SYNOPSISObjective. To compare parent and youth reports of the extent to which parents monitor their adolescents and to determine whether parents' perceptions of parental monitoring are more predictive of adolescent risk behavior. Design. Data were obtained from a cross-sectional sample of 270 parent -adolescent dyads recruited from rural communities in West Virginia. Parents completed a series of written questionnaires, and adolescents (12-16 years) provided information about their involvement in various risk behaviors. Results. Parent perceptions of parental monitoring efforts did not relate to adolescent perceptions of parental monitoring; parents generally perceived themselves to have more information about their adolescents' whereabouts and activities than their adolescents reported. No main effects of age or gender were found in the discrepancies between parent and adolescent monitoring reports. Adolescent reports of monitoring were negatively correlated with adolescent drinking, marijuana use, and sexual activity over the previous 6-month period. Adolescent risk behaviors were predicted by adolescent reports of parental monitoring alone. Conclusions. Parents and adolescents perceive the magnitude of parental monitoring efforts differently even when both parties perceive parents to know much about adolescent activities. Adolescents' perceptions of how much their parents know about their activities are more predictive of their own involvement in risk behaviors than their parents' perceptions about their own monitoring efforts.

Sure we were watching the radar. But it's difficult in those waters … so many buoys and other ships. Very busy. There are all these little points close together on the radar screen. It's not so easy … There was dense fog out there that night … I'm very sad about the dead. I'm a family man myself. I have a wife and children myself. At a moment like this I think of them." (Captain of the Western Winner following the collision with the British Trent) [1] A growing number of theorists are heralding the era of the disastrous event (see, for example, [2, pp. 24-6; 3-6]). This is an organizational crisis-related phenomenon which Weick[4, p. 305] has described as being "… characterised by low probability/high consequence events that threaten the most fundamental goals of an organisation" and Cohen and Ahearn define as "extraordinary events that cause great destruction of property and may result in death, physical injury, and human suffering" [7, p. 6].Many of these types of incidents have been recognized as being organizationally based, socio-technical disasters: which cause extensive damage and social disruption, involve multiple stakeholders and unfold through complex technological, organizational and social processes [8].

Examines the nature of crisis‐prone organizational beliefs and behaviours and focuses particularly on disaster‐proneness. Explains why narrow views of reality and the organizational systems and behaviours promoted by such views lead to crisis events. Contextualizes this examination and explanation using the 1988 Clapham Junction rail disaster as a case illustration, not as a criticism of the people involved in it but for the purposes of self‐reflection and learning about readers′ own organizations. Concludes that many of us work in organizations which are “crises waiting to happen”.

Examines a progression of theoretical and practical approaches to the job of strategic leadership and explains why these approaches are both managers and creators of increasingly chaotic and dangerous organizational/societal situations. Argues that a new paradigm for management strategy is required‐one which underpins behaviour of opposing dimensions to the existing mainstream paradigm for management but which also harnesses beneficial aspects of the traditional paradigm.

Hypothesizes numerous views of what a case study is and what outcomes case studies, as aids to the management development process, might be expected to facilitate. Presents a configuration of case design characteristics which, together with the accompanying discussion, is intended to be helpful to would‐be case designers and case teachers.