The relationship between gender role identity and relational aggression was examined. Fifty-two girls (mean age = 15 years; 70% White, 30% non-White) from the mid-Atlantic U.S. completed the Relational Aggression Scale and the Bem Sex-Role Inventory (S. L. Bem, 1981a). Use of relational aggression friendships among adolescent girls significantly predicted 9.9% of the variance for the high feminine variable. Focus group interviews were used to complement the quantitative study. Specific themes are identified and discussed.

The Young Adult Social Behavior Scale was developed for the purpose of measuring selfreported relational and social aggression and behaviors of interpersonal maturity in adolescents and young adults (the sample included 629 university students; 66% female; 91.6% White). Despite previous research suggesting that relational and social aggression comprise a single paradigm, there is emerging evidence that indirect, social, and relational aggression are, in fact, separate constructs. In accordance with this more recent research, in this study, confirmatory factor analysis supports that the Young Adult Social Behavior Scale measures three internally consistent constructs: relationally aggressive behaviors, socially aggressive behaviors, and interpersonally mature behaviors.

BACKGROUND:The purpose of this study was to evaluate an unstructured and a structured program designed to increase physical activity (PA). The unstructured program increased the amount of equipment during recess, whereas the structured program introduced activities to students. METHODS:PA was observed using the System for Observing Play and Leisure Activity in Youth (SOPLAY) in two school districts in Colorado. Researchers recorded baseline and follow-up observations for sedentary activity, moderate PA, and vigorous PA, as well as for available equipment for the unstructured program. Observations from schools were aggregated for data analyses at the district level. RESULTS:For the program increasing equipment, moderate PA and vigorous PA increased, while sedentary behavior decreased. For the structured program, moderate PA and vigorous PA did not increase, whereas sedentary behaviors increased following the program. CONCLUSIONS:Other variables are likely influencing student PA during recess, such as teachers' interaction with students or the fidelity of the program. Results indicate that funding and implementing a program aimed at increasing PA will not necessarily accomplish that goal, and additional research should be performed to determine the best practice for increasing PA.

In this study, researchers wished to further study the differentiation among forms of aggression in a diverse sample of adolescent females. Specifically, the self-reported use of relational, social, and direct verbal and physical aggression was measured in Caucasian and non-Caucasian typically developing versus overtly aggressive adolescent females. No statistically significant differences were found between typically developing and overtly aggressive adolescent female samples in the use of social or relational aggression; however, overtly aggressive adolescents reported using direct verbal or physical aggression significantly more than typically developing adolescents. Caucasian adolescents reported using significantly more relationally aggressive behaviors than non-Caucasian adolescents. No statistically significant differences were found in socially aggressive behaviors between Caucasian and non-Caucasian adolescent female samples. Implications for these findings are discussed.

The purpose of this article is to identify how Bowen family systems theory may be incorporated into individual counseling with adolescents when family involvement is not possible or contraindicated. Outcome and basic research supporting the application of Bowen family systems theory is reviewed. Specific clinical interventions for counseling adolescents that derive from Bowen family systems theory are provided, and a case study demonstrating these clinical interventions is presented.