Community adolescents reported high rates of NSSI, engaged in to influence behaviors of others and to manage internal emotions. Intervention efforts should be tailored to reducing individual issues that contribute to NSSI and building alternative skills for positive coping, communication, stress management, and strong social support.

Fathers and mothers (n = 120) of preschool-aged children completed 2 measures assessing fathers' behavioral involvement in child care (i.e., the amount of time that the father was the child's primary caregiver and the number of child-care tasks performed). The results reaffirm the findings from previous studies that father's long work hours can be a barrier to greater participation in child care but that mothers' extended work hours serve to increase father participation in child care. Women's perception of their husbands' competence as parents and marital satisfaction also explain fathers' involvement. Fathers' gender role ideology and attitudes about the fathers' role appear important for fathers' involvement in child care, and findings indicate that men's involvement may be more self-determined than previously believed.

Disciplinary attitudes and practices of low-income black mothers were examined. Mothers were interviewed about their parenting attitudes and control practices, and their responses were coded in terms of the degree to which they took a parent-versus a child-oriented approach to discipline. Mothers in the sample varied widely in their attitudes toward physical punishment, and mothers who used power-assertive techniques were as likely to take the child's perspective and give input into the socialization process as those who did not. Factors associated with maternal disciplinary styles included: maternal education, father absence, maternal age, and self-reported religious beliefs. Findings are discussed in terms of the variability in disciplinary practices in this population, as well as the factors contributing to these individual differences.

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Married or cohabiting female alcoholic patients (n = 138) and their non-substance-abusing male partners were randomly assigned to 1 of 3 equally intensive interventions: (a) behavioral couples therapy plus individual-based treatment (BCT; n = 46), (b) individual-based treatment only (IBT; n = 46), or (c) psychoeducational attention control treatment (PACT; n = 46). During treatment, participants in BCT showed significantly greater improvement in dyadic adjustment than those in IBT or PACT; drinking frequency was not significantly different among participants in the different conditions. During the 1-year posttreatment follow-up, compared with participants who received IBT or PACT, participants who received BCT reported (a) fewer days of drinking, (b) fewer drinking-related negative consequences, (c) higher dyadic adjustment, and (d) reduced partner violence.

Although both gender and race differences in masculinity ideology were significant, gender had a larger effect size. Study 2, focused on the effect of residence in different geographic regions of the country, compared the MRNI scores of the more metropolitan Northeastern and Mid-Atlantic sample of the present study with those of the more rural Southern sample used by Levant and Majors. This study found that the effect of geographic place of residence moderates the effect of race on masculinity ideology, which underscores the importance of subcultural variations (e.g., metropolitan vs. rural) within cultural groups defined by race.• male gender role * masculinity ideology • African American

The present study investigated the ability of high functioning verbal children and adolescents with autism or Down's syndrome to tell a story to a listener. Sixteen subjects with autism and 16 with Down's syndrome (DS), matched on verbal mental age, watched a short puppet show or video sketch and were then asked to tell the story to a listener and answer follow-up questions. The majority of both groups were able to produce recognizable, though primitive, narratives. The groups did not differ in general story characteristics and both groups exhibited errors in language use. Subjects with autism had a greater tendency to produce bizarre language and adopt an 'externalized' point of view in which the puppets/actors were seen as objects rather than characters. Also, DS subjects produced significantly more communicative gestures. Although the groups were about equally able to supply information for follow-up questions, autistic subjects produced a higher proportion of bizarre responses. Results indicate that the story recall ability of autistic subjects resembles that of language-matched, mentally retarded persons. However, some autistic subjects appeared to have difficulty grasping the story as a representation of meaningful events. Results are discussed in relation to the autistic person's awareness of listeners' needs and aspects of the social environment.