We compared the extent of parents' differential treatment (PDT) and girls' and boys' perceptions of parents' fairness in middle childhood and adolescence as a function of the gender constellation of the sibling dyad. Further, we examined links between PDT in three domains, parental warmth, parents' temporal involvement, and the allocation of household tasks, and both siblings' self esteem and positivity in the sibling relationship. Participants were mothers, fathers and both first-and secondborn siblings from 385 families. To collect information on siblings' family experiences and wellbeing, family members were interviewed individually in their homes. During the subsequent 2-3 weeks, 7 evening telephone interviews also were conducted; these focused on siblings' daily activities. Analyses revealed different patterns of PDT for siblings as a function of age and gender constellation, stronger links with self esteem and sibling positivity for perceptions of fairness than for PDT, and different patterns of association with self esteem and sibling relations across domains of PDT. We emphasize the importance of studying the processes through which PDT experiences have implications for siblings.

To elucidate the benefits ascribed to parental monitoring, the authors examined links between parental knowledge and methods of obtaining knowledge about adolescents' activities, and links between these constructs and adolescent adjustment. The roles of parent gender, adolescent gender, and family earner status in these associations were also studied. Participants were 95 adolescents (ages 10 to 17 years, 60% male and 40% female) and their parents. Mothers knew more about adolescents' activities than did fathers and were more likely than fathers to gain information by active supervision or voluntary disclosure from the adolescent. Fathers, more than mothers, received information via spouses. Active methods of supervision predicted more knowledge among fathers and mothers from dual-earner families but not among mothers from single-earner families. More maternal knowledge predicted lower adolescent deviance. No method of gaining knowledge predicted adjustment directly.

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There is now ample evidence that teachers tend to make substantial modifications to both the prescribed content and methods of the curricula they administer, and that such modifications are likely to attenuate curricula effects. We examine the fidelity with which teachers implement "Protecting You, Protecting Me," an underage alcohol use prevention curriculum. Findings suggest that while teachers attempted to implement most sections of a lesson, the lessons taught were consistently--and often extensively--adapted. We conclude that since teachers are likely to continue to modify lessons, curriculum developers and trainers should enhance their understanding of how prevention curricula are taught under real world conditions, help teachers to reinforce key curriculum concepts, and consider modifying those curricular sections that teachers are adapting with greatest frequency.

The first and second author contributed equally to the preparation of this paper.