Fame membm hold both shared and distinct subjective evaluations of the family environment; perceptions are distinct when this serves the developmental agenda Ofthe child.

Ethnic differences in the mean levels and sources of global self-esteem for Hispanic, African American, and White early adolescent girls were examined. Data were derived from a survey administered to students in attendance at three public middle schools. Path analytic techniques were used to assess processes that contribute to self-esteem. For all ethnic groups, higher self-esteem was predicted by authoritative parenting and perceived teacher support and related inversely to family stress. Ethnic identity was a significant predictor of global self-esteem among minority girls. Hispanic girls reported significantly lower self-esteem, which appeared to be related to lower overall scores on the predictor variables. Results are discussed in terms of the theoretical importance of ethnic identity and reflected appraisals from teachers as factors contributing to self-esteem among minority youth, along with the need for additional research on Hispanic girls.Differences among ethnic groups in processes contributing to the global self-esteem of early adolescent girls were examined in this study. Global self-esteem has been defined as the totality of the individual's cognitive thoughts and affective emotions regarding the self, including social identity elements derived in part from processes of reflected appraisal (Rosenberg, Schooler, & Schoenbach, 1989). Adolescent girls, when compared with boys, appear to be particularly vulnerable to lower levels of global selfesteem. Fully 83% of the samples in a recent large-scale meta-analysis of

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Summaries and critique of 13 coding systems used in the observation of family interaction are presented. Each system is first described in terms of its theoretical origins and key constructs. Comparative analyses are presented for physical descriptions of the codes, administrative procedures, reliability, validity, and clinical and research utility. Recommendations for further development of family interaction coding systems are presented.

This study examined (a) the roles of perceived and personal stigma on attitudes toward professional psychological help seeking and (b) the effects of these constructs across gender in South Asians. Personal stigma and being male was negatively associated with attitudes toward professional psychological help seeking; no difference in the association between personal and perceived stigma and attitudes across genders was found. These findings have implications for the engagement of South Asians in mental health services in the United States. Este estudio examinó (a) los roles de estigmas percibidos y personales en las actitudes hacia la búsqueda de ayuda psicológica profesional y (b) los efectos de estos constructos en indiviuos sudasiáticos según su sexo. El estigma personal y la identidad masculina se asociaron negativamente con las actitudes hacia la búsqueda de ayuda psicológica profesional; no se halló diferencia en la asociación entre estigmas personales y percibidos y las actitudes de los distintos sexos. Estos hallazgos tienen implicaciones para la participación de los individuos sudasiáticos en los servicios de salud mental en Estados Unidos.

In this article the guidelines of the Evidence-Based Interventions in School Psychology Task Force were used to evaluate the efficacy of parent training and family intervention for changing children's school behavior. Nineteen parent training and five family intervention studies that were conducted in schools, had a school treatment component, or included measurement of school change were identified and coded. Results found one parent training program and one family intervention to be proven efficacious across two randomized clinical trials. Several family interventions were probably efficacious or promising. Despite the established link between the family environment and school behavior, parent training and family interventions are uncommon in schools, and clinicbased treatment studies infrequently measure generalization of parent and family interventions to the school setting. Future researchers are encouraged to address these limitations and to include samples representative of the diversity of the public schools in family-focused intervention studies. In this article the guidelines of the Evidence-Based Interventions in School Psychology Task Force, as documented in the Procedural and Coding Manual for Evidence-Based Practice (hereafter the Manual) (Division 16 and Society for the Study of School Psychology Task Force, 2003) are used to evaluate parent training and family interventions as a treatment method for changing children's school behavior. Parenting behavior and quality of family relationships predict a wide range of children's social, emotional, and academic functioning that impact school-related behavior and learning (Christenson, Rounds,

Appreciating the complexity of family psychology research and clinical practice rooted in a systemic epistemology, multiple types of evidence are acknowledged to contribute meaningfully to evidence-based practice (EBP), including systematic case studies and single-case designs. Family psychology is replete with case studies; however, most lack the methodological rigor essential to EBP, and the methodologically rigorous single-case design is underutilized. The article recommends a shift in family psychology clinical research to include evidence-based case studies and single-case designs that are both methodologically rigorous and feasible within clinical practice. Implications for lessening the researchϪpractice gap and informing EBP are discussed.

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