This study explores the nature of the parent-child relationship during early adolescence. Differences between the mother-adolescent and father-adolescent relationships and possible behavioral correlates of parental involvement and attachment are examined. A multimodal data collection procedure was used to gather information from adolescents (N = 116), their parents, and their teachers. Findings indicate that consistent with previous reports, fathers are less involved in parenting their adolescent children than are mothers, and teenagers report being more securely attached to their mothers. Nonresidential fathers were found to be significantly less involved in parenting than fathers who live at home. In addition, adolescents not living with their fathers reported feeling less secure paternal attachment than adolescents who lived with their fathers. Finally, father-adolescent involvement and attachment were found to explain a unique proportion of the variance seen in adolescents’ teacher-reported externalizing and total behavioral problems at school. Implications of these findings are discussed.

No abstract

Both services were reasonably successful, with little difference from the user perspective. The intensive service provided benefits in terms of met needs, but this has to be balanced against a possible increase in unmet needs.

This article presents an instrument, the Counselor Evaluation Rating Scale, which can be used as an aid in the systematic evaluation of a student counselor in a supervised counseling experience. Development of the CERS and its reliability are discussed. Some suggestions are offered as to how the instrument can serve as a useful tool for supervisors when faced with the task of conceptualizing and communicating an evaluation.