This study investigated the relationships among self‐esteem, social competence, stress, social support (family and peer), gender, and ethnicity among urban, rural, and suburban adolescents. The participants in this study were drawn from a nationally representative sample of adolescent youth. Analyses of data revealed that there were significant relationships between self‐esteem, social competence, stress, and social support. Significant differences within gender were found between self‐esteem, social competence, peer support, and stress. Also, there were significant ethnic differences in self‐esteem and peer support. Regression analyses revealed that both family and peer support accounted for a significant degree of the variation on self‐esteem and significant family and peer effects. No significant distinctions between geographic locations and the psychosocial variables were indicated.

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This article presents psychometric data for a 35-item self-report instrument measuring romantic relationship competence in two separate samples of young adult college students. In study 1 (N = 219), results from Parallel Analysis and Exploratory Factor Analysis (EFA) suggested the extraction of seven domains of romantic relationship competence: relationship locus of control, perspective taking, intimacy avoidance, emotion regulation, romantic appeal, conflict resolution skills, and temperament. In study 2 (N = 907), a Confirmatory Factor Analysis (CFA) provided support for the aforementioned factor structure albeit with minor revisions (i.e., correlated errors between three pairs of items). MIMIC modeling results provided support for partial measurement invariance across gender. A CFA-based method of estimating scale reliability demonstrated acceptable to good reliability indices. Bivariate correlations with other social competence and self-esteem measures provided support for convergent and divergent validity. An excel-based applet is available to readers who are interested in using the 35-item IRRC with individual respondents (e.g., practitioners). Researchers interested in using the measure within the context of structural equation modeling should model relevant non-invariant parameters before proceeding with the evaluation of structural parameters. This instrument demonstrates promise as an instrument for measuring domains of romantic relationship competence within the emerging adult population.

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A study that investigated the perceptions of educational professionals regarding the rising issue of aggressive and disruptive behaviors among young children in inner-city schools is discussed in this article. A convenient sample of 14 professionals were selected and interviewed from educators in an inner-city located in the northeast region of Ohio. Evidence of this investigation suggests that young children's aggressive behaviors are increasing in both occurrence and complexity. While these behaviors are perceived to be a function of certain environmental exposures, a case can be made for the effectiveness in conflict management and life skill application in young children as many children seem to display more problems in collective and social settings.