Self-disclosure is a process by which persons make themselves known to each other. As such, it is an integral part of the family interaction process. In families in which adolescents are present, interaction may change as a result of changes in degree, topic, or rate of self-disclosure. Self-disclosure of adolescents and parents may change as a result of adolescent development, specifically changes in cognitive and physical development and self-concept. Implications of changes in self-disclosure are discussed in relation to parent-adolescent interaction.

This article provides a review of existing policies in higher education institutions that affect faculty and their families, and identifies areas for advocacy and research. Anecdotal evidence suggests that there is great variability in policies both between and within universities and that the effects of certain of these policies may discriminate unfairly against women. Thus dual-career problems and parental concerns are reviewed within the context of gender equity. The implications of these policies for recruitment and retention of faculty and for the tenure and promotion process are considered.

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Researchers have known for decades that the study of individuals is not the same as the study of families. However, combining self-report information from three or more family members to form a score that represents a family has presented conceptual and statistical problems. The purpose of this article is to present a strategy for deriving a measure of a family property that (1) is originally obtained from individuals, (2) is different from the sum of the family members scores, (3) is reflective of the unique contribution of each family member to the score that represents family, and (4) is as idiosyncratic to an individual family as an individual's score on a measure is to the individual.

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