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with 251 African American college students. A LISREL confirmatory factor analysis (CFA) offered support for the 3 subscales of the APS-R: High Standards, Order, and Discrepancy. Multigroup CFA results for a sample of 314 White college students supported factorial equivalence across the 2 cultural groups. Correlations between the subscales of the APS-R and measures of self-esteem, self-reported grade point average (GPA), satisfaction with GPA, trait anxiety, and depression were consistent with the results of previous research. A cluster analysis was performed on the APS-R; the cluster results were similar to those found in previous studies. Finally, the limitations of the present study and the implications for future research with African Americans are discussed.

This study investigated the validity of 2 instruments designed to measure the multicultural counseling competencies (MCC). Fifty-five counselors participated in a counseling simulation involving a videotaped portrayal of a female Mexican American client at a predominantly White university. Counselors made attributions about the causes of the client's problem and completed a self-report MCC scale and a social desirability scale. Independent judges evaluated counselors' verbal responses for multicultural content and observed MCC. Results indicate that (a) there was little relation between self-and other-rated MCC, in which only self-reported MCC knowledge was a predictor of observed MCC; (b) self-reported MCC was positively associated with social desirability; and (c) observed MCC was positively associated with sociocultural etiology attributions, external locus of the cause attributions, and multicultural verbal content. Concern over the applicability of generic counseling methodshas become a critical focus of theory, training, and research inquiry over the past 20 years as counseling psychologists have prepared for rapid social changes in the cultural milieu of the United States. The Education and Training Committee of Division 17 of the American Psychological Association (Sue et al., 1982) established a set of cross-cultural counseling competencies they recommended as accreditation criteria for training programs in professional psychology. The original 10 cross-cultural counseling competencies were expanded by Sue, Arredondo, and Mc-

This article reports on the development and initial validation of the multidimensional Multicultural Teaching Competency Scale (MTCS). Data from 506 pre-and in-service teachers were collected in three interrelated studies. Exploratory factor analysis results suggested a 16-item, two-factor solution: (a) multicultural teaching skill and (b) multicultural teaching knowledge. Confirmatory factor analysis suggested that the two-factor model was a good fit of the data and superior to competing models. The MTCS demonstrated adequate internal consistency and was related in meaningful ways to measures of racism awareness and multicultural teaching attitudes. Participant responses were not associated with social desirability. Implications are discussed.

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Although the importance of religion in the lives of older African Americans is well documented, this is the 1st study to examine the relations between religious involvement and psychological well-being among a sample comprised exclusively of older African Americans. Eighty-six participants completed multidimensional measures of religious involvement (J. S. Levin, R. J. Taylor & L. M. Chatters, 1995) and well-being (C. D. Ryff & M. J. Essex, 1992). Results indicated that several dimensions of religious involvement (Organizational, Nonorganizational, and Subjective) were associated with several dimensions of psychological well-being (Positive Relations with Others, Self-Acceptance, Environmental Mastery, Purpose in Life, and Personal Growth). Recommendations for future research and implications for counseling are presented.

Based on Jessor's theory (1987) the comparability of a second‐order problem behavior model (SPBM) was investigated across gender and grade‐level among adolescents. In addition, gender and grade‐level differences in problem behavior engagement were addressed examining latent mean differences. Using a sample of 6504 adolescents drawn from the National Longitudinal Study of Adolescent Health, a series of invariance tests evidenced partial invariance. The non‐invariance of SPBM resulted from aggression across gender and grade‐level. Latent mean difference test results showed greater differences in academic failure, aggression, substance use, and risky sexual activity among males compared to females. Results also showed greater engagement in academic failure, substance use, and risky sexual activity among upper vs. lower grade students. Overall, analyses revealed that both gender and grade‐level differences could be explained by the common cause problem behavior syndrome (PBS), offering further support for Jessor's theory.

We investigated the "immigrant paradox" phenomenon by examining differences in problem behavior engagement and exposure to risk factors across four adolescent groups: 1,157 first-generation, 1,498 second-generation, and 3,316 White and minority third or higher generations. Latent mean differences in problem behavior engagement (i.e., academic failure, aggression, and substance use) and risk factors (i.e., low socioeconomic status, poor family relationship, and low sense of school belonging) were associated with significant differences across adolescent groups. Results supported the generational status effect by demonstrating sequentially greater adolescent problem behavior engagement. However, the difference in exposure to risk factors across adolescent groups only partially supported the immigrant paradox. Further, the multiple group analysis of the relationships between risk factors and engagement in problem behaviors showed increased susceptibility among second generation immigrants for substance use, White natives for academic failure and substance use, and minority natives for physical aggression. Study findings have implications for understanding how the immigrant paradox leads to different adjustment patterns and problem behavior manifestations among immigrant and native adolescents.