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Two exploratory studies are reported which sought to iden@ important psychological dimensions of social networks. Both studies investigated the social networks of college students, using as subfects the same 16 male and 16 female students. The first study employed multiple regression to generate predictor variables to students'ratings of satisfaction with their social network. The second study assessed how structurally contrasting social networks might function as natural support systems during a period of environmentally induced stress (final examinations). Results from the first study suggest that multidimensional relationships are an important source of social network satisfaction. Results from the second study indicate that social networks can provide considerable quantities of support to individuals under stress. Denser or more integrated social networks furnished substantially greater quantities of support, though less satisfying emotional support. Discussion centers on delineating those social networks which best promote personal growth and enhance adaptation under stress.The field of community psychology investigates the interaction of individuals and social structures for the promotion of positive mental health and the prevention of mental disorders. To accomplish this aim adequately, community psychologists must develop conceptual and methodological tools with which to i This article is based on a thesis presented to the University of Oregon.

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.

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This research examined the psychological well-being of 159 white and black students during the transition to junior high school. Adjustment patterns were found to be complex and highly differentiated. Self-esteem was unchanged from the end of sixth through the middle of seventh grades, rising by the end of seventh grade. Girls reported an increase in depressive and other symptoms over time relative to boys. Perceived quality of school life plunged. Peer social support increased only for blacks of high academic competence. Although there were no race differences on overall self-esteem, multivariate analyses of symptom data revealed that blacks reported greater distrust of the environment than they reported negative internal states, whereas whites reported the opposite pattern. The discussion emphasizes the developmental and ecological context of the transition.

This research examined the psychological well-being of 159 white and black students during the transition to junior high school. Adjustment patterns were found to be complex and highly differentiated. Self-esteem was unchanged from the end of sixth through the middle of seventh grades, rising by the end of seventh grade. Girls reported an increase in depressive and other symptoms over time relative to boys. Perceived quality of school life plunged. Peer social support increased only for blacks of high academic competence. Although there were no race differences on overall self-esteem, multivariate analyses of symptom data revealed that blacks reported greater distrust of the environment than they reported negative internal states, whereas whites reported the opposite pattern. The discussion emphasizes the developmental and ecological context of the transition.

The present study examined the joint effects of having a parent with a psychological or physical disability and of stressful life events on the mental health of schoolage adolescents. Three groups of adolescents were compared: 16 adolescent children of a depressed parent, 16 adolescent children of a parent with rheumatoid arthritis, and 16 adolescent children of parents free from psychological or physical disability. In contrast to the normal group, children of an arthritic parent reported lower self-esteem, whereas children of a depressed parent reported both lower self-esteem and more symptomatology. However, the two risk groups did not differ in terms of mental health or family and school adjustment. Both negative and positive life events were strongly related to poorer adjustment, but only for the depressed and arthritic groups. There was a significant interaction effect of parental disability (depressed vs. normal) and negative life events on symptomatology, with adolescent children of a depressed parent who experienced few negative life events reporting symptom levels equivalent to that of the normal group. Within-group analyses revealed that a positive family social climate was related to better adjustment among all three groups; satisfactory school involvements "Xr" S^dTsent to Barton , P~d parent to other psychiatric risk groups Hirsch, Department of Psychology, University of Illinois, also find elevated rates ot disturbance among 603 East Daniel Street, Champaign, Illinois 61820. the affective group. For example, children of 154 This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.