The assessment of children and youth exposure to violence requires comprehensive instruments able to measure negative experiences in order to identify polyvictimization and understand its outcomes. The Juvenile Victimization Questionnaire (JVQ; Finkelhor, Hamby, Ormrod, & Turner, 2005) is a comprehensive assessment tool including five general areas of child and adolescent victimization, in its original version. The JVQ is a formative instrument, where the score of the module is just the sum or the count of the events of each type in its items. Formative instruments need a different validation methodology in comparison with reflective instruments. The purpose of this study is to present a validation of the JVQ. We collected a sample of 1105 adolescents (ranging from 12 to 17 years, mean age was 14.52); of those 590 were male, and 515 were female. We conducted a Principal Component Analysis in order to explore how items cluster together. Different solutions were explored, but one-component and nine-components solutions appear to be more in accordance with victimological theory, explaining between 9% and 39% of variance respectively. These aggregations of items are radically different to those suggested by Finkelhor et al. (2005). Either solution may shed light to explanatory processes in victimization and its relationships with later psychopathology.

There is a growing awareness that is focused on resilience interventions among preschoolers. However, assessment of preschoolers' resilience, a mandatory step in developing and evaluation the utility of such programs, is complicated. This is due to the common use of either the parents or the kindergarten teaches as source of assessment, rather than direct measurement of the preschooler themselves. The proposed presentation will report on the development and implementation of two ways to directly assess preschooler resilience. One way is related to picture completion while the other way is related to semi-active story listening. These tools were administered and evaluated twice: one group consisted of 135 preschoolers, ages 4-5, 69% Arabs and 31% Jews, 70 boys and 65 girls, and their parents and kindergarten teachers. The second group consisted of 253 preschoolers, learning in four Jewish and four Arabs kindergartens; and their parents and teachers. Results of measurements conducted among preschoolers (Jews and Arabs) and its relationships to measurement conducted among their parents and teachers will be presented. The study findings support the notion that such a direct assessment of preschoolers' resilience is possible. Implications for personality assessment, program development and projects' evaluation will be discussed.

The objective of study is to verify the relationship between parental attitudes and self-regulated learning deeply through the structural model set self-esteem and vocational identity as mediation variables. The first and third wave of panel data from Korean Children and Youth Panel Survey (KCYPS) 2010 was used to find the relationship, and variables were Perceived Parental Attitudes by adolescents (Huh, 1999), Self-regulated Learning (Yang, 2000), Self-esteem (Rosenberg, 1965), and Vocational Identity (Holland, 1980). Participants were 2,259 students (1140 Males, 1119 Females) in 7th grade in 2010. Normal distribution of the data were proved by estimates of skewness and kurtosis. Model fits of the research model were satisfied. Parental attitudes have a positive impact on self-regulated learning through self-esteem and career-identity, so mediation effects on both related variables have verified. The result of the difference test between mediation effects which mediate self-esteem and vocational identity was not significant. That is, mediation effects of both were similar for the impacts of parental attitudes on self-regulated learning. The relationship between parental attitudes and self-regulated learning, double mediation effect was significant with self-esteem and vocational identity. The implication of this study is to present necessary grounds for school policy settlements by identifying impacts on self-regulated learning in adolescents.

Mothers' and fathers' parental self-efficacy (PSE) develops during the first years of parenthood. Later PSE has an important role in linking distinct parental, child, and situational factors. Cross-sectional links between parents' loneliness, depression, and PSE has been found, yet no longitudinal research on the early mechanisms of PSE exists.The first aim of this study was to validate a measurement scale (based on Parenting Tasks Index by Coleman & Karraker 2003) in order to evaluate Finnish mothers' (n=765) and fathers' (n=668) PSE. Second, we aimed to study whether parents' psychosocial ill-being (social/emotional loneliness, social phobia, and depression) and marital satisfaction during pregnancy and/or during toddlerhood predicts their PSE at child aged 1,5-years. Analyses were conducted using structural equation modeling. Based on validity analyses a five-factor model (Presence, Emotional support, Routines, Playing, and Teaching) of mothers' and fathers' PSE was confirmed. Evaluating psychosocial factors as a predictors for the PSE factors, we found that parents' ill-being predicted several factors of their PSE. That is, parents' psychosocial ill-being during pregnancy and toddlerhood predicted lower levels of their PSE factors at child aged 1,5- and 3 years. Overall, 25 to 34 percent of PSE was explained by prior (22/18 months) psychosocial ill-being.

The impact of the quality of early interactions on infant developmental outcomes is well reported in the literature. It is well established that parental behaviors, such as sensitivity and responsivity, are crucial for the quality of the interaction. Understanding the physiological mechanisms beneath adequate/inadequate parental behaviors during these interactions may be crucial for psychological assessment and early intervention. We intend to examine the underlying physiological mechanisms associated with the quality of parental behaviors during dyadic interaction at 6 weeks and 6 months of age. A sample of 37 parents and infants participated in this study. Parental skin conductance (SC) and respiratory sinus arrhythmia (RSA) were monitored during a face-to-face (FTF) still-face (ST) procedure (FTF1 - SF – FTF2). Interactions were recorded according to the Global Rating Scales9 protocol. During FTF1, parental non-intrusive behavior is associated with lower RSA (r=-.433, p=.039). Parental non-remote behavior is associated with higher SC during the SF episode (r=.364, p=.048). Lower excited engagement is associated with higher SC (r=-.367, p=.046) during FTF2. The physiological reactions during early interaction may be an important complementary tool for the psychological assessment of parental behaviors.