guardian Demographics Interview 123 DEMFL123 GDI Other cohabitant since begin high Guardian Demographics Interview

school/age 14 124 DEMFL124 GDI Other cohabitant 1 Relation to Guardian Demographics Interview

informant 125 DEMFL125 GDI Other cohabitant 1 Relation to tadol Guardian Demographics Interview 126 DEMFL126 GDI Other cohabitant 1 Tadol age at begin Guardian Demographics Interview 127 DEMFL127 GDI Other cohabitant 1 Tadol age at end Guardian Demographics Interview 128 DEMFL128 GDI Other cohabitant 2 Relation to Guardian Demographics Interview





informant 145 DEMFL145 GDI Other cohabitant 6 Relation to tadol Guardian Demographics Interview 146 DEMFL146 GDI Other cohabitant 6 Tadol age at begin Guardian Demographics Interview 147 DEMFL147 GDI Other cohabitant 6 Tadol age at end Guardian Demographics Interview 148 DEMFL148 GDI Bio-parent time w/tadol since begin Guardian Demographics Interview

high school/age 14 149 DEMFL149 GDI Freq tadol & bio-parent together Guardian Demographics Interview 150 DEMFL150 GDI Informant Years of schooling Guardian Demographics Interview 151 DEMFL151 GDI Informant Highest degree Guardian Demographics Interview 152 DEMFL152 GDI Informant Has resident Guardian Demographics Interview

spouse/partner

Codebook •

Documents

ADOLESCENT OUTCOME OF PHYSICALLY ABUSED …...ACHENBACH CHILD BEHAVIOR CHECKLIST/4-18 (CBCL) ACHENBACH TEACHER REPORT FORM (TRF) ACHENBACH YOUTH SELF REPORT (YSR) Achenbach, T. M