Risk Detection and Self‐Protection Among Homeless Youth

Utilizing qualitative interviews with a large sample of 145 homeless youth seeking services at homeless youth service agencies from across three U.S. cities (Los Angeles, Denver, and Austin), this study sought to explore youths' perspectives on ways in which they detect risk and protect themselves on the streets. Results indicated that youth use a combination of internal cues (affective responses) and external cues (reading people) to detect danger, although many times danger was described as undetectable. Certain contexts, includes those that were unfamiliar, difficult to escape, or involved drugs were described as most dangerous. In response to these dangers, youth employed self‐protection strategies such as carrying weapons, banding together with trusted others, isolating, or seeking programing to leave the streets.     

Are the Competent the Morally Good? Perspective Taking and Moral Motivation of Children Involved in Bullying

The present study tested the hypothesis of the cognitively competent but morally insensitive bully. On the basis of teacher and peer ratings, 212 young elementary school children were selected and categorized as bullies, bully–victims, victims, and prosocial children. Children's perspective-taking skills were assessed using theory-of-mind tasks, and moral motivation was assessed with a task about moral emotion attributions after moral rule transgressions. Analyses at the group level revealed that only bully–victims, but not bullies, were characterized by a deficit in perspective taking, while both aggressive groups showed a deficit in moral motivation. Analyses at the individual level, however, revealed that bullies were a more heterogeneous group, including children with an asymmetry between perspective taking and moral motivation, as well as children scoring consistently low or high on both measures. The findings highlight the importance of distinguishing between (1) strategic social–cognitive and moral competencies and (2) different subgroups of bullies.     

Mlonte Carlo Techniques for Quantitative Uncertainty Analysis in Public Health Risk Assessments

Most public health risk assessments assume and combine a series of average, conservative, and worst-case values to derive a conservative point estimate of risk. This procedure has major limitations. This paper demonstrates a new methodology for extended uncertainty analyses in public health risk assessments using Monte Carlo techniques. The extended method begins as do some conventional methods--with the preparation of a spreadsheet to estimate exposure and risk. This method, however, continues by modeling key inputs as random variables described by probability density functions (PDFs). Overall, the technique provides a quantitative way to estimate the probability distributions for exposure and health risks within the validity of the model used. As an example, this paper presents a simplified case study for children playing in soils contaminated with benzene and benzo(a)pyrene (BaP).     

Measuring the lifetime experience of domestic violence: application of the life history calendar method

In the absence of a "gold standard," research on domestic violence relies primarily on self-report, the quality of which is known to decline as the length of the recall period increases. Eliciting valid and reliable self-report data is crucial to the development of prevention and intervention policies and services. Nevertheless, existing measures typically do not incorporate devices to facilitate respondents' recall of the lifetime experience of domestic violence. This article describes the application of the Life History Calendar (LHC) method (Freedman, Thornton, Camburn, Alwin, & Young-DeMarco, 1988) to increase a respondent's recall of domestic violence victimization over the lifecourse. The LHC method elicits memorable information of a personal nature (e.g., children's birth dates) and uses this information to facilitate the recall of less memorable events. A recent field test of this LHC measure indicates its utility in assessing domestic violence victimization, which takes place in a complex sequence of episodes and often involves multiple perpetrators over the lifecourse.     

Attitudes of low-income parents toward seeking help with parenting: implications for practice

Fifty-two low-income parents were surveyed to determine attitudes toward parenting and help seeking. Although a majority agreed that most parents, even "good" parents, need help or advice about parenting and thought they would seek help with parenting, low-income parents were less likely to believe in or seek out help than those with higher incomes. The most frequently selected sources of help were family, books and videos, telephone help-lines, and friends. The least likely sources of help were child protective services, school personnel, clergy, and social service/counseling agencies. Parent support and education groups were likely sources of support for only one in four low-income parents.     

Testing of the ‘reduction of compound alternatives’ principle

This paper reports an empirical investigation of the effects of three pictorial forms of problem representation on conformance with the Reduction of Compound Alternatives Principle of expected utility theory. The most common form of representation, written problem statements, was compared with three pictorial representations: tubes containing one hundred labeled balls, decision matrices with each column proportional in size to the probability of the corresponding event, and bar graphs. The tubes representation led to fewer violations of the Principle. In addition, when subjects were trained to construct proportional matrices from written problem statements, they exhibited fewer violations than those who received the same problems already formatted in proportional matrices. The results reported here should contribute to the development of a theory of the way people frame decision problems.     

Low-Income Mothers' Conversations About Emotions and Their Children's Emotional Competence

This study examined the linkage between low-income mothers' conversations about emotions and their children's understanding of emotion. Forty-five low-income preschoolers and their mothers were videotaped while viewing a wordless picture book designed to elicit talk about emotions. Three maternal and child emotional language behaviors were coded from the videotapes: (a) unelaborated comments about emotions; (b) explanations about the causes and consequences of emotions; and (c) empathy-related statements. The children's questions about emotions were also coded. In a separate interview, the preschoolers were administered tasks that assessed emotional expression knowledge, emotional situation knowledge, and emotional role-taking. The results revealed that emotional situation knowledge was positively predicted by mothers' empathy-related statements. Mothers' explanations about the causes and consequences of emotions were uniquely related to emotional role-taking ability. There were very few correlations between the mothers' and children's talk about emotions. Results are discussed in terms of the functional significance of mothers' emotional language for young children's emotional competence.