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This article reviews the literature on noncustodial parents to discuss issues that have major ramifications for researchers, policymakers, and practitioners. Implications of the literature are discussed, gaps in knowledge are highlighted, and areas for future research are identified. Integration of research and study by the multiple disciplines involved in this area is recommended to make appropriate changes in social policy and institutions, and to develop more effective interventions. Further research is needed to investigate the rapidly changing demographic composition of American society and to develop more effective models of family life and development. The second half of the 20th century marked a transformation in American families. An upsurge in the divorce rate (Glick, 1988) as well as exponential growth in the number of children born to unmarried women (Norton & Glick, 1986) created a sizable cohort of parents who do not reside with their children. This radical change in family demographics demands a response from the full spectrum of social institutions that interact with families. The articles in this collection examine issues confronting parents who do not reside with their children. For purposes of consistency, the term noncustodial parent is used to refer to a parent who does not reside with children, regardless of legal status. There is a viable and imperative role for noncustodial parents to play in the lives of their children (Ahrons & Rodgers, 1987; Bray & Berger, 1990; Nock, 1988). The challenge to professionals in the research, policy, and service communities is to develop interventions and institutions that facilitate the functioning of the rich variety of family structures in our society.

This study examines the associations between children's psychological adjustment in stepfather families and their relationships with their noncustodial fathers and paternal grandparents. Differences in these relationships during the first 7 years of remarriage and how these relationships vary for boys and girls are also investigated. The results indicate no differences in contact or relationship quality with noncustodial fathers orpaternal grandparents for boys and girls or at differentpoints after remarriage. Correlations between contact and relationships with fathers and paternal grandparents and children's adjustment vary depending on the children's sex and length of remarriage. Implications for future research and relationships within stepfamilies are discussed.

Questionnaire data collected from male and female university students 25 years of age or older were used to investigate correlates of their performance, satisfaction, and adjustment in college. Men reported lower levels of performance and satisfaction. Multiple regression analyses of predictors of college grade-point average, satisfaction with college, and affective changes occurring while in college indicated that these three measures were predicted by demographic variables, by aspects of the college experience, by the external out-of-college responsibilities of these students, and by their goals. Each of the three dependent measures was predicted by a different subset of these variables.

Howard and his colleagues have discovered an instrumentation related contamination which confounds the results of studies which employ self-report measures in a pre/post or posttest only design. This confounding influence is referred to as response-shift bias. Research has demonstrated that the traditional methods of analysis (i.e., analysis of posttests only, analysis of pre/post difference scores, and analysis of covariance using prescores (ANCOVA)) do not consider response-shift bias and produce biased estimates of the treatment effect. A retrospective pre/post design is recommended by Howard and his colleagues to control for response-shift bias. The only method of analysis which yields an unbiased estimate of the treatment effect is posttest minus retrospective pretest difference scores. The purpose of the present study is to determine the relative loss in statistical power of the traditional methods of analysis when response-shift bias is present. Analytic and Monte Carlo techniques were employed to compare the powers of five methods of analysis under various conditions. The results indicate that when there is a response-shift the most powerful method of analysis, overall, is the retrospective pre/post method and the loss in statistical power of the traditional methods can be substantial under many conditions. Recommendations and applications to applied research are discussed.

Multivariate statistical methods have been strongly recommended in educational and psychological research, which employs multiple dependent variables. While the techniques are readily available there is still controversy as to the proper use of the methods. This paper reviews the available methods for analyzing and interpreting data with multivariate analysis of variance and provides some guidelines for their use. In addition, causal models that underlie the various methods are presented to facilitate the use and understanding of the methods

This paper reports a series of studies on the development of the Personal Authority in the Family System (PAFS) questionnaire. The PAFS questionnaire is designed to measure family processes based on aspects of current intergenerational family theory (Williamson, 1981, 1982b). Eight scales which measure concepts such as differentiation/fusion, intimacy/isolation, and personal authority/intimidation in the three-generational context comprise the questionnaire. Study 1 indicates that the scales have good internal consistency and good test-retest reliability. Correlations with other measures of family processes provide validity for some of the PAFS scales. Study 2 confirms the underlying factor structure of the PAFS questionnaire and supports the construct validity of the scales. Implications for intergenerational family theory and applications in research and clinical practice are discussed.

This study investigated the relationship between teacher and student sex and sex role orientations and student ratings of their progress in the course and satisfaction with the instructor. Thirty college instructors and four hundred and ninety-seven students participated in the study. Results indicate that androgynous teachers received somewhat higher student evaluations than their masculine or feminine counterparts. A teacher sex with student sex interaction was found, as well as a teacher sex with teacher sex role interaction. Finally, a hypothesis, that similarities in teacher and student sex role orientations would relate to higher teacher evaluation ratings, was not supported. These findings support previous studies which found that teacher personality characteristics are related to student satisfaction.

It is axiomatic that, given a choice between a self-report and a behavioral measure of the same phenomenon, researchers will choose the behavioral measure. Likewise, when behavioral and self-report indices of the same construct show substantial discrepancies, it is seen as a signal to suspect the self-report measure rather than the behavioral measure (cf. Nisbett & Wilson, 1977). Hence, we have the time-honored practice of utilizing a behavioral measure as a criterion to determine the validity of a self-report instrument. In many areas of research, however, good behavioral measures are unavailable or extremely difficult to obtain (cf. Webb, Campbell, Schwartz, & Sechrest, 1966). Instructors are well aware, for example, of the difficulties encountered when trying to measure the attainment of affective objectives, and frequently the only way to determine whether such objectives have been met is by having students report their preferences or values before and after a particular course. Thus, it becomes important that researchers develop the best possible self-report measures, statistical procedures for analyzing self-report data, and research designs that effectively employ them. Howard, Ralph, Gulanick, Maxwell, Nance, and Gerber (in press) describe a potential confounding effect present in research designs which use self-report instruments. The potential confounding is caused by a phenomenon that the authors call a "responseshift." This paper describes the theory of response-shifts and the manner in which retrospective pretests may be used to deal with them. While Howard et al. examine the phenomenon in group training settings, the study described in the present paper is designed to demonstrate it in a classroom setting. Considerable attention has been devoted to the development of research designs which can be applied to a wide range of research problems (e.g., Campbell & Stanley, 1963; Cook & Campbell, 1976). Each design can be evaluated with respect to the degree to which it controls for the various sources of internal and external invalidity. True experimental designs (Campbell and Stanley's designs 4, 5, and 6) are commonly thought to control for all threats to internal validity (Campbell & Stanley, 1963). Two factors which might cause internal invalidity are history (specific events occurring between the first and second measurement in addition to the experimental variable) and instrumentation (changes in the calibration of a measuring instrument or changes in raters' standards). Use of a control group allows one to ascertain changes due to history with multiple "blind" raters and randomized rating material equalizing the effects of instrument decay for both the treatment and control groups. Thus, when history and instrumentation are considered singly their detrimental effects are controlled in true experimental designs. However, when self-report instruments are used, it is the research subjects themselves who serve as raters, and since treatment subjects have different

The present study investigated the reliability of the previously hypothesized four-factor model of the Survey of Study Habits and Attitudes (SSHA; Brown & Holtzman, 1953, 1967). The reliabilities of the scales were marginal as measured by coefficient alpha. The hierarchical model of the SSHA was not supported by confirmatory factor analysis. Num erous test items were found to load highest on a factor other than the one hypothesized by the Brown-Holtzman model. In addition, many items exhibited very low communalities and failed to load highly on any factor.

This paper reports an evaluation of an intergenerational consultation process designed to help people change significant relationships in the three-generational family system. The paper first describes the theory behind the consultation process that focuses on increasing personal authority in the family system; this is followed by a description of the consultation process. Clients who participated in the consultation process were compared to clients who participated in systems-oriented psychotherapy. The results indicate that clients who participated in the intergenerational consultation reported significantly more change in intergenerational triangulation and personal authority than did the control group. There were no differences between the groups in reported change in presenting problems, satisfaction with therapy, or helpfulness of therapy. Persons who had their parents in the office for a consultation also reported significantly more change in personal authority and less intergenerational intimidation than did clients who did not have their parents in the office for consultation. Implications of these findings for intergenerational theory and therapy as well as future research are discussed.

Behavior problems of 703 children seen in a clinical setting were examined for interactions between and effects of family type (i.e., parental marital status) and age and sex of child. Significant differences were found based on family type, with children of separated, divorced, and remarried parents having more problems. Expected interactions between marital status and age and sex of child were not obtained, although results support prior research with regard to the effects of age and sex.

It is well-established that repetition of heat stress exposure has been shown to facilitate adaptations to the heat but these protocols have tended to be of a fixed work intensity, continuous exercise, long-term in duration (>7 days) and use hydration. Secondly, there is limited information on the potential use of heat acclimation as a training method for human performance in thermoneutral conditions. Therefore, the aims of this study were to investigate the effectiveness of short-term heat acclimation (STHA) for 5 days, using the controlled hyperthermia technique with dehydration, on intermittent exercise in thermoneutral and hot environments.