We identify several critical groups for health professionals to address: early adolescent females not previously identified as more engaged in health risks; adolescent females "catching up" to male health risks; early and mid-adolescent males shifting into adult patterns of heightened health risk behaviors; and the group of risk-taking males across age groups.

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The primary goal in this study was to examine maternal support of numerical concepts at 36 months as predictors of math achievement at 4½ and 6-7 years. Observational measures of mother-child interactions (n = 140) were used to examine type of support for numerical concepts. Maternal support that involved labeling the quantities of sets of objects was predictive of later child math achievement. This association was significant for preschool (d = .45) and first-grade math (d = .49), controlling for other forms of numerical support (identifying numerals, one-to-one counting) as well as potential confounding factors. The importance of maternal support of labeling set sizes at 36 months is discussed as a precursor to children's eventual understanding of the cardinal principle.

This study assessed whether previous findings linking early maternal employment to lower cognitive and behavioral skills among children generalized to modern families. Using a representative sample of children born in the United States in 2001 (N = 10,100), ordinary least squares regression models weighted with propensity scores assessed links between maternal employment in the 2 years after childbearing and children's school readiness skills at kindergarten. There were neutral associations between maternal employment and children's school readiness, which were not differentiated by maternal time, stress, or wages. However, as nonmaternal household income decreased, maternal employment begun prior to 9 months was linked with higher cognitive skills, while employment begun between 9 and 24 months was linked with lower conduct problems.

Purpose An early age of sexual initiation and sexual activity with multiple partners are risk factors for an array of detrimental outcomes. Drawing on social norms theory, this study assessed the role of subjective and descriptive social norms from parents, peers, and schoolmates on trajectories of sexual partner accumulation from early adolescence through early adulthood. Methods Data were drawn from the in-home survey sample of Add Health, following 14,797 youth from adolescence through early adulthood. Social norms data were drawn from youth, parent, schoolmate, and school administrator reports. Multi-level growth models assess how parent, peer, and school social norms predicted initial levels and growth in sexual partner accumulation. Results Parent and peer approval of youth sexual behavior, as well as lower perceived negative repercussions of pregnancy, predicted greater initial levels and greater growth over time in the accumulation of sexual partners. Similarly, youth attending schools with a greater proportion of sexually experienced schoolmates reported higher initial levels of sexual partners. In contrast, greater parental warnings regarding negative consequences of sex predicted heightened sexual partner accumulation. Some moderation by youth gender and age emerged as well. Conclusions Results highlight the role of both subjective and descriptive social norms, suggesting the importance of understanding and seeking to influence the social beliefs and expectations of youth and their families.