Investigating Effects of Mentoring for Youth with Assault Injuries: Results of a Randomized-Controlled Trial.

Mentoring is considered an evidence-based practice for violence prevention. This study presents a partial replication of the Take Charge! program implemented in partnership with Big Brothers Big Sisters of America (BBBS). One hundred and eighty-eight early adolescents (M age = 12.87; 61.17% male) who were treated for peer-related assault injury in two urban mid-Atlantic emergency departments were randomly assigned to receive a mentor from two BBBS affiliates. Mentors and organization staff were trained in the Take Charge! violence prevention curriculum, which had previously shown evidence of efficacy. Intent-to-treat analyses showed statistically significant improvements in conflict avoidance self-efficacy for the intervention group at 9 months and reductions in fighting at 21 months, but an increase in parental report of aggression at 9 months. Complier average causal effect models revealed evidence of an additional effect for reduced problem behavior at 21 months for intervention adolescents who received a mentor. No effects were found for youth-reported aggression, retaliatory attitudes, deviance acceptance, or commitment to learning. Sensitivity analyses suggested increased aggressive behavior for adolescents in the intervention group who did not receive a mentor (i.e., non-compliers). These findings extend the evidence-base for Take Charge! as a violence prevention curriculum for youth already engaged in violence to "real-world" implementation settings. However, they also suggest that challenges associated with providing youth with mentors can be consequential and that additional supports may be needed for these youth/parents. Clinical trials number: clinicaltrials.gov NCT01770873.

Studies of bicarbonate binding by dinuclear and mononuclear Ni(II) complexes.

Bicarbonate ion reacts with the dinuclear nickel(II) complex containing the taec ligand (taec = N,N',N' ',N' ''-tetrakis(2-aminoethyl)-1,4,8,11-tetraazacyclotetradecane) in buffered aqueous solution to form the mu-eta(2),eta(2)-carbonate complex with a large effective binding constant for bicarbonate ion, log K(B) = 4.39 at pH = 7.4. In contrast, the dinuclear nickel(II) complex containing the o-xyl-DMC(2) ligand (o-xyl-DMC(2) = alpha,alpha'-bis(5,7-dimethyl-1,4,8,11-tetraazacyclotetradecan-6-yl)-o-xylene) does not react with bicarbonate or carbonate ion in aqueous solution. In propylene carbonate, the reaction of [Ni(2)(o-xyl-DMC(2))](4+) with bicarbonate proceeds rapidly to form the mu-eta(1),eta(1)-carbonate complex. The structure of this carbonate complex has been determined by an X-ray diffraction study that confirms the mu-eta(1),eta(1)-carbonate binding mode. A mononuclear analogue of [Ni(2)(taec)](4+), [Ni(2,3,2-tetraamine)](2+) does not form a detectable mononuclear or dinuclear product with bicarbonate ion in aqueous solution, but [NiDMC](2+) (DMC = 5,7-dimethyl-1,4,8,11-tetraazacyclotetradecane) reacts slowly with carbonate ion in aqueous solution to form a 2:1 complex.

Catalysis research of relevance to carbon management: progress, challenges, and opportunities.

The goal of the "Opportunities for Catalysis Research in Carbon Management" workshop was to review within the context of greenhouse gas/carbon issues the current state of knowledge, barriers to further scientific and technological progress, and basic scientific research needs in the areas of H2 generation and utilization, light hydrocarbon activation and utilization, carbon dioxide activation, utilization, and sequestration, emerging techniques and research directions in relevant catalysis research, and in catalysis for more efficient transportation engines. Several overarching themes emerge from this review. First and foremost, there is a pressing need to better understand in detail the catalytic mechanisms involved in almost every process area mentioned above. This includes the structures, energetics, lifetimes, and reactivities of the species thought to be important in the key catalytic cycles. As much of this type of information as is possible to acquire would also greatly aid in better understanding perplexing, incomplete/inefficient catalytic cycles and in inventing new, efficient ones. The most productive way to attack such problems must include long-term, in-depth fundamental studies of both commercial and model processes, by conventional research techniques and, importantly, by applying various promising new physicochemical and computational approaches which would allow incisive, in situ elucidation of reaction pathways. There is also a consensus that more exploratory experiments, especially high-risk, unconventional catalytic and model studies, should be undertaken. Such an effort will likely require specialized equipment, instrumentation, and computational facilities. The most expeditious and cost-effective means to carry out this research would be by close coupling of academic, industrial, and national laboratory catalysis efforts worldwide. Completely new research approaches should be vigorously explored, ranging from novel compositions, fabrication techniques, reactors, and reaction conditions for heterogeneous catalysts, to novel ligands and ligation geometries (e.g., biomimetic), reaction media, and activation methods for homogeneous ones. The interplay between these two areas involving various hybrid and single-site supported catalyst systems should also be productive. Finally, new combinatorial and semicombinatorial means to rapidly create and screen catalyst systems are now available. As a complement to the approaches noted above, these techniques promise to greatly accelerate catalyst discovery, evaluation, and understanding. They should be incorporated in the vigorous international research effort needed in this field.

Profiles of self-esteem in early adolescence: identification and investigation of adaptive correlates.

Investigated profiles of self-esteem during early adolescence and their adaptive correlates in two separate longitudinal studies. Using multidimensional ratings of self-esteem within a developmental-ecological framework, cluster analysis revealed five distinct profiles for each sample. The profiles found were characterized by differing patterns of self-evaluation across major contexts of development, including consistently positive or negative ratings for all domains as well as more variable patterns in which ratings for one or more domains (e.g., school) were elevated or diminished relative to those for other areas. Profiles, in turn, were found to be related to measures of youth adjustment both concurrently and longitudinally, independent of their associations with ratings of global self-esteem. Prospective analyses in each study further revealed that profile type predicted differential change in measures of youth adjustment over time, whereas this type of relationship was not found for global ratings of self-esteem. Implications for esteem-enhancement interventions with youth are discussed.

Cognitive-behavioral therapy of depression and depressive symptoms during adolescence: a review and meta-analysis.

OBJECTIVE: Outcome studies support the effectiveness of cognitive-behavioral approaches for treating depression among adults. The effectiveness of these approaches for adolescents, however, has received less empirical attention. This article critically reviews the literature on cognitive-behavioral therapy with depressed and dysphoric adolescents. METHOD: A meta-analysis was conducted to assess the effectiveness of these approaches and the stability of therapeutic gains. RESULTS: Fourteen posttreatment-control comparisons and 10 follow-up-control comparisons resulted from six studies containing 217 subjects. The overall effect size posttreatment was -1.02, whereas the overall effect size at follow-up was -0.61. The effect sizes in both of these analyses were homogeneous and were supported by Fail-Safe-N calculations. CONCLUSION: Results suggest the short- and long-term effectiveness of cognitive-behavioral approaches for treating depressive symptoms with this population.

Socioeconomic disadvantage, proximal environmental experiences, and socioemotional and academic adjustment in early adolescence: investigation of a mediated effects model.

This study investigated interrelations among conditions of household socioeconomic disadvantage, proximal environmental experiences, and adaptational outcomes in a sample of 398 middle grade, early adolescents from a predominantly poor, rural area. Findings indicated that levels of disadvantage were related to both socioemotional and academic adjustment, with those from relatively disadvantaged backgrounds faring most poorly. Specifically, youth from homes in which adults were employed in low-income, unskilled occupations were found to have lower levels of school performance and achievement compared to those from homes in which adults were employed in higher paying semi-skilled or skilled/professional occupations. Further, youth from families in which neither parent had graduated from high school exhibited significantly worse socioemotional and academic adjustment than did those whose parents had higher educational levels. Youth who lived in relatively disadvantaged homes also reported more negative experiences of proximal environmental conditions relating to family and school contexts and greater exposure to stressful life events. Most notably, findings provided support for employing an ecological-mediational perspective to understand patterns of linkage between socioeconomic disadvantage and levels of adjustment. Support for this viewpoint included the finding that proximal environmental experiences were significant predictors of adolescent adjustment, independent of shared variance with conditions of household disadvantage, whereas conditions of disadvantage in several instances were no longer related significantly to indices of adjustment once their association with proximal environmental conditions was taken into account. The discussion considers implications for the targeting and scope of ecologically oriented approaches to preventive intervention.

Prospective investigation of the effects of socioeconomic disadvantage, life stress, and social support on early adolescent adjustment.

In this prospective study, we investigated the effects of socioenvironmental conditions on adjustment during early adolescence. Participants (N = 339) were assessed at the beginning of the school year and at follow-up approximately 7 months later. Both stressful events and social support made significant contributions to the prediction of psychological distress and conduct problems at follow-up, controlling for initial levels of adjustment in each of these areas. Conditions related to socioeconomic disadvantage predicted poorer academic performance and higher levels of absences and disciplinary problems at school. Youths who experienced multiple conditions of socioeconomic disadvantage were found to demonstrate heightened vulnerability to stressful events (daily hassles) as well as a greater potential to benefit from social support received from adults in the school setting.

Socioenvironmental experiences, self-esteem, and emotional/behavioral problems in early adolescence.

Tested the role of self-esteem as a mediator of relationships between socio-environmental experiences and emotional/behavioral problems using a sample of 215 young adolescents (Grades 7-9). Socioenvironmental experiences were assessed using self-report questionnaire measures of social support and major and minor stressful events. Self-esteem was assessed using a self-report questionnaire, an interview, and a parent-report questionnaire. Emotional/behavioral problems were assessed using self-report, parent-report and teacher-report questionnaires. Utilizing structural equation modeling, the data were used to test a model in which self-esteem mediated the relationship between socioenvironmental experiences and emotional/behavioral problems. The hypothesized model provided a reasonably good fit to the data (normed fit index = .90). However, an alternative model which also allowed for direct effects of socioenvironmental experiences on emotional/behavioral problems produced a significant improvement in model fit. In this model, socio-environmental experiences had significant effects on emotional problems via both direct effects and indirect effects that indicated a mediating role for self-esteem. Only direct effects of socioenvironmental experiences were evident for behavioral problems.

The relation of peer social support and psychological symptomatology during the transition to junior high school: a two-year longitudinal analysis.

Studied the longitudinal relation of peer social support and psychological symptomatology among a sample of 143 early adolescents during a two-year period spanning the transition from elementary school to junior high school. Correlational analyses indicated strong inverse relations between peer support and symptoms, both cross sectionally and across time. Prospective analyses investigated the degree to which prior levels of peer support were related to subsequent symptoms after controlling for initial levels of symptoms and, conversely, the degree to which prior symptoms were related to future levels of peer support after controlling for initial levels of support. A significant prospective effect for peer support was found only for the specific period encompassing the school change. Prospective effects for symptoms were more numerous and of longer duration. The discussion emphasizes how the relation among support, stress, and mental health may differ over the course of a major life transition. Implications are also considered for the timing of preventive interventions.

A prospective study of life stress, social support, and adaptation in early adolescence.

This study employed a 2-year longitudinal design to examine the relation of stressful life events and social supports to psychological distress and school performance among 166 early adolescents (mean age = 13.5 years). A prospective approach was utilized to control for initial levels of adjustment when examining the relation of Time 1 stress and support variables to Time 2 psychological distress and school performance. Both stress and support variables made significant contributions to the prediction of subsequent psychological distress. Stresses, but not supports, made a significant contribution to the prediction of subsequent school performance. Evidence for reciprocal and interactive linkages was also found, including effects of psychological distress and school performance on subsequent stresses and supports, and greater adaptive impact of school-based supportive resources under conditions of heightened risk outside of school. Implications for ecological and transactional models of development relating to the targeting and efficacy of preventive efforts are discussed.

Self-esteem in early adolescence: The identification and prediction of contrasting longitudinal trajectories.

The present study focused on differences in self-esteem trajectory in early adolescence rather than on average change across all children. Longitudinal data from 128 adolescents were obtained over a 2-year period that encompassed the transition from elementary school to junior high school. Cluster analysis revealed four markedly divergent self-esteem trajectories: consistently high (35%), chronically low (13%), steeply declining (21%), and small increase (31%). Attempts to predict trajectories were only partially successful. Peer social support was the strongest predictor, but its relation to self-esteem appears more circumscribed than had been thought. The discussion considers differences in the experience of early adolescence, as well as implications for the design and evaluation of preventive intervention.

School and neighborhood friendship patterns of blacks and whites in early adolescence.

This research examined the school and neighborhood friendships of 292 black and white children who attended an integrated junior high school. Most students reported having a close other-race school friend, but only 28% of the sample saw such a friend frequently outside of school. Reports of an interracial school friendship that extended to nonschool settings were significantly more common among black students than whites and among children who lived in integrated neighborhoods rather than segregated ones. Race differences in reported friendship behavior were also found on other friendship variables. Compared to whites, blacks reported more extensive neighborhood friendship networks but indicated that they talked to fewer friends during the school day. In addition, the study replicated prior findings that white girls report more peer social support than white boys but failed to find a gender difference in peer support among blacks. The discussion emphasizes the importance of the school/nonschool ecology and the need for further comparative study of white and black children's friendship patterns.