A Health Resources Inventory: The Development of the Personal and Social Competence of Primary Grade Children

A series of interrelated studies describe the scale development and empirical validation of the Health Resources Inventory (HRI), a teacher measure of primary-grade children\u27s competency-related behavior. Oblique factor analysis of the HRI for matched samples ( N = 298 and N = 294) of 1st-3rd graders yielded comparable solutions, each with 5 internally consistent competence dimensions. Test-retest reliability was .87 for the full scale and ranged from .72 to .91 on individual factor scales. Parametric findings reveal that girls had consistently higher competence scores, county children had significantly higher scores than city children, and there were no consistent grade level differences. Correlations between the HRI and a symptom scale indicate that although competence and pathology are strongly (inversely) related for overall global judgments, competence and pathology are more independent at the level of individual factors. The HRI discriminated between normal and disturbed children, and in a more stringent validity test, sensitively differentiated competence levels within a normative sample. Limitations of the inventory are discussed along with implications for future work

Predictors of Child Abuse Potential in At-Risk Adolescents

Characteristics prevalent in known child abusers and in child victims of abuse (i.e., internalizing, externalizing, sociopathy, delinquency, and nonrational conflict-solving tactics) were examined as predictors of abuse potential in adolescents. The Child Abuse Potential (CAP) Inventory (Milner, 1986) was administered to male (n = 71) and female (n = 63) teenagers attending alternative educational sites due to behavioral problems or pregnancy. Regression analyses found unique variance in abuse potential contributed by youth (16%) and teacher (6%) reports of internalizing behavior, and youth reports of sociopathy (4%) and delinquency (4%) for a total of 33% of the variance (p \u3c .0001, n = 91) after controlling for age, sex, and pregnancy status. Number of elevated predictors in each student was also related to increased abuse potential (r = .39, p \u3c .001). Pregnancy status and SES were not independently associated with abuse potential. Conduct disorder as a probable precursor to future abusive behavior is suggested, and the use of the CAP with adolescents is discussed

Managed Mental Health Care: The Client’s Perspective

Changes in psychotherapy services have been the focus of controversy between psychologists and the managed-care industry, yet too seldom have client preferences been directly heard in that debate. This study investigated consumer attitudes about the central elements of psychotherapy service delivery by 3 participant groups: self-pay clients, managed-care clients, and adults without therapy experience. Important differences of opinion were found among participant groups, yet results revealed that all 5 elements investigated were considered essential. Autonomy in treatment decision-making was ranked most important, followed by choice of therapist, copayment amount, limits to confidentiality, and ease of access to care

Confidentiality Limits of Managed Care and Clients’ Willingness to Self-Disclose

The confidentiality of the client–therapist relationship has been seriously challenged by managed care oversight and reporting requirements. The impact of such requirements on psychotherapy clients\u27 willingness to disclose was explored. Three descriptions of confidentiality limits were presented: standard limits of therapeutic confidentiality, a rationale for client acceptance of limited confidentiality, and the typical informational requirements of managed care. Clients and potential clients showed less willingness to self-disclose under managed care conditions than standard confidentiality limits. Psychologists must increase awareness of confidentiality issues and advocate strongly for changes in managed care requirements that inhibit disclosure and interfere with psychotherapy

Considerations for Developing Effective School-Based Social Problem-Solving (SPS) Training Programs

Social problem-solving (SPS) skills training is an approach to primary prevention and competence-building designed to promote children\u27s abilities to resolve interpersonal conflicts, and consequently, their adjustment. Although initial SPS interventions with inner-city preschoolers and kindergartners suggested that training facilitated problem-solving skill acquisition which in turn mediated improved adjustment, recent studies with older children have yielded equivocal findings. Suggestions are presented for conducting more effective elementary school-based SPS training programs. The discussion focuses on the key issues of (a) curriculum content and instructional formats, (b) program structure, (c) instruction and supervision of SPS trainers, and (d) teaching cognitive behavioral SPS skills effectively. The Rochester SPS training program (Weissberg, 1981, Gesten, 1982) for 2nd–4th grade children is discussed with respect to these issues

Social Support and Anxiety: An Experimental Analogue

The anxiety-buffering role of social support was investigated using an experimental analogue. Undergraduate females (N = 75) were assigned to one of three conditions: tested alone, tested with a stranger, or tested with a friend. Subjects first completed the Perceived Social Support Scale, State-Trait Anxiety Inventory, and a palmar sweat measure. They were then told that after a 5-minute waiting period they would be asked to answer a number of personal questions while being videotaped. Subjects accompanied by a friend showed a smaller increase in state anxiety than the other two groups. There was no group difference on the palmar sweat measure. No significant relationship between social support and changes in state anxiety was found