Patterns of change in family-based aggression prevention.

Patterns of change on three intervention targets were examined in 151 families that participated in a family intervention designed to reduce and prevent children's aggressive behavior. Measures of parents' alliance and parenting skills and children's aggressive behavior were obtained at five times during the intervention. Three cluster analyses were conducted to identify patterns of change on each target. Linear and nonlinear patterns of improvement as well as two distinct patterns of no change were obtained. The patterns were differentiated by net improvement, overall level of skill, and trajectory of change. Family characteristics also differentiated the patterns and relations were found among patterns across intervention targets. The clinical implications of these findings are discussed.

The roles of ethnicity and school context in predicting children's victimization by peers.

This study examines the prevalence, stability, and contextual correlates of peer victimization in a sample of African-American, Hispanic, and non-Hispanic White urban elementary school-age children. A total of 1956 children (40% African-American, 42% Hispanic, and 18% White) attending any 1 of 14 public elementary schools located in one large and one mid-sized Midwestern city participated in this study. Peer ratings of victimization were obtained at two points in time, separated by a 2-year period. Findings revealed that risk for being victimized by peers varied by ethnicity and by school context. Hispanic children had lower victimization scores than did either African-American or White children. These findings, however, were moderated by school context, such that attending ethnically integrated schools was associated with a significantly higher risk of victimization for White children and a slightly lower risk of victimization for African-American children and did not affect the risk of victimization for Hispanic children. In addition, African-American children were less likely than Hispanic and White children to be repeatedly victimized by peers over time. The importance of considering ethnicity and context in explaining peer victimization is discussed and suggestions for preventive interventions and future research are provided.

Criteria for evaluating the significance of developmental research in the twenty-first century: force and counterforce.

Since its birth approximately 100 years ago, the field of child development has undergone fluctuations in the criteria used to determine which research topics are more or less worthy of study. The purpose of this paper is to identify the forces that influence how developmental research is prioritized and evaluated and how these influences are changing as we enter the new millennium. We do so by considering the developmental researcher in context and suggest that there will be increasing pressure to use new criteria when assessing the significance of twenty-first-century developmental science. We review the three most commonly used forms of research validity--internal, external, and ecological--and then identify new research validities that we believe are likely to play increasingly important roles in the next millennium. We also argue that many developmental scientists will increasingly be pressured by forces that are external to the traditional research environment and that these forces will shape the ways in which the significance of developmental research is evaluated.