This study applied a functional approach to the assessment of self-mutilative behavior (SMB) among adolescent psychiatric inpatients. On the basis of past conceptualizations of different forms of self-injurious behavior, the authors hypothesized that SMB is performed because of the automatically reinforcing (i.e., reinforced by oneself; e.g., emotion regulation) and/or socially reinforcing (i.e., reinforced by others; e.g., attention, avoidance-escape) properties associated with such behaviors. Data were collected from 108 adolescent psychiatric inpatients referred for self-injurious thoughts or behaviors. Adolescents reported engaging in SMB frequently, using multiple methods, and having an early age of onset. Moreover, the results supported the structural validity and reliability of the hypothesized functional model of SMB. Most adolescents engaged in SMB for automatic reinforcement, although a sizable portion endorsed social reinforcement functions as well. These findings have direct implications for the understanding, assessment, and treatment of SMB.

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This article reviews empirical and theoretical contributions to a multidisciplinary understanding of peer influence processes in adolescence over the past decade. Five themes of peer influence research from this decade were identified, including a broadening of the range of behaviors for which peer influence occurs, distinguishing the sources of influence, probing the conditions under which influence is amplified/attenuated (moderators), testing theoretically based models of peer influence processes (mechanisms), and preliminary exploration of behavioral neuroscience perspectives on peer influence. This review highlights advances in each of these areas, underscores gaps in current knowledge of peer influence processes, and outlines important challenges for future research.

Examined the relative and combined associations among relational and overt forms of aggression and victimization and adolescents' concurrent depression symptoms, loneliness, self-esteem, and externalizing behavior. An ethnically diverse sample of 566 adolescents (55% girls) in Grades 9 to 12 participated. Results replicated prior work on relational aggression and victimization as distinct forms of peer behavior that are uniquely associated with concurrent social-psychological adjustment. Victimization was associated most closely with internalizing symptoms, and peer aggression was related to symptoms of disruptive behavior disorder. Findings also supported the hypothesis that victims of multiple forms of aggression are at greater risk for adjustment difficulties than victims of one or no form of aggression. Social support from close friends appeared to buffer the effects of victimization on adjustment.

The authors examined symptoms of posttraumatic stress in 3rd-5th grade children during the school year after Hurricane Andrew. From a conceptual model of the effects of traumatic events, 442 children were evaluated 3, 7, and 10 months postdisaster with respect to (a) their exposure to traumatic events during and after the disaster, (b) their preexisting demographic characteristics, (c) the occurrence of major lifk stressors, (d) the availability of social support, and (e) the type of coping strategies used to cope with disaster-related distress. Although symptoms of posttraumatic stress disorder (PTSD) declined over time, a substantial level of symptomatology was observed up to 10 months alter the disaster. All 5 factors in the conceptual model were predictive of children's PTSD symptoms 7 and 10 months postdisaster. Findings are discussed in terms of the potential utility of the model for organizing thinking about factors that predict the emergence and persistence of PTSD symptoms in children.The extent of pain, anguish, and suffering caused by Hurricane Andrew, one of the worst natural disasters ever to occur in the history of the United States, is difficult to convey. This Level 4 hurricane, with winds exceeding 160 miles per hour, destroyed or severely damaged over 125,000 homes in an area of 400 square miles, leaving 175,000 children and families temporarily homeless, bewildered, and without adequate food or supplies (Miami Herald Press, 1992). In the wake of such a devastating natural disaster, one could not help but wonder about the children. What were their reactions? Would their reactions persist over time? Can children who may show long-term reactions be identified? And, what factors influence changes in reactions over time? Unfortunately, no clear answers to these important questions could be drawn from the clinical research or disaster literature.

Adolescent self-mutilative behavior (SMB) is a pervasive and dangerous problem, yet factors influencing the performance of SMB are not well understood. The authors examined the contextual features and behavioral functions of SMB in a sample of 89 adolescent psychiatric inpatients. SMB typically was performed impulsively, in the absence of physical pain, and without the use of alcohol or drugs. Moreover, analyses supported the construct validity of a functional model in which adolescents reported engaging in SMB for both automatic and social reinforcement. Considering the functions of SMB clarified the relations between SMB and other clinical constructs reported in previous studies such as suicide attempts, posttraumatic stress, and social concerns and has direct implications for the assessment and treatment of SMB.

The authors used an integrative conceptual model to examine the emergence of posttraumatic stress disorder (PTSD) symptoms in 568 elementary school-age children 3 months after Hurricane Andrew. The model included 4 primary factors: Exposure to Traumatic Events, Child Characteristics, Access to Social Support, and Children's Coping. Overall, 62% of the variance in children's selfreported PTSD symptoms was accounted for by the 4 primary factors, and each factor improved overall prediction of symptoms when entered in the analyses in the order specified by the conceptual model. The findings suggest that the conceptual model may be helpful to organize research and intervention efforts in the wake of natural disasters. Hurricane Andrew struck Dade County, Florida, on August 24, 1992, in one of the worst natural disasters ever to occur in the United States, Over 175,000 residents were left homeless as 30,000 houses, 19,000 mobile homes, and 12,000 apartments were destroyed (Slevin & Filkins, 1992). Destruction was more widespread than expected, and many children were terrified during the hurricane as their homes were damaged or destroyed. In the aftermath of Hurricane Andrew, thousands of children struggled to adapt to the loss of their homes, pets, toys, and friends. Parents, school personnel, mental health professionals, and members of the media expressed widespread concern about children's psychological reactions following exposure to such a traumatic event. Concerns were also expressed about which children were at highest risk to develop negative or adverse reactions. Concerns such as these guided the present investigation. This study sought to examine diverse factors, some of which have been previously linked with children's responses to natural disasters, within the context of an integrative conceptual model. In a recent review of the literature on children's reactions to disasters, Vogel and Vernberg (1993) concluded that a major

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