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handicapped students reported lower academic and social self-efficacy than their nonhandicapped and gifted peers. No differences in academic self-efficacy were reported between gifted and nonhandicapped students; however, gifted students reported lower social self-efficacy beliefs than nonhandicapped students. Implications for mainstreaming practices and future research are discussed.

This article offers reflections on young people’s use of cyberspace and the role social media and relating in cyberspace plays in their development. The author outlines a model of working based on ego state diagnosis and Hargaden and Sill’s (2002) model of the self, which she uses to identify how to respond clinically and support these adolescents in their engagement with e-therapy. She touches on some of the complexities of working online in relation to anonymity, confidentiality, and child protection to highlight how cyberspace presents a paradox of challenges and potentials.

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The Academic and Social Self-Efficacy Scale (ASSESS) was developed to assess the self-efficacy judgments of students and to predict academic achievement and sociometric status. Self-reported judgments of academic self-efficacy best predicted academic achievement, whereas self-reported social self-efficacy best predicted sociometric status. Teacher- and parent-reported self-efficacy ratings were minimal predictors of achievement and sociometric status. A multitrait-multimethod (MTMM) analysis failed to provide evidence for convergent and discriminant validity. These results were interpreted in light of the situational specificity of behavior and cross-informant variability in behavior ratings.