The structure and membership of ability profiles found most representative among the 1,880 16-to 74-year-old Ss comprising the standardization sample for the Wechsler Adult Intelligence Scale-Revised (WAIS-R; Wechsler, 1981) were analyzed. Scaled score profiles for the 11 WAIS-R subtests were grouped according to similar level and shape using sequential minimum-variance cluster analyses with independent replications. A final solution of 9 core profile types met all formal heuristic and statistical criteria. Core types were described according to relative population prevalence, ability level, and unusual subtest configuration, and each type was assessed for prevailing composition by members' demography, birth order, abnormal IQ discrepancies, and hand preference. Procedures are given for determining the relative uniqueness of WAIS-R patterns in research and clinical work.
Staff–youth relationships are a key strength of after-school settings, though more research is needed to understand the actual processes whereby these interpersonal connections lead to beneficial outcomes. This qualitative study focuses on the relational strategies that staff employ within an urban youth organization, and the ways in which those strategies contribute to a positive developmental climate. Researchers observed staff–youth interactions for a year and conducted a series of interviews with 17 youth between the ages of 12 and 18. We found three specific relational strategies that staff used to develop relationships with youth. These were minimizing relational distance, active inclusion, and attention to proximal relational ties. These strategies contribute to an overall supportive culture, suggesting a relational pedagogy in this after-school setting. The staff–youth relationships serve as the foundation for both youth engagement in programs and the promotion of positive developmental outcomes.
Authority is an important component of adult-youth relations. Little work has been done exploring authority outside of families and classrooms. This article consolidates findings from two studies of urban after-school programs. The article examines youths' experiences of authority in after-school programs, compares those with their reports of authority relations at school and explores how adult-youth relationships in these settings influence those experiences. A relational climate exists in the after-school programs which informs youths' experiences of authority. Respect emerged as an important construct which influences youths' perceptions of and relations to adult authority. This may be particularly salient for racial minority youth. Youth differentiate respecting rules from respecting people and highlight the importance of bidirectional respect. Findings suggest that as educators and youth practitioners attempt to balance adolescents' needs for autonomy with adults' needs for authority, they should be cognizant of how respect can work to enhance authority.
The negotiation of complex social settings and the creation of an integrated identity are major tasks of adolescence. Institutions such as after-school programs can influence social-emotional development through organizational and interpersonal practices, and prosocial growth can be encouraged through the alignment of supportive structures with developmental needs. This qualitative study explores the developmental and environmental fit of an urban after-school program for its participants. Using participant-observation and interviews, we explore how youths’ experiences in this setting are congruent with the developmental needs of pre-, early, and midadolescence. We find that program activities and relationships shift as youth mature to provide levels of support congruent with youths’ changing social-emotional and self-representation needs. These shifts provide contexts aligned with contemporary theories of adolescent development.
The structure and composition of sub test profile types most representative of the 2,200 6'12to 16'h-year-old children comprising the normative sample for the Wechsler Intelligence Scale for Children-Revised (WISC-R; Wechsler, 1974) were explored. Profiles were sorted according to similar level and shape using multistage cluster analysis with independent replications. A final solution of 7 core profile types met all formal heuristic and statistical criteria, including satisfactory homogeneity, coverage, replicability, and stability over a I-mo, period. Core types were described according to population prevalence, ability level, and configuration, and each type was examined for membership trends by child demography, family characteristics, and abnormal IQ discrepancies, Methods are given for determining the relative uniqueness OfWISC-R profile patterns in future research and clinical work.
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