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AN ECOLOGICAL DEVELOPMENTAL PERSPECTIVE

ON THE CONSEQUENCES OF CHILD MALTREAMENT (1995-

1996) NDACAN Dataset Number 96

USER'S GUIDE and CODEBOOK

National Data Archive on Child Abuse and Neglect Family Life Development Center

Cornell University Ithaca, New York 14853-4401

607-255-7799 [email protected]

www.ndacan.cornell.edu

Initial release 4/9/2003 Second Edition 4/10/2008

http:www.ndacan.cornell.edu

mailto:[email protected]

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AN ECOLOGICAL DEVELOPMENTAL PERSPECTIVE ON THE CONSEQUENCES OF

CHILD MALTREAMENT (1995-1996)

Data Collected by Dante Cicchetti, Ph.D.

University of Rochester, Rochester, NY

Jody Todd Manly, Ph.D. University of Rochester, Rochester, NY

Michael Lynch, Ph.D. University of Rochester, Rochester, NY

Funded by Children’s Bureau, Administration on Children, Youth and Families, Administration for Children and

Families, U.S. Department of Health and Human Services (Grant number 90-CA-1546)

Distributed by National Data Archive on Child Abuse and Neglect

User's Guide and Codebook Written by

Sarah Johnson (initial release) Coordinator of Technical Services

Holly Larrabee-Warner (second edition) Support & Acquisitions Specialist

National Data Archive on Child Abuse and Neglect in collaboration with

Jody Todd Manly, Ph.D. University of Rochester, Rochester, NY

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PREFACE

The data for An Ecological Developmental Perspective on the Consequences of Child Maltreament (1995-1996), have been given to the National Data Archive on Child Abuse and Neglect for public distribution by Dante Cicchetti. Funding for the project was provided by Children’s Bureau, Administration on Children, Youth and Families, Administration for Children and Families, U.S. Department of Health and Human Services (Grant number 90-CA-1546) (Award Number: 90-CA- 1546).

ACKNOWLEDGEMENT OF SOURCE

Authors should acknowledge the National Data Archive on Child Abuse and Neglect and the original collector of the data when they publish manuscripts that use data provided by the Archive. Users of these data are urged to follow some adaptation of the statement below.

The data used in this publication were made available by the National Data Archive on Child Abuse and Neglect, Cornell University, Ithaca, NY, and have been used with permission. Data from An Ecological Developmental Perspective on the Consequences of Child Maltreament (1995-1996) were originally collected by Dante Cicchetti. Funding for the project was provided by the Children’s Bureau, Administration on Children, Youth and Families, Administration for Children and Families, U.S. Department of Health and Human Services (Grant number 90-CA- 1546) (Award Number: 90-CA-1546). The collector of the original data, the funder, NDACAN, Cornell University and their agents or employees bear no responsibility for the analyses or interpretations presented here.

The bibliographic citation for this data collection is:

Cicchetti, D., Lynch, M., Manly, J.T. (2008). An Ecological Developmental Perspective on the Consequences of Child Maltreament (2nd. Ed.) [Dataset]. Available from National Data Archive on Child Abuse and Neglect Web site, http://www.ndacan.cornell.edu.

PUBLICATION SUBMISSION REQUIREMENT

In accordance with the terms of the Data License for this dataset, users of these data are required to deposit a copy of any published work or report based wholly or in part on these data with the Archive. A copy of any completed manuscript, thesis abstract, or reprint should be sent to the National Data Archive on Child Abuse and Neglect, Cornell University, Family Life Development Center, Beebe Hall, Ithaca, New York 14853. Such copies will be used to provide funding agencies with essential information about the use of NDACAN resources and to facilitate the exchange of information about research activities among data users and contributors.

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ABSTRACT

Cicchetti, Lynch, and Manly used the ecological-transactional model of child development to inform a three-part investigation of the links among child maltreatment, environmental conditions, and developmental outcomes. In the first part of the research, the investigators examined the links between community violence, domestic violence, and poverty and the multiple dimensions of child maltreatment assessed by the investigators’ classification system. In the second part of the research, the investigators examined the links between child maltreatment and various developmental outcomes. Finally, in accordance with the ecological- transactional perspective, the investigators examined how child maltreatment interacts with other environmental conditions and child factors to shape the path of children’s development and their subsequent adaptation.

Three hundred children between 7 and 12 years of age were recruited to participate in this study. One hundred sixty-eight children (56% of the sample) had been identified as legally maltreated by the local department of social services and had their caregivers referred to study investigators by social service caseworkers. A demographically similar comparison group of 132 non-maltreated children was recruited from the roll of families receiving Aid to Families with Dependent Children.

Both groups of children participated in week-long, 30 hour day camp sessions during the summers of 1995 and 1996. Measures of the children’s interpersonal functioning, self-functioning, cognitive functioning, and symptoms of distress were assessed through self-, peer-, and counselor ratings. Concurrently, primary caregivers were interviewed about community and home violence. One-year longitudinal data were obtained for 95% of the child participants. Follow-up measures were identical to those used during the first wave except that parent-report ratings were not obtained.

This dataset represents year one and two of a four year data collection effort. Dataset #110 contains the third and fourth year follow-up data.

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NDACAN Dataset #96 Developmental Perspective

TABLE OF CONTENTS

STUDY OVERVIEW ....................................................................................................................1 Study Identification..............................................................................................................1 Purpose of the Study .............................................................................................................1 Study Design........................................................................................................................2 Date(s) of Data Collection ...................................................................................................2 Geographic Area ..................................................................................................................2 Unit of Observation .............................................................................................................3 Sample..................................................................................................................................3 Data Collection Procedures .................................................................................................4 Response Rates ....................................................................................................................5 Sources of Information ........................................................................................................5 Type of Data Collected ........................................................................................................5 Measures ..............................................................................................................................5 Related Publications & Reports.........................................................................................12 Analytic Considerations.....................................................................................................13 Confidentiality Protection..................................................................................................13 Extent of Collection ...........................................................................................................13 Extent of Processing ..........................................................................................................13

DATA FILE INFORMATION ...................................................................................................13 File Specifications..............................................................................................................13 Data File Notes ..................................................................................................................14

CODEBOOK: Dataset #96 Variable Information....................................................................17

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STUDY OVERVIEW

Study Identification

An Ecological Developmental Perspective on the Consequences of Child Maltreament (1995-1996)

Principal Investigator(s): Dante Cicchetti, Ph.D. University of Rochester, Rochester, NY

Jody Todd Manly, Ph.D. University of Rochester, Rochester, NY

Michael Lynch, Ph.D. University of Rochester, Rochester, NY

Funding Agency: Children’s Bureau, Administration on Children, Youth and Families, Administration for Children and Families, U.S. Department of Health and Human Services (Grant number 90-CA-1546)

Award Number: 90-CA-1546

Purpose of the Study

The investigation examined the links among child maltreatment, various environmental conditions, and developmental outcomes. The ecological developmental model was the guiding theoretical framework behind the design, measurement, and data analytic strategies utilized in this proposal. Risk factors associated with the occurrence of maltreatment are present at each level of the environment, and they influence events and processes in neighboring levels. As these ecological transactions take place, the path of individual and family development proceeds in a probabilistic fashion. Accordingly, in this study factors associated with maltreatment at several levels of children's ecologies were assessed and their effect on children's developmental adaptation and symptomatology examined.

The study focused on exploring risk factors in the exosystem, including the occurrence of poverty, unemployment, and violence in the community, as well as risk factors in the microsystem, such as domestic violence in the family, and their relationships to child maltreatment. Additionally, the researchers investigated how these dimensions of maltreatment and violence in the home and the community affect children’s subsequent developmental outcomes. The researchers sought to understand the circumstances in which maltreatment occurs and the different possible pathways toward either negative outcomes or resilient functioning. This more complete understanding of the environment of maltreating families will allow improved decisions regarding intervention for affected children and families.

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The investigators sought to develop a comprehensive understanding of child abuse and neglect by assessing contextual factors in a short-term longitudinal investigation. The specific objectives were as follows:

1. To investigate the relationships between child maltreatment and aspects of the environmental context, such as spousal abuse, neighborhood safety, and poverty.

2. To examine the impact of dimensions of child maltreatment on subsequent development.

3. To demonstrate the interactions among ecological conditions and dimensions of maltreatment in affecting subsequent development.

4. To identify maltreated children with resilient functioning and assess variables associated with positive outcome

5. To assess the enduring effects of maltreatment on children's functioning over time.

Study Design

The study had three parts. In part one of the study, the investigators examined the links between community violence, domestic violence, and poverty and the multiple dimensions of child maltreatment assessed by their classification system. In part two, the investigators focused on the relationships between child maltreatment and various developmental outcomes in children. Finally, in accordance with the developmental ecological-transactional perspective, the investigators examined how child maltreatment interacts with other environmental conditions, such as poverty, community violence, and domestic violence, to shape the path of children's development and their subsequent adaptation.

During years 1 and 2 of the project, the initial wave of cross-sectional data was collected from a number of sources including children, parents, camp counselors, children’s peers in camp, and centralized DDS records. Additionally, in year 2, the investigators began to collect a second wave of one-year follow-up data on the children first seen during year 1. During the third year of the project, the one-year follow-up was completed on the children first seen during year 2.

Data regarding children’s adaptation and current symptomatology were first collected during a one-week long day camp session during the summer of 1995. In addition, home visits were conducted concurrently with children’s first camp attendance, during which time the primary caregiver of each child in the study was interviewed. Finally, information regarding children’s history of maltreatment was scored from DDS records according to the investigators’ classification system (Barnett, Manly, & Cicchetti, 1993).

Date(s) of Data Collection

The data were collected during the summers of 1995 and 1996.

Geographic Area

Upstate New York is the geographic area to which the data are relevant.

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Unit of Observation

The unit of observation is the child.

Sample

Three hundred children between 7 and 12 years of age in year one of the study participated in this research. One hundred sixty-eight children (56%) in the sample had been identified by the local department of social services (DSS) as legally maltreated. The other half of the sample constituted a demographically similar comparison group of nonmaltreated children recruited from the roll of families receiving welfare benefits. Both boys and girls were included in the sample. Overall, the sample was ethnically diverse and came from lower socioeconomic strata, as determined by an extensive interview detailing the demographic characteristics of each family.

Each participating maltreating family had been designated an official maltreatment case under the criteria of New York State law following a full investigation by social services caseworkers. Maltreatment history was specified through an in-depth check of DSS records. The sample included children who had experienced diverse forms of maltreatment, including physical abuse, sexual abuse, physical neglect, and emotional maltreatment.

Families of maltreated children were referred to the project by DSS caseworkers. Specifically, child protective services (CPS) caseworkers were asked to approach families in their caseloads and ask them if they would be interested in participating in the study. The caseworkers were instructed to stress the voluntary nature of the participation and to make it clear that a decision not to participate would in no way jeopardize any welfare services they were receiving. Families who agreed to participate were asked to sign a name release form, which was forwarded to project staff. The family was then contacted and the details of the study were explained.

Low-income nonmaltreating families were recruited from the County's welfare population through lists of recipients of Aid to Families with Dependent Children (AFDC). A screening interview with the parents in each family was conducted over the phone to obtain some preliminary demographic information. In addition, parents were asked to confirm that their children had never been maltreated. After obtaining their informed consent, investigators verified that none of these families had ever appeared on the New York State Central Registry of child abuse. The DSS registry was monitored at 6-month intervals throughout the course of the study to ensure that none of the low-income nonmaltreating families had been legally identified as maltreating. If any of these families were reported for maltreatment during the course of this investigation, their maltreatment status classification was changed.

Children from families receiving AFDC were selected as a comparison group after a careful review of a report produced by the state on the demographic characteristics of families on the CPS caseload. The investigators found that AFDC children constituted a good comparison group for maltreated children because their families shared so many of the same demographic features (for example, low parental education, low socioeconomic status, high rates of dependence on public assistance, and high proportions of single-parent families). Extensive demographic data addressing the above-listed characteristics were collected on all participating children and families to ensure that the maltreatment group and the low-income nonmaltreatment group were both representative of the service populations from which they were drawn and

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comparable to each other in regards to major demographic characteristics.

Data Collection Procedures

Much of the data collection occurred in the context of a summer day camp. Once children were recruited into the sample, they were invited to attend free week-long sessions of camp during the summers of 1995 and 1996. Children were in camp for 30 hours during the week, which allowed many opportunities to observe and talk with them. The summer camp is both an ecologically valid context in which to assess children's level of interpersonal and self-functioning and a feasible and efficient means by which to collect data on large numbers of children. Children were placed into same-sex, same-age groups of eight, with half of the children in each group having documented histories of maltreatment and half being nonmaltreated. Three trained adult counselors were assigned to each group of eight children. Camp counselors completed a battery of behavior and personality ratings on the children with whom they worked at the end of each week of camp. While children were in camp, they engaged in a variety of recreational activities (see Cicchetti & Manly, 1990). Periodically throughout the week, they participated in research activities with trained research assistants. All research assistants were unaware of the children's maltreatment status and the research hypotheses. Ninety-five percent of the cases were retained from wave 1 to wave 2.

Parents gave their informed consent before camp began allowing their children to participate in the research. Subsequently, children were given the option to decide for themselves whether or not they wanted to participate. In return for their participation in the research activities, children were allowed to choose from a variety of small prizes.

In addition to the data collected at the summer camp, the primary caregiver of each child in the study was interviewed during a home visit. The caregiver visits were completed within one month of the child’s camp attendance in year one in order to ensure that child and parent perceptions and ratings were collected concurrently.

The measures administered and the time of data collection are presented in Table 1. Descriptions of the specific measures, as well as their psychometric properties, are provided below. Measures are grouped according to the ecological level they represent.

Variables Source Measures Collected Wave 1

Collected Wave 2

Exosystem

Community, Neighborhood, Child Community Violence Survey x x and School Violence

Parent Community Violence Survey x x Child Domains of Functioning x x Parent Neighborhood Satisfaction Scale x

Microsystem

Poverty and SES Parent Demographics Interview x

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Domestic Violence Parent Conflict Tactics Scale x x Maltreatment DSS

Records DSS Registry using Maltreatment Classification and Rating System

x x

Ontogenic (Individual) Development

Interpersonal Functioning Counselor Peer

Pupil Evaluation Inventory Peer Nominations

x x

Self-Functioning Counselor Child Child

Behavior Ratings Self-Esteem Inventory California Child Q-Set

x x x

Cognitive Functioning Child Peabody Picture Vocabulary Test- Revised

x x

Symptoms of Distress Child Levonn Measure x x Child

Child Counselor

Checklist of Child Distress Symptoms Child Depression Inventory Achenbach Child Behavior Checklist

x x

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Response Rates

For year two of the data collection, there was a 95% response rate.

Sources of Information

Interviews, psychological measures, behavioral observations, extracts from DSS (Department of Social Service) records

Type of Data Collected

Survey instrument, interviews, observational, and administrative data

Measures

COMMUNITY VIOLENCE SURVEY (CV):

Richters, J. E., & Saltzman, W. (1990). Survey of children's exposure to community violence: Self report. Rockville, MD: National Institute of Mental Health.

As part of individual interviews conducted in camp, children were asked to complete the Community Violence Survey developed by Richters and Martinez (1993). This questionnaire asks children to rate the frequency with which they have experienced, witnessed, or heard about various acts of violence in their community. Examples of the kinds of violence children are asked to rate include: shootings, stabbings, sexual assault, muggings, drug deals, arrests by the police, murders, and suicides. Children

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rate how frequently they have experienced each form of violence from never in their life to daily. This measure has been used effectively with samples of school-aged urban children residing in violent Washington, D.C. neighborhoods (Richters & Martinez, 1993). One-week test-retest reliability of the composite variable reflecting the sum of all reported exposure to violence is r = .81. There is one version of this measure for children younger than 9 years old and a different version for children 9 years old and above. There are 22 items with a possible response of never, once, or more than once in the version for participants less than 9 years old, and a 54-item version for older children and adults with possible responses of: never, 1 time, 2 times, 3 or 4 times, 5 or 6 times, 7 or 8 times, at least once a month, at least once a week, and almost everyday. Copies of these instruments are included in the Appendices section of this guide.

For participants 9 years or older the following derived summary variables were computed: a victimization count, (sum of 13 items); the number of times the participant witnessed violent acts (sum of 36 items); and the incidence of home violence (sum of 2 items).

In addition, as part of home visits with the children's primary caregiver, parents completed a self-report form of the Community Violence Scale (Richters & Martinez, 1993). This form contained the same 54 items as the questionnaire given to children 9 years or older. The same three summary variables derived for the children were computed for the caregivers.

DOMAINS OF FUNCTIONING (PML):

Greenberg, M. (1993). Domains of Functioning. Unpublished document, University of Washington: Seattle, WA.

Children eight years and older completed the Domains of Functioning (or People in My Life) questionnaire (Greenberg, 1993) as part of individual interviews conducted in camp. This questionnaire has two subscales in which children rate the level of safety versus danger present in their school (7 items) and in their neighborhood (7 items). Each subscale contains items that children score on a four- point scale (from almost never or never true to almost always or always true). A copy of the instrument is included in the Appendices section of this document.

NEIGHBORHOOD SATISFACTION SCALE (ON):

Greenberg, M. (1993). Domains of Functioning. Unpublished document, University of Washington: Seattle, WA.

As part of home visits with the primary caregiver, parents completed the Neighborhood Satisfaction (or Our Neighborhood) Scale based on Greenberg's (1993) Domains of Functioning "neighborhood" subscale, which is included in the Appendices section of this guide. Parents rate 7 items describing how safe their neighborhood is on a four-point scale with responses ranging from almost never or never true to almost always or always true.

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DEMOGRAPHICS INTERVIEW:

Carlson, V., & Cicchetti, D. (1979). Demographics Interview. Unpublished document, Harvard University: Cambridge, MA.

This interview, conducted with primary caregivers, provides information regarding familial poverty and socioeconomic status. Developed by Carlson and Cicchetti (1979), this interview provides information concerning family income, parental education, parental occupation, presence of adult partners, and history of welfare receipt. Demographic variables included in the dataset provide data on: the child’s age, gender, and ethnicity, family income, parental education, number of adult living in the home, number of children living in the home, parental marital status, and history of receiving welfare. The researchers have found this measure to be an excellent means of developing representative comparison samples. A copy of the interview form is included in the Appendices section of this document.

CONFLICT TACTICS SCALE (CTS):

Straus, M.A. (1979). Family patterns of child abuse in a nationally representative sample. Child Abuse and Neglect, 3, 23-25.

As part of home visits with children's primary caregivers, parents completed the Conflict Tactics Scale (Straus, 1979), a 19-item instrument describing a variety of tactics that adults use in conflict situations ranging from rational discussion to acts of violence. Seven possible responses are: never, once a year, twice a year, 3-5 times a year, less than once a month, once or twice a month, twice or more a month. The Severe Violence Index from the Conflict Tactics Scale includes such acts as hitting someone with an object, kicking or biting a person, burning a person, and using a gun or a knife on someone. This measure is a widely used questionnaire for assessing within-family violence between adults and is available from the author at http://pubpages.unh.edu/~mas2.

Three derived variables, composites of reasoning (mean of 3 items), verbal (mean of 6 items), and physical (mean of 8 items) conflict, are included in the distributed file.

MALTREATMENT CLASSIFICATION AND RATING SYSTEM (MCS):

Barnett, D., Manly, J.T., & Cicchetti, D. (1993). Defining child maltreatment: The interface between policy and research. In D. Cicchetti and S.L. Toth (Eds.), Child abuse, child development, and social policy, (pp. 7-73). Norwood, NJ: Ablex.

The children's maltreatment histories were delineated by examining official records at the Monroe County Department of Social Services. For children with documented histories of maltreatment, the Barnett, Manly, and Cicchetti (1993) nosology classification system for child maltreatment was employed by trained research assistants. This nosology allows further specification of children's maltreatment history by indicating: (a) the maltreatment subtype, (b) the severity of maltreatment, (c) the frequency/chronicity of maltreatment, and (d) the developmental period during which maltreatment occurred, (e) the number of court-ordered separations from the primary caregiver that children have

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experienced, and (f) the perpetrator of the maltreatment. Information about court-ordered separations from the primary caregiver and perpetrators is not included in the dataset distributed by NDACAN. Please see the Appendices section of this guide for a more detailed description of the classification system.

Maximum severity scores for emotional maltreatment, physical neglect, physical abuse, and sexual abuse are included. The presence or absence of maltreatment (regardless of subtype) is coded for the following developmental periods: Infant (0 to < 18 months); Toddler (= 18 months to < 36 months); Preschooler (= 36 months to < 71 months); School Age (= 71 months to < 96 months); and Later School Age (= 96 months to < 156 months). In addition, chronicity is captured in the number of developmental periods in which maltreatment occurred.

PUPIL EVALUATION INVENTORY (PEI):

Pekarik, E., Prinz, R., Liebert, D., Weintraub, S., & Neale, J. (1976). The Pupil Evaluation Inventory: A sociometric technique for assessing children's school behavior. Journal of Abnormal Child Psychology, 4, 83-97.

The Pupil Evaluation Inventory was completed by camp counselors as a rating of children's social adaptation. This measure was developed as an index of behavior for first through ninth grade children (Pekarik, Prinz, Liebert, Weintraub, & Neale, 1976). The inventory contains 35 items, which were selected because of their relation to identifiable types of behavior and their association with psychopathology (Pekarik et al., 1976). The inventory is presented as an item-by-child matrix. Camp counselors are asked to put a check by the name of each child who fits a particular item description (e.g., Those who try to get other people in trouble). A copy of the instrument is included in the Appendices section of this document.

Pekarik et al. (1976) report that factor analysis produces three distinct factors, or subscales: Aggression (20 items), Withdrawal (9 items), and Likeability (5 items). The factors are internally consistent as indicated by split-half correlations above .70 across factors and different raters. Test-retest reliability over two weeks is also high, with all correlations greater than .80. Teacher and peer ratings correlate significantly, ranging from .47 to .83 for all three factors. The summary scores for each of the three factors and standardized scores for the three factors are provided in the data file NDACAN distributes.

PEER NOMINATIONS (PN):

Coie, J.D., & Dodge, K.A. (1983). Continuities and changes in children's social status: A five-year longitudinal study. Merrill-Palmer Quarterly, 27, 1-18.

On the final day of camp, children evaluated characteristics of the peers in their camp group using a peer nomination method developed by Coie and Dodge (1983). Each child was asked to select one peer from the group who best fit the following descriptions: most liked, least liked, cooperative, leader, shy, disruptive, and fighter. The total number of nominations each child receives from peers for each category is calculated, and these totals are converted into proportions of possible nominations for each

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descriptive category. A copy of the version of the measure used in this study is included in the Appendices section.

BEHAVIOR RATINGS (BR):

Wright, J. (1983). The structure and perception of behavioral consistency. Unpublished doctoral dissertation, Stanford University.

On two separate occasions during the week of camp, counselors rated each child on nine items tapping three aspects of interpersonal functioning: prosocial behavior (mean of 3 items), aggression (mean of 3 items), and withdrawal (mean of 3 items). These behavior ratings, developed by Wright (1983), were completed during unstructured 45-minute play periods for the children on a 7-point scale ranging from not at all descriptive to highly descriptive. Previous work has shown that inter-rater reliability among groups of three raters is highly reliable (alphas ranging from .67 to .93). The internal consistencies of the three subscales from the behavior ratings also demonstrate high reliability (alphas of .90). Because agreement is high among raters, the behavior ratings were averaged across all three camp counselors to yield scores for the three dimensions of social behavior. A single measure of each of the three aspects per wave is included in the dataset. The complete instrument is provided in the Appendices section of this guide.

SELF-ESTEEM INVENTORY (SEI):

Coopersmith, S. (1981). The Self Esteem Inventories. Palo Alto, CA: Consulting Psychologists Press.

This measure was completed as part of individual interviews with children in camp. The measure allows children to report their perceptions of self by evaluating a set of 58 items on whether or not each item is characteristic of themselves (Coopersmith, 1981). A summary variable was computed for self- esteem in four domains: general (mean of 26 items), social (mean of 8 items), home (mean of 8 items), and academic (mean of 8 items). In addition to the four summary means a Lie score (mean of 8 items) and a total self-esteem score (mean of 50 items) are included in the data file. The total self worth scale from this measure can be used as an indicator of self-esteem and valuing of the self. Coopersmith (1981) has demonstrated adequate reliability and validity for this copyrighted scale. The inventory may be obtained from the publisher.

CALIFORNIA CHILD Q-SET (CA):

Block, J.H., & Block, J. (1969). The California Child Q Set. Institute of Human Development, University of California, Berkeley.

After extensive week-long observations of the children in the camp setting, camp counselors completed this measure to assess children's personality functioning (Block & Block, 1969). This Q-Set consists of 100 diverse items about children's personality, cognitive, and social characteristics. Raters sort the individual items into a fixed distribution of nine categories ranging from most to least descriptive of the

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individual child. Individual profiles are thus generated for each child. Inter-rater agreement among groups of counselors ranges from .74 to .93. Two-dimensional scores were derived from the Q-sort data, ego-resilience and ego-control, and are included in Dataset #096. These two dimensions reflect the degree to which children are able to flexibly modify their level of control as a function of the demand characteristics of the environment (Block & Block, 1980). The measure is copyrighted and can be obtained from the publisher.

Each item was assigned a criterion score, and each child’s individual Q-set data were correlated with the criterion sorts. The resulting correlations for each child’s profile with the prototypical ego-resiliency and ego-control criterion sorts represent how similar or different the individual child was compared to the prototype profiles. A high positive correlation with ego-resiliency criterion sort indicates a high level of ego-resiliency. A high positive correlation with ego-control indicates high ego undercontrol.

PEABODY PICTURE VOCABULARY TEST, Revised (PPVT):

Dunn, L.M., & Dunn, L. (1981). The Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance Service.

The children completed this copyrighted assessment while they were in camp. The PPVT-R is a widely used test of receptive (hearing) vocabulary for Standard English (4 training items and 204 test items). Each item consists of four black and white illustrations. The test taker selects the picture that best represents the meaning of a stimulus word presented orally. Although not a comprehensive measure of general intelligence, the PPVT-R measures an important aspect of general intelligence through assessing vocabulary ability, which has been shown to be highly related to general intelligence. The PPVT-R demonstrates adequate internal consistency (median split half reliability of .80), and an average correlation of .64 with WISC full scale IQ (Dunn & Dunn, 1981). Raw, standard, percentile and normalized standard scores are provided in the distributed data file.

LEVONN MEASURE (LEV):

Richters, J.E., Martinez, P., & Valla, J.P. (1990). Levonn: A cartoon-based structured interview for assessing young children's distress symptoms. National Institute of Mental Health.

In the context of individual interviews at camp, children younger than 9 years old completed the Levonn Measure (Richters, Martinez, & Valla, 1990), which is a cartoon-based measure in which children rate the frequency of various distress symptoms. This culturally sensitive cartoon-based interview: (1) depicts the central character, Levonn, as an urban child; (2) includes depictions of symptoms associated with post-traumatic stress disorder; (3) includes a 2 or 3 sentence script with each cartoon; and (4) uses a response format for indicating frequency that consists of pictures of a thermometer filled with varying degrees of mercury for never, some of the time, and a lot of the time.

Subscales representing depression (10 items, Cronbach's alpha = .78), anxiety/intrusive thoughts (14 items, Cronbach's alpha = .84), and sleep problems (7 items, Cronbach's alpha = .71) emerge from this interview. Correlations among the scales range from .64 to .85, being sufficiently high to justify

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combining them into a single index of children's distress symptoms. This summary variable is included in Dataset #096. A copy of the complete measure is included in the Appendices section of this guide.

The Levonn Measure has been used successfully with school-aged urban children (Martinez & Richters, 1993). It is administered to children less than 9 years old. One-week test-retest reliability for the composite distress rating computed by summing across all symptom scores is high and significant (r = .81, p < .001). The composite symptom score is significantly related to parent-rated Child Behavior Checklist scores (r = .30, p < .01), and to parent ratings of children's distress based on the Checklist of Child Distress Symptoms (r = .32, p < .01; Martinez & Richters, 1993). The total sum score for both camp sessions is included in the file.

CHECKLIST OF CHILD DISTRESS SYMPTOMS (PTSD):

Richters, J.E., & Martinez, P. (1990). Checklist of child distress symptoms. National Institute of Mental Health.

Children 9 years old and above completed the Checklist of Child Distress Symptoms (Richters & Martinez, 1990). This checklist was developed from diagnostic criteria described in the Diagnostic and Statistical Manual of Mental Disorders (3rd ed., revised - American Psychiatric Association, 1987) for depression and anxiety. The checklist includes 28 symptom descriptions rated on a 5-point Likert scale ranging from never to most of the time. Children's ratings of their distress symptoms yield two correlated subscales (r = .64, p < .001) of moderately high reliability: depression (Cronbach's alpha = .71) and anxiety (Cronbach's alpha = .72). Children's composite scores of distress are significantly related to their scores on the Child Depression Inventory (r = .49, p < .01; Martinez & Richters, 1993). A total sum score is included in DS_096. A copy of the instrument is included in the Appendices section below.

Children's parents completed the parent-report form of the Checklist of Child Distress Symptoms (Richters & Martinez, 1990) as part of a home visit with the primary caregiver. As above, this is a 28- item checklist indicating the presence of symptoms. Also as above, parents' ratings of children's distress symptoms yield two correlated subscales (r = .80, p < .001) of moderately high reliability: depression (Cronbach's alpha = .75) and anxiety (Cronbach's alpha = .70). Parent-child agreement about the relative levels of children's symptoms is modest but significant (r = .32, p < .01; Martinez & Richters, 1993). The parents’ ratings are not included in the dataset distributed by NDACAN. Overall, children report significantly higher levels of depression and anxiety than their parents report about them.

CHILD DEPRESSION INVENTORY (CDI):

Kovacs, M. (1985). The children's depression inventory. Psychopharmacology Bulletin, 21, 995-998.

All children completed the Child Depression Inventory (Kovacs, 1985), a widely used measure of children's depressive symptoms. The Child Depression Inventory contains 27 items that assess the affective, cognitive, and behavioral concomitants of depression. The scale is copyrighted and can be obtained from the publisher. Children are asked to choose one of three alternatives for each item, 0, 1,

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NDACAN Dataset #96 Developmental Perspective

2, selecting the description that best characterizes their functioning over the prior 2 weeks. Scores on individual items are summed and range from 0 to 54, with higher scores indicating more severe depressed symptomatology. Typically scores greater than 12 on the CDI are thought to reflect mild depression, while scores of 19 or above have been equated with clinically significant levels of depression (Smucker, Craighead, Wilcoxan Craighead, & Green, 1986). The CDI has been demonstrated to possess high internal consistency and moderate test-retest reliability, to discriminate between clinical and nonclinical groups of children, and to correlate with constructs associated with depression such as self-esteem, perceived competence, and attributional style (Kazdin, 1990). The summary score is provided in the NDACAN file.

CHILD BEHAVIOR CHECKLIST (CBCL):

Achenbach, T. (1991). Manual for the Teacher's Report Form and 1991 Profile. Burlington, VT: University of Vermont, Department of Psychiatry.

Counselors completed the Teacher Report Form of the Child Behavior Checklist (Achenbach, 1991) at the end of camp. This copyrighted checklist is a widely used rating of children's externalizing and internalizing symptoms. The teacher version of the Child Behavior Checklist contains a 118-item checklist that covers a broad range of problems relevant to children's mental health referrals that are identifiable by adults (e.g., can't sit still, restless or hyperactive and gets in many fights). Each of the behavior problem items is scored on a 3-point scale with 0 = not true, 1 = somewhat or sometimes true and 2 = very true or often true of the child. Counselors were instructed to base their ratings of the child on behaviors occurring during the course of children's attendance in camp. Three t-scores are provided, that for the total problem score, the internalizing score, and the externalizing score. The CBCL can be obtained from the publisher.

Reliability of the Teacher Report Form (TRF) has been established on an ethnically diverse standardization sample. The median test-retest correlation for all scales of the TRF is .90 over a one- week period. Over longer intervals, median test-retest reliabilities range from .84 for a 15-day period to .68 over a 4-month period. Inter-rater has been reported to range from .30 to .84 across to age levels (6 to 11 and 12 to 16 years old) and across boys and girls. The items of the TRF Child Behavior Checklist correlate positively (p < .005) with clinic-referred status.

Related Publications & Reports *Users are strongly encouraged to obtain these references before doing analyses.*

Cicchetti, D., Lynch, M., & Manly, J. (1998). An ecological developmental perspective on the consequences of child maltreatment (Final Report Grant No. 90-CA-1546). Washington DC: U.S. Department of Health and Human Services, National Clearinghouse on Child Abuse and Neglect Information.

Lynch, M., & Cicchetti, D. (1998). An ecological-transactional analysis of children and contexts: The longitudinal interplay among child maltreatment, community violence, and children's symptomatology. Development and Psychopathology, 10, 235-257.

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Lynch, M., & Cicchetti, D. (1998). Trauma, mental representation and the organization of memory for mother-referent material. Development and Psychopathology, 10, 739-759.

Martinez, P., & Richters, J. E. (1993). The NIMH community violence project: II. children's distress symptoms associated with violence exposure. Psychiatry: Interpersonal and Biological Processes, 56(1), 22.

Richters, J. E., & Martinez, P. (1993). The NIMH community violence project: I. children as victims of and witnesses to violence. Psychiatry: Interpersonal and Biological Processes, 56(1), 7.

Rogosch, F., & Cicchetti, D. (2004). Child maltreatment and emergent personality organization: Perspectives from the five-factor model. Journal of Abnormal Child Psychology, 32(2), 123–145.

Analytic Considerations

Please consult the articles listed in the "Related Publications & Reports" section for analytic guidance.

Confidentiality Protection

To preserve the confidentiality of the participants’ responses, birthdates have been eliminated from the dataset. Children’s and caregivers’ ages at wave 1 are captured, however, by variables representing age in years. For both respondent age and child age, all values are integers.

Extent of Collection

This data collection consists of the User’s Guide and Codebook, thirty-one text data files with data import statements for SAS & SPSS, thirty-one Stata native files, copies of most measures used in the study, and a copy of the project’s final report.

Extent of Processing

NDACAN produced the User’s Guide and Codebook, changed variable names and labels, modified value labels, and created a single data file, known as DS096, that combines the most relevant study variables.

DATA FILE INFORMATION

File Specifications

No. File Name Case Count

Variable Count

Records Per Respondent

1 DS_096 300 191 1 2 YR1_BR 300 13 1 3 YR1_CBCL 300 4 1 4 YR1_CDI 300 29 1 5 YR1_CTS 300 23 1

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No. File Name Case Count

Variable Count

Records Per Respondent

6 YR1_CV_A 300 65 1 7 YR1_CV_C 300 96 1 8 YR1_LEV 300 31 1 9 YR1_NEIGH 300 8 1

10 YR1_PEI 300 42 1 11 YR1_PML 300 15 1 12 YR1_PN 300 8 1 13 YR1_PPVT 300 5 1 14 YR1_PTSD 300 30 1 15 YR1_QSORT 300 3 1 16 YR1_SEI 300 65 1 17 YR2_BR 300 13 1 18 YR2_CBCL 300 4 1 19 YR2_CDI 300 29 1 20 YR2_CTS 300 23 1 21 YR2_CV_A 300 65 1 22 YR2_CV_C 300 96 1 23 YR2_LEV 300 31 1 24 YR2_NEIGH 300 8 1 25 YR2_PEI 300 42 1 26 YR2_PML 300 15 1 27 YR2_PN 300 8 1 28 YR2_PPVT 300 5 1 29 YR2_PTSD 300 30 1 30 YR2_QSORT 300 3 1 31 YR2_SEI 300 65 1

Note: It is important for you to inspect the frequencies for the variables of interest prior to conducting your analyses.

Data File Notes

Description of the DS_096 data file: The DS_096 file consists of variabls from the 30 individual data files. The file was created by including the score variables from each of the individual files. In instances where score variable were not computed or appropriate, all variables from those files were included in the DS_096 file. Each case, or record, in the file contains wave 1 and wave 2 data for a single child. Data collected during the first wave have variables names or initial variable name stems ending in 1. Variables with names or initial name stems ending in 2 contain data collected at wave 2. Demographic data were only collected at in the first wave and do not have a wave identifier in the variable name. With the exception of

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NDACAN Dataset #96 Developmental Perspective

demographic variables, variable labels in DS_096 contain a prefix code that identifies the measure to which the variable applies. Table 2 indicates the prefix for each of the measures used in this study.

This dataset represents year one and two of a four year data collection effort. Dataset #110 contains the third and fourth year follow-up data.

Table 2: List of Measure Abbreviations

Abbreviation Measure name

MCS Maltreatment Classification Rating Scale CV Community Violence Survey

PML Domains of Functioning ON Neighborhood Satisfaction Scale

CTS Conflict Tactics Scale PEI Pupil Evaluation Scale PN Peer Nominations BR Behavior Ratings

SEI Self-Esteem Inventory CA California Child Q-Set

PPVT Peabody Picture Vocabulary Test LEV Levonn Measure

PTDS Checklist of Child Distress Symptoms CDI Child Depression Inventory

CBCL Child Behavior Checklist

Technical support for this dataset is provided by NDACAN. Please send your inquiries to [email protected].

User’s Guide • 15

mailto:[email protected]

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NDACAN Dataset #96 Developmental Perspective

User’s Guide • 16

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NDACAN Dataset #96 Developmental Perspective

CODEBOOK: Dataset #96 Variable Information

The Codebook provides the following information: The position of the variable in the data file, variable name, variable label, variable group, variable format, values, value labels, and relevant notes and definitions.

Lists of the variables are also provided, first by position and then alphabetically.

Codebook • 17

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NDACAN Dataset #96 Developmental Perspective

Codebook • 18

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

Variable List by Position Position Variable Name Variable Label Group

ID Identification No. Unassigned ID_CHAR Respondent Demographics RAGE Respondent's Age Demographics RRACE Respondent's Race Demographics RTOTINC Total Family Income in Thousands Demographics RHED Respondent's Hollingshead Education Score Demographics RNMADULT No. Of Adults Living in Home Demographics RTOTKIDS No. Of Children Living in Home Demographics RMASTAT Respondent's Marital Status Demographics RAFDC Family's Receipt Of Public Assistance Demographics SEX Child's Gender Demographics RACE Child's Race Demographics CAGE Child's Age (Yrs.) Demographics MALSTAT MCS Maltx Status MCS EMSEV MCS Maximum Severity Of Emotional Maltx MCS PNSEV MCS Maximum Severity Of Physical Neglect MCS PASEV MCS Maximum Severity Of Physical Abuse MCS SASEV MCS Maximum Severity Of Sexual Abuse MCS INF MCS Maltx During Infancy MCS TDL MCS Maltx During Toddlerhood MCS PSC MCS Maltx During Preschool MCS SA MCS Maltx During School Age MCS LSA MCS Maltx During Later School Age MCS DEV_N MCS No. Of Developmental Periods MCS EMINF MCS Emotional Maltx During Infancy MCS PNINF MCS Physical Neglect During Infancy MCS PAINF MCS Physical Abuse During Infancy MCS SAINF MCS Sexual Abuse During Infancy MCS EMTDL MCS Emotional Maltx During Toddlerhood MCS PNTDL MCS Physical Neglect During Toddlerhood MCS PATDL MCS Physical Abuse During Toddlerhood MCS SATDL MCS Sexual Abuse During Toddlerhood MCS EMPSC MCS Emotional Maltx During Preschool MCS PNPSC MCS Physical Neglect During Preschool MCS PAPSC MCS Physical Abuse During Preschool MCS

Codebook • 19

Position Variable Name Variable Label Group

36 SAPSC MCS Sexual Abuse During Preschool MCS 37 EMSA MCS Emotional Abuse During School Age MCS 38 PNSA MCS Physical Neglect During School Age MCS 39 PASA MCS Physical Abuse During School Age MCS 40 SASA MCS Sexual Abuse During School Age MCS 41 EMLSA MCS Emotional Maltx During Later School Age MCS 42 PNLSA MCS Physical Neglect During Later School Age MCS 43 PALSA MCS Physical Abuse During Later School Age MCS 44 SALSA MCS Sexual Abuse During Later School Age MCS 45 PML1_Q01 PML Usually Look Forward To School YR1 PML 46 PML1_Q02 PML Feel Safe At School YR1 PML 47 PML1_Q03 PML School Is Nice Place To Be YR1 PML 48 PML1_Q04 PML Kids Can Grow Up, Succeed YR1 PML 49 PML1_Q05 PML I Feel Scared At School YR1 PML 50 PML1_Q06 PML Drugs, Gangs In My School YR1 PML 51 PML1_Q07 PML School Is Dangerous Place YR1 PML 52 PML1_Q08 PML Neighborhood Is Nice Place YR1 PML 53 PML1_Q09 PML Neighborhood People Friendly YR1 PML 54 PML1_Q10 PML Neighborhood Kids Can Succeed YR1 PML 55 PML1_Q11 PML I Feel Scared In Neighborhood YR1 PML 56 PML1_Q12 PML Kids Get Into Trouble YR1 PML 57 PML1_Q13 PML Drugs, Gangs In Neighborhood YR1 PML 58 PML1_Q14 PML Neighborhood Is Dangerous Place YR1 PML 59 PML2_Q01 PML Usually Look Forward To School YR2 PML 60 PML2_Q02 PML Feel Safe At School YR2 PML 61 PML2_Q03 PML School Is Nice Place To Be YR2 PML 62 PML2_Q04 PML Kids Can Grow Up, Succeed YR2 PML 63 PML2_Q05 PML I Feel Scared At School YR2 PML 64 PML2_Q06 PML Drugs, Gangs In My School YR2 PML 65 PML2_Q07 PML School Is Dangerous Place YR2 PML 66 PML2_Q08 PML Neighborhood Is Nice Place YR2 PML 67 PML2_Q09 PML Neighborhood People Friendly YR2 PML 68 PML2_Q10 PML Neighborhood Kids Can Succeed YR2 PML 69 PML2_Q11 PML I Feel Scared In Neighborhood YR2 PML 70 PML2_Q12 PML Kids Get Into Trouble YR2 PML 71 PML2_Q13 PML Drugs, Gangs In Neighborhood YR2 PML 72 PML2_Q14 PML Neighborhood Is Dangerous Place YR2 PML 73 ON1_Q1 ON Neighborhood Is Nice Place YR1 ON

Codebook • 20

Position Variable Name Variable Label Group

74 ON1_Q2 ON Neighborhood People Friendly YR1 ON 75 ON1_Q3 ON Neighborhood Kids Can Succeed YR1 ON 76 ON1_Q4 ON I Feel Afraid In Neighborhood YR1 ON 77 ON1_Q5 ON Kids, Adults Get Into Trouble YR1 ON 78 ON1_Q6 ON Drugs, Gangs In Neighborhood YR1 ON 79 ON1_Q7 ON Neighborhood Is Dangerous Place YR1 ON 80 ON2_Q1 ON Neighborhood Is Nice Place YR2 ON 81 ON2_Q2 ON Neighborhood People Friendly YR2 ON 82 ON2_Q3 ON Neighborhood Kids Can Succeed YR2 ON 83 ON2_Q4 ON I Feel Afraid In Neighborhood YR2 ON 84 ON2_Q5 ON Kids, Adults Get Into Trouble YR2 ON 85 ON2_Q6 ON Drugs, Gangs In Neighborhood YR2 ON 86 ON2_Q7 ON Neighborhood Is Dangerous Place YR2 ON 87 REASON1 CTS Reasoning Conflict YR1 CTS 88 V_CONF1 CTS Verbal Conflict YR1 CTS 89 P_CONF1 CTS Physical Conflict YR1 CTS 90 REASON2 CTS Reasoning Conflict YR2 CTS 91 V_CONF2 CTS Verbal Conflict YR2 CTS 92 P_CONF2 CTS Physical Conflict YR2 CTS 93 PEIAGGZ1 PEI Aggression Z-Score YR1 PEI 94 PEIWDRZ1 PEI Withdrawal Z-Score YR1 PEI 95 PEILIKZ1 PEI Likeability Z-Score YR1 PEI 96 AGG1 PEI Aggression Score YR1 PEI 97 WDR1 PEI Withdrawal Score YR1 PEI 98 LIK1 PEI Likeability Score YR1 PEI 99 PEIAGGZ2 PEI Aggression Z-Score YR2 PEI 100 PEIWDRZ2 PEI Withdrawal Z-Score YR2 PEI 101 PEILIKZ2 PEI Likeability Z-Score YR2 PEI 102 AGG2 PEI Aggression Score YR2 PEI 103 WDR2 PEI Withdrawal Score YR2 PEI 104 LIK2 PEI Likeability Score YR2 PEI 105 MOST1Z1 PN Like To Play With Most YR1 PN 106 LEAST1Z1 PN Like To Play With Least YR1 PN 107 COOPZ1 PN Cooperates, Pitches In, Shares YR1 PN 108 DISRPTZ1 PN Upsets Everything, Doesn't Share YR1 PN 109 SHYZ1 PN Very Quiet And Shy YR1 PN 110 FIGHTSZ1 PN Starts Fights, Pushes, Hits YR1 PN 111 LEADERZ1 PN Chosen As Leader YR1 PN

Codebook • 21

Position Variable Name Variable Label Group

112 MOST1Z2 PN Like To Play With Most YR2 PN 113 LEAST1Z2 PN Like To Play With Least YR2 PN 114 COOPZ2 PN Cooperates, Pitches In, Shares YR2 PN 115 DISRPTZ2 PN Upsets Everything, Doesn't Share YR2 PN 116 SHYZ2 PN Very Quiet And Shy YR2 PN 117 FIGHTSZ2 PN Starts Fights, Pushes, Hits YR2 PN 118 LEADERZ2 PN Chosen As Leader YR2 PN 119 COOP1 BR Cooperation Mean YR1 BR 120 WDWL1 BR Withdrawal Mean YR1 BR 121 AGRS1 BR Aggression Mean YR1 BR 122 COOP2 BR Cooperation Mean YR2 BR 123 WDWL2 BR Withdrawal Mean YR2 BR 124 AGRS2 BR Aggression Mean YR2 BR 125 MNGENS1 SEI General Self Score YR1 SEI 126 MNSOCS1 SEI Social Self Score YR1 SEI 127 MNHOME1 SEI Home-Parent Score YR1 SEI 128 MNSCHL1 SEI School-Academic Score YR1 SEI 129 MNLIE1 SEI Lie Score YR1 SEI 130 MNTOTS1 SEI Total Self Score YR1 SEI 131 MNGENS2 SEI General Self Score YR2 SEI 132 MNSOCS2 SEI Social Self Score YR2 SEI 133 MNHOME2 SEI Home-Parent Score YR2 SEI 134 MNSCHL2 SEI School-Academic Score YR2 SEI 135 MNLIE2 SEI Lie Score YR2 SEI 136 MNTOTS2 SEI Total Self Score YR2 SEI 137 ER1 CA Q-Sort Ego Resiliency YR1 CA 138 EC1 CA Q-Sort Ego Control YR1 CA 139 ER2 CA Q-Sort Ego Resiliency YR2 CA 140 EC2 CA Q-Sort Ego Control YR2 CA 141 RAW_SCO1 PPVT Raw Score YR1 PPVT 142 STD_SCO1 PPVT Standard Score YR1 PPVT 143 PRCNTLE1 PPVT Percentile Score YR1 PPVT 144 STANINE1 PPVT Normalized Standard Score YR1 PPVT 145 RAW_SCO2 PPVT Raw Score YR2 PPVT 146 STD_SCO2 PPVT Standard Score YR2 PPVT 147 PRCNTLE2 PPVT Percentile Score YR2 PPVT 148 STANINE2 PPVT Normalized Standard Score YR2 PPVT 149 LEV1 LEV Total Score YR1 LEV

Codebook • 22

Position Variable Name Variable Label Group

150 LEV2 LEV Total Score YR2 LEV 151 PTSD1 PTSD Total Score YR1 PTSD 152 PTSD2 PTSD Total Score YR2 PTSD 153 CDI_TOT1 CDI Total Score YR1 CDI 154 CDI_TOT2 CDI Total Score YR2 CDI 155 TS_BP1 CBCL Total Problems T-Score YR1 CBCL 156 TS_I1 CBCL Internalizing T-Score YR1 CBCL 157 TS_E1 CBCL Externalizing T-Score YR1 CBCL 158 TS_BP2 CBCL Total Problems T-Score YR2 CBCL 159 TS_I2 CBCL Internalizing T-Score YR2 CBCL 160 TS_E2 CBCL Externalizing T-Score YR2 CBCL 161 CXTOTAL1 CV_C Total raw score for children younger than 9 YR1 CV 162 CXVICTIM1 CV_C Victimization raw score for children younger CV

than 9 YR1 163 CXWITNSS1 CV_C Witnessing raw score for children younger than CV

9 YR1 164 CWITNSS1 CV_C Witnessing raw score for children 9 and older CV

YR1 165 CVICTIM1 CV_C Victimization raw score for children 9 and older CV

YR1 166 CTOTAL1 CV_C Total raw score for children 9 and older YR1 CV 167 CV_FLAG CV_C children under 9 who received Things I Have CV

Seen and Heard 168 CSTDTOTAL1 CV_C standardized total score YR1 CV 169 CSTDVICTIM1 CV_C standardized victimization score YR1 CV 170 CSTDWITNSS1 CV_C standardized witness score YR1 CV 171 CXTOTAL2 CV_C Total raw score for children younger than 9 YR2 CV 172 CXVICTIM2 CV_C Victimization raw score for children younger CV

than 9 YR2 173 CXWITNSS2 CV_C Witnessing raw score for children younger than CV

9 YR2 174 CWITNSS2 CV_C Witnessing raw score for children 9 and older CV

YR2 175 CVICTIM2 CV_C Victimization raw score for children 9 and older CV

YR2 176 CTOTAL2 CV_C Total raw score for children 9 and older YR2 CV 177 CSTDTOTAL2 CV_C standardized total score YR2 CV 178 CSTDVICTIM2 CV_C standardized victimization score YR2 CV 179 CSTDWITNSS2 CV_C standardized witness score YR2 CV 180 AWITNESS1 CV_A Witnessing raw score for adults YR1 CV 181 AVICTIM1 CV_A Victimization raw score for adults YR1 CV

Codebook • 23

Position Variable Name Variable Label Group

182 ATOTAL1 CV_A Total raw score for adults YR1 CV 183 ASTDTOTAL1 CV_A Standardized total score for adults YR1 CV 184 ASTDVICTIM1 CV_A Standardized victimization score for adults YR1 CV 185 ASTDWITNESS1 CV_A Standardized witnessing score for adults YR1 CV 186 AWITNESS2 CV_A Witnessing raw score for adults YR2 CV 187 AVICTIM2 CV_A Victimization raw score for adults YR2 CV 188 ATOTAL2 CV_A Total raw score for adults YR2 CV 189 ASTDTOTAL2 CV_A Standardized total score for adults YR2 CV 190 ASTDVICTIM2 CV_A Standardized victimization score for adults YR2 CV 191 ASTDWITNESS2 CV_A Standardized witnessing score for adults YR2 CV

Codebook • 24

Variable List by Variable Name Position Variable Name Variable Label Group

96 AGG1 PEI Aggression Score YR1 PEI 102 AGG2 PEI Aggression Score YR2 PEI 121 AGRS1 BR Aggression Mean YR1 BR 124 AGRS2 BR Aggression Mean YR2 BR 183 ASTDTOTAL1 CV_A Standardized total score for adults YR1 CV 189 ASTDTOTAL2 CV_A Standardized total score for adults YR2 CV 184 ASTDVICTIM1 CV_A Standardized victimization score for adults YR1 CV 190 ASTDVICTIM2 CV_A Standardized victimization score for adults YR2 CV 185 ASTDWITNESS1 CV_A Standardized witnessing score for adults YR1 CV 191 ASTDWITNESS2 CV_A Standardized witnessing score for adults YR2 CV 182 ATOTAL1 CV_A Total raw score for adults YR1 CV 188 ATOTAL2 CV_A Total raw score for adults YR2 CV 181 AVICTIM1 CV_A Victimization raw score for adults YR1 CV 187 AVICTIM2 CV_A Victimization raw score for adults YR2 CV 180 AWITNESS1 CV_A Witnessing raw score for adults YR1 CV 186 AWITNESS2 CV_A Witnessing raw score for adults YR2 CV 13 CAGE Child's Age (Yrs.) Demographics 153 CDI_TOT1 CDI Total Score YR1 CDI 154 CDI_TOT2 CDI Total Score YR2 CDI 119 COOP1 BR Cooperation Mean YR1 BR 122 COOP2 BR Cooperation Mean YR2 BR 107 COOPZ1 PN Cooperates, Pitches In, Shares YR1 PN 114 COOPZ2 PN Cooperates, Pitches In, Shares YR2 PN 168 CSTDTOTAL1 CV_C standardized total score YR1 CV 177 CSTDTOTAL2 CV_C standardized total score YR2 CV 169 CSTDVICTIM1 CV_C standardized victimization score YR1 CV 178 CSTDVICTIM2 CV_C standardized victimization score YR2 CV 170 CSTDWITNSS1 CV_C standardized witness score YR1 CV 179 CSTDWITNSS2 CV_C standardized witness score YR2 CV 166 CTOTAL1 CV_C Total raw score for children 9 and older YR1 CV 176 CTOTAL2 CV_C Total raw score for children 9 and older YR2 CV 167 CV_FLAG CV_C children under 9 who received Things I Have CV

Seen and Heard 165 CVICTIM1 CV_C Victimization raw score for children 9 and older CV

YR1

Codebook • 25

Position Variable Name Variable Label Group

175 CVICTIM2 CV_C Victimization raw score for children 9 and older CV YR2

164 CWITNSS1 CV_C Witnessing raw score for children 9 and older CV YR1

174 CWITNSS2 CV_C Witnessing raw score for children 9 and older CV YR2

161 CXTOTAL1 CV_C Total raw score for children younger than 9 YR1 CV 171 CXTOTAL2 CV_C Total raw score for children younger than 9 YR2 CV 162 CXVICTIM1 CV_C Victimization raw score for children younger CV

than 9 YR1 172 CXVICTIM2 CV_C Victimization raw score for children younger CV

than 9 YR2 163 CXWITNSS1 CV_C Witnessing raw score for children younger than CV

9 YR1 173 CXWITNSS2 CV_C Witnessing raw score for children younger than CV

9 YR2 24 DEV_N MCS No. Of Developmental Periods MCS 108 DISRPTZ1 PN Upsets Everything, Doesn't Share YR1 PN 115 DISRPTZ2 PN Upsets Everything, Doesn't Share YR2 PN 138 EC1 CA Q-Sort Ego Control YR1 CA 140 EC2 CA Q-Sort Ego Control YR2 CA 25 EMINF MCS Emotional Maltx During Infancy MCS 41 EMLSA MCS Emotional Maltx During Later School Age MCS 33 EMPSC MCS Emotional Maltx During Preschool MCS 37 EMSA MCS Emotional Abuse During School Age MCS 15 EMSEV MCS Maximum Severity Of Emotional Maltx MCS 29 EMTDL MCS Emotional Maltx During Toddlerhood MCS 137 ER1 CA Q-Sort Ego Resiliency YR1 CA 139 ER2 CA Q-Sort Ego Resiliency YR2 CA 110 FIGHTSZ1 PN Starts Fights, Pushes, Hits YR1 PN 117 FIGHTSZ2 PN Starts Fights, Pushes, Hits YR2 PN 1 ID Identification No. Unassigned 2 ID_CHAR Respondent Demographics 19 INF MCS Maltx During Infancy MCS 111 LEADERZ1 PN Chosen As Leader YR1 PN 118 LEADERZ2 PN Chosen As Leader YR2 PN 106 LEAST1Z1 PN Like To Play With Least YR1 PN 113 LEAST1Z2 PN Like To Play With Least YR2 PN 149 LEV1 LEV Total Score YR1 LEV 150 LEV2 LEV Total Score YR2 LEV

Codebook • 26

Position Variable Name Variable Label Group

98 LIK1 PEI Likeability Score YR1 PEI 104 LIK2 PEI Likeability Score YR2 PEI 23 LSA MCS Maltx During Later School Age MCS 14 MALSTAT MCS Maltx Status MCS 125 MNGENS1 SEI General Self Score YR1 SEI 131 MNGENS2 SEI General Self Score YR2 SEI 127 MNHOME1 SEI Home-Parent Score YR1 SEI 133 MNHOME2 SEI Home-Parent Score YR2 SEI 129 MNLIE1 SEI Lie Score YR1 SEI 135 MNLIE2 SEI Lie Score YR2 SEI 128 MNSCHL1 SEI School-Academic Score YR1 SEI 134 MNSCHL2 SEI School-Academic Score YR2 SEI 126 MNSOCS1 SEI Social Self Score YR1 SEI 132 MNSOCS2 SEI Social Self Score YR2 SEI 130 MNTOTS1 SEI Total Self Score YR1 SEI 136 MNTOTS2 SEI Total Self Score YR2 SEI 105 MOST1Z1 PN Like To Play With Most YR1 PN 112 MOST1Z2 PN Like To Play With Most YR2 PN 73 ON1_Q1 ON Neighborhood Is Nice Place YR1 ON 74 ON1_Q2 ON Neighborhood People Friendly YR1 ON 75 ON1_Q3 ON Neighborhood Kids Can Succeed YR1 ON 76 ON1_Q4 ON I Feel Afraid In Neighborhood YR1 ON 77 ON1_Q5 ON Kids, Adults Get Into Trouble YR1 ON 78 ON1_Q6 ON Drugs, Gangs In Neighborhood YR1 ON 79 ON1_Q7 ON Neighborhood Is Dangerous Place YR1 ON 80 ON2_Q1 ON Neighborhood Is Nice Place YR2 ON 81 ON2_Q2 ON Neighborhood People Friendly YR2 ON 82 ON2_Q3 ON Neighborhood Kids Can Succeed YR2 ON 83 ON2_Q4 ON I Feel Afraid In Neighborhood YR2 ON 84 ON2_Q5 ON Kids, Adults Get Into Trouble YR2 ON 85 ON2_Q6 ON Drugs, Gangs In Neighborhood YR2 ON 86 ON2_Q7 ON Neighborhood Is Dangerous Place YR2 ON 89 P_CONF1 CTS Physical Conflict YR1 CTS 92 P_CONF2 CTS Physical Conflict YR2 CTS 27 PAINF MCS Physical Abuse During Infancy MCS 43 PALSA MCS Physical Abuse During Later School Age MCS 35 PAPSC MCS Physical Abuse During Preschool MCS 39 PASA MCS Physical Abuse During School Age MCS

Codebook • 27

Position Variable Name Variable Label Group

17 PASEV MCS Maximum Severity Of Physical Abuse MCS 31 PATDL MCS Physical Abuse During Toddlerhood MCS 93 PEIAGGZ1 PEI Aggression Z-Score YR1 PEI 99 PEIAGGZ2 PEI Aggression Z-Score YR2 PEI 95 PEILIKZ1 PEI Likeability Z-Score YR1 PEI 101 PEILIKZ2 PEI Likeability Z-Score YR2 PEI 94 PEIWDRZ1 PEI Withdrawal Z-Score YR1 PEI 100 PEIWDRZ2 PEI Withdrawal Z-Score YR2 PEI 45 PML1_Q01 PML Usually Look Forward To School YR1 PML 46 PML1_Q02 PML Feel Safe At School YR1 PML 47 PML1_Q03 PML School Is Nice Place To Be YR1 PML 48 PML1_Q04 PML Kids Can Grow Up, Succeed YR1 PML 49 PML1_Q05 PML I Feel Scared At School YR1 PML 50 PML1_Q06 PML Drugs, Gangs In My School YR1 PML 51 PML1_Q07 PML School Is Dangerous Place YR1 PML 52 PML1_Q08 PML Neighborhood Is Nice Place YR1 PML 53 PML1_Q09 PML Neighborhood People Friendly YR1 PML 54 PML1_Q10 PML Neighborhood Kids Can Succeed YR1 PML 55 PML1_Q11 PML I Feel Scared In Neighborhood YR1 PML 56 PML1_Q12 PML Kids Get Into Trouble YR1 PML 57 PML1_Q13 PML Drugs, Gangs In Neighborhood YR1 PML 58 PML1_Q14 PML Neighborhood Is Dangerous Place YR1 PML 59 PML2_Q01 PML Usually Look Forward To School YR2 PML 60 PML2_Q02 PML Feel Safe At School YR2 PML 61 PML2_Q03 PML School Is Nice Place To Be YR2 PML 62 PML2_Q04 PML Kids Can Grow Up, Succeed YR2 PML 63 PML2_Q05 PML I Feel Scared At School YR2 PML 64 PML2_Q06 PML Drugs, Gangs In My School YR2 PML 65 PML2_Q07 PML School Is Dangerous Place YR2 PML 66 PML2_Q08 PML Neighborhood Is Nice Place YR2 PML 67 PML2_Q09 PML Neighborhood People Friendly YR2 PML 68 PML2_Q10 PML Neighborhood Kids Can Succeed YR2 PML 69 PML2_Q11 PML I Feel Scared In Neighborhood YR2 PML 70 PML2_Q12 PML Kids Get Into Trouble YR2 PML 71 PML2_Q13 PML Drugs, Gangs In Neighborhood YR2 PML 72 PML2_Q14 PML Neighborhood Is Dangerous Place YR2 PML 26 PNINF MCS Physical Neglect During Infancy MCS 42 PNLSA MCS Physical Neglect During Later School Age MCS

Codebook • 28

Position Variable Name Variable Label Group

34 PNPSC MCS Physical Neglect During Preschool MCS 38 PNSA MCS Physical Neglect During School Age MCS 16 PNSEV MCS Maximum Severity Of Physical Neglect MCS 30 PNTDL MCS Physical Neglect During Toddlerhood MCS 143 PRCNTLE1 PPVT Percentile Score YR1 PPVT 147 PRCNTLE2 PPVT Percentile Score YR2 PPVT 21 PSC MCS Maltx During Preschool MCS 151 PTSD1 PTSD Total Score YR1 PTSD 152 PTSD2 PTSD Total Score YR2 PTSD 12 RACE Child's Race Demographics 10 RAFDC Family's Receipt Of Public Assistance Demographics 3 RAGE Respondent's Age Demographics

141 RAW_SCO1 PPVT Raw Score YR1 PPVT 145 RAW_SCO2 PPVT Raw Score YR2 PPVT 87 REASON1 CTS Reasoning Conflict YR1 CTS 90 REASON2 CTS Reasoning Conflict YR2 CTS 6 RHED Respondent's Hollingshead Education Score Demographics 9 RMASTAT Respondent's Marital Status Demographics 7 RNMADULT No. Of Adults Living in Home Demographics 4 RRACE Respondent's Race Demographics 5 RTOTINC Total Family Income in Thousands Demographics 8 RTOTKIDS No. Of Children Living in Home Demographics 22 SA MCS Maltx During School Age MCS 28 SAINF MCS Sexual Abuse During Infancy MCS 44 SALSA MCS Sexual Abuse During Later School Age MCS 36 SAPSC MCS Sexual Abuse During Preschool MCS 40 SASA MCS Sexual Abuse During School Age MCS 18 SASEV MCS Maximum Severity Of Sexual Abuse MCS 32 SATDL MCS Sexual Abuse During Toddlerhood MCS 11 SEX Child's Gender Demographics 109 SHYZ1 PN Very Quiet And Shy YR1 PN 116 SHYZ2 PN Very Quiet And Shy YR2 PN 144 STANINE1 PPVT Normalized Standard Score YR1 PPVT 148 STANINE2 PPVT Normalized Standard Score YR2 PPVT 142 STD_SCO1 PPVT Standard Score YR1 PPVT 146 STD_SCO2 PPVT Standard Score YR2 PPVT 20 TDL MCS Maltx During Toddlerhood MCS 155 TS_BP1 CBCL Total Problems T-Score YR1 CBCL

Codebook • 29

Position Variable Name Variable Label Group

158 TS_BP2 CBCL Total Problems T-Score YR2 CBCL 157 TS_E1 CBCL Externalizing T-Score YR1 CBCL 160 TS_E2 CBCL Externalizing T-Score YR2 CBCL 156 TS_I1 CBCL Internalizing T-Score YR1 CBCL 159 TS_I2 CBCL Internalizing T-Score YR2 CBCL 88 V_CONF1 CTS Verbal Conflict YR1 CTS 91 V_CONF2 CTS Verbal Conflict YR2 CTS 97 WDR1 PEI Withdrawal Score YR1 PEI 103 WDR2 PEI Withdrawal Score YR2 PEI 120 WDWL1 BR Withdrawal Mean YR1 BR 123 WDWL2 BR Withdrawal Mean YR2 BR

Codebook • 30

Codebook Element

Name

Identification No.

Group

Unassigned

Type

Columns

1-5

ID_CHAR

Respondent

Value Value Label 1 Mother 2 Father 3 Grandmother 4 Grandfather 5 Foster parent 6 Other

RAGE

Respondent's Age

Demographics

7-8

RRACE

Respondent's Race

Value Value Label 1 Black 2 White 3 Hispanic 4 Black/White 5 Hispanic/White 6 Hispanic/Black 7 Asian 8 Indian 9 Other

Demographics F1

5 RTOTINC Demographics F5.1 10-14

Total Family Income in Thousands

6 RHED Demographics F1 15

Respondent's Hollingshead Education Score

Value Value Label 1 00-07th grade

Codebook • 31

Element

Name 2 08-09th grade 3 10-11th grade 4 12th grade or GED 5 Less than bachelor's degree 6 Bachelor's degree 7 Graduate/professional training

RNMADULT

No. Of Adults Living in Home

Group

Demographics

Type

F4.1

Columns

16-19

8 RTOTKIDS

No. Of Children Living in Home

Demographics F3 20-22

RMASTAT

Respondent's Marital Status

Demographics

Value Value Label 1 Never married 2 Married 3 Widowed 4 Divorced 5 Legally separated 6 Not legally separated 7 Living with someone as though married

RAFDC

Family's Receipt Of Public Assistance

Demographics

Value Value Label 1 Currently receiving full assistance 2 Has received, but not currently receiving assistance 3 Never received assistance 4 Currently receiving partial assistance

SEX

Child's Gender

Demographics

Value Value Label 0 Female 1 Male

RACE

Child's Race

Demographics F1 26

Value 1

Value Label Black

Codebook • 32

NameElement Group 2 White 3 Hispanic 4 Black/White 5 Hispanic/White 6 Hispanic/Black 7 Asian 8 Indian 9 Other

CAGE13

Child's Age (Yrs.)

Demographics

Type

Columns

27-28

MALSTAT14

MCS Maltx Status

MCS F1 29

Value Value Label 0 Control 1 Maltreatment

EMSEV15

MCS Maximum Severity Of Emotional Maltx

MCS F3 30-32

PNSEV16

MCS Maximum Severity Of Physical Neglect

MCS F3 33-35

PASEV17

MCS Maximum Severity Of Physical Abuse

MCS F3 36-38

SASEV18

MCS Maximum Severity Of Sexual Abuse

MCS F3 39-41

INF19

MCS Maltx During Infancy

MCS

Value Value Label 0 No 1 Yes

F1 42

Codebook • 33

Element Name Group Type Columns

20 TDL MCS F1 43

MCS Maltx During Toddlerhood

Value 0 1

Value Label No Yes

21 PSC MCS F1 44

MCS Maltx During Preschool

Value 0 1

Value Label No Yes

22 SA MCS F1 45

MCS Maltx During School Age

Value 0 1

Value Label No Yes

23 LSA MCS F1 46

MCS Maltx During Later School Age

Value 0 1

Value Label No Yes

24 DEV_N

MCS No. Of Developmental Periods

MCS F1 47

25 EMINF MCS F1 48

MCS Emotional Maltx During Infancy

Value 0 1

Value Label No Yes

26 PNINF MCS F1 49

MCS Physical Neglect During Infancy

Value 0 1

Value Label No Yes

Codebook • 34

Element Name Group Type Columns

27 PAINF MCS F1 50

MCS Physical Abuse During Infancy

Value 0 1

Value Label No Yes

28 SAINF MCS F1 51

MCS Sexual Abuse During Infancy

Value 0 1

Value Label No Yes

29 EMTDL MCS F1 52

MCS Emotional Maltx During Toddlerhood

Value 0 1

Value Label No Yes

30 PNTDL MCS F1 53

MCS Physical Neglect During Toddlerhood

Value 0 1

Value Label No Yes

31 PATDL MCS F1 54

MCS Physical Abuse During Toddlerhood

Value 0 1

Value Label No Yes

32 SATDL MCS F1 55

MCS Sexual Abuse During Toddlerhood

Value 0 1

Value Label No Yes

33 EMPSC MCS F1 56

MCS Emotional Maltx During Preschool

Value 0 1

Value Label No Yes

Codebook • 35

Element Name Group Type Columns

34 PNPSC MCS F1 57

MCS Physical Neglect During Preschool

Value 0 1

Value Label No Yes

35 PAPSC MCS F1 58

MCS Physical Abuse During Preschool

Value 0 1

Value Label No Yes

36 SAPSC MCS F1 59

MCS Sexual Abuse During Preschool

Value 0 1

Value Label No Yes

37 EMSA MCS F1 60

MCS Emotional Abuse During School Age

Value 0 1

Value Label No Yes

38 PNSA MCS F1 61

MCS Physical Neglect During School Age

Value 0 1

Value Label No Yes

39 PASA MCS F1 62

MCS Physical Abuse During School Age

Value 0 1

Value Label No Yes

40 SASA MCS F1 63

MCS Sexual Abuse During School Age

Value 0 1

Value Label No Yes

Codebook • 36

Element Name Group Type Columns

41 EMLSA MCS F1 64

MCS Emotional Maltx During Later School Age

Value Value Label 0 1

No Yes

42 PNLSA MCS F1 65

MCS Physical Neglect During Later School Age

Value Value Label 0 1

No Yes

43 PALSA MCS F1 66

MCS Physical Abuse During Later School Age

Value Value Label 0 1

No Yes

44 SALSA MCS F1 67

MCS Sexual Abuse During Later School Age

Value Value Label 0 1

No Yes

45 PML1_Q01 PML F1 68

PML Usually Look Forward To School YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

46 PML1_Q02 PML F1 69

PML Feel Safe At School YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

Codebook • 37

Element Name Group Type Columns

47 PML1_Q03 PML F1 70

PML School Is Nice Place To Be YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

48 PML1_Q04 PML F1 71

PML Kids Can Grow Up, Succeed YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

49 PML1_Q05 PML F1 72

PML I Feel Scared At School YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

50 PML1_Q06 PML F1 73

PML Drugs, Gangs In My School YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

51 PML1_Q07 PML F1 74

PML School Is Dangerous Place YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

52 PML1_Q08 PML F1 75

PML Neighborhood Is Nice Place YR1

Value Value Label

Codebook • 38

Element Name 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

Group Type Columns

53 PML1_Q09 PML F1 76

PML Neighborhood People Friendly YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

54 PML1_Q10 PML F1 77

PML Neighborhood Kids Can Succeed YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

55 PML1_Q11 PML F1 78

PML I Feel Scared In Neighborhood YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

56 PML1_Q12 PML F1 79

PML Kids Get Into Trouble YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

57 PML1_Q13 PML F1 80

PML Drugs, Gangs In Neighborhood YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

Codebook • 39

Element

Name Group

PML1_Q14

PML Neighborhood Is Dangerous Place YR1

PML

Type

Columns

Value Value Label 1 Almost never or never true 2 Sometimes true 3 Often true 4 Almost always or always true

PML2_Q01

PML Usually Look Forward To School YR2

PML F3 82-84

Value Value Label 1 Almost never or never true 2 Sometimes true 3 Often true 4 Almost always or always true

PML2_Q02

PML Feel Safe At School YR2

PML F3 85-87

Value Value Label 1 Almost never or never true 2 Sometimes true 3 Often true 4 Almost always or always true

PML2_Q03

PML School Is Nice Place To Be YR2

PML F3 88-90

Value Value Label 1 Almost never or never true 2 Sometimes true 3 Often true 4 Almost always or always true

PML2_Q04

PML Kids Can Grow Up, Succeed YR2

PML F3 91-93

Value Value Label 1 Almost never or never true 2 Sometimes true 3 Often true 4 Almost always or always true

PML2_Q05

PML I Feel Scared At School YR2

PML F3 94-96

Value Value Label

Codebook • 40

Element Name 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

Group Type Columns

64 PML2_Q06 PML F3 97-99

PML Drugs, Gangs In My School YR2

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

65 PML2_Q07 PML F3 100-102

PML School Is Dangerous Place YR2

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

66 PML2_Q08 PML F3 103-105

PML Neighborhood Is Nice Place YR2

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

67 PML2_Q09 PML F3 106-108

PML Neighborhood People Friendly YR2

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

68 PML2_Q10 PML F3 109-111

PML Neighborhood Kids Can Succeed YR2

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

Codebook • 41

Element Name Group Type Columns

69 PML2_Q11 PML F3 112-114

PML I Feel Scared In Neighborhood YR2

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

70 PML2_Q12 PML F3 115-117

PML Kids Get Into Trouble YR2

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

71 PML2_Q13 PML F3 118-120

PML Drugs, Gangs In Neighborhood YR2

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

72 PML2_Q14 PML F3 121-123

PML Neighborhood Is Dangerous Place YR2

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

73 ON1_Q1 ON F3 124-126

ON Neighborhood Is Nice Place YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

74 ON1_Q2 ON F3 127-129

ON Neighborhood People Friendly YR1

Value Value Label

Codebook • 42

Element Name 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

Group Type Columns

75 ON1_Q3 ON F3 130-132

ON Neighborhood Kids Can Succeed YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

76 ON1_Q4 ON F3 133-135

ON I Feel Afraid In Neighborhood YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

77 ON1_Q5 ON F3 136-138

ON Kids, Adults Get Into Trouble YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

78 ON1_Q6 ON F3 139-141

ON Drugs, Gangs In Neighborhood YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

79 ON1_Q7 ON F3 142-144

ON Neighborhood Is Dangerous Place YR1

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

Codebook • 43

Element Name Group Type Columns

80 ON2_Q1 ON F3 145-147

ON Neighborhood Is Nice Place YR2

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

81 ON2_Q2 ON F3 148-150

ON Neighborhood People Friendly YR2

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

82 ON2_Q3 ON F3 151-153

ON Neighborhood Kids Can Succeed YR2

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

83 ON2_Q4 ON F3 154-156

ON I Feel Afraid In Neighborhood YR2

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

84 ON2_Q5 ON F3 157-159

ON Kids, Adults Get Into Trouble YR2

Value Value Label 1 2 3 4

Almost never or never true Sometimes true Often true Almost always or always true

85 ON2_Q6 ON F3 160-162

ON Drugs, Gangs In Neighborhood YR2

Value Value Label

Codebook • 44

Element

Name 1 Almost never or never true 2 Sometimes true 3 Often true 4 Almost always or always true

ON2_Q7

ON Neighborhood Is Dangerous Place YR2

Value Value Label 1 Almost never or never true 2 Sometimes true 3 Often true 4 Almost always or always true

REASON1

CTS Reasoning Conflict YR1

Year one reasoning composite score.

reason =MEAN (qa, qb, qc).

Group

CTS

Type

F8.2

Columns

163-165

166-173

88 V_CONF1

CTS Verbal Conflict YR1

Year one verbal conflict composite score.

v_conf= MEAN (qd, qe, qf, qh, qi, qj).

CTS F8.2 174-181

89 P_CONF1

CTS Physical Conflict YR1

CTS

Year one physical conflict composite score.

p_conf=MEAN (qk, ql, qm, qn, qo, qp, qr, qs).

F8.2 182-189

90 REASON2

CTS Reasoning Conflict YR2

Year two reasoning composite score.

reason =MEAN (qa, qb, qc).

CTS F8.2 190-197

91 V_CONF2

CTS Verbal Conflict YR2

Year two verbal conflict composite score.

v_conf=MEAN (qd, qe, qf, qh, qi, qj).

CTS F8.2 198-205

Codebook • 45

NameElement Group ColumnsType

P_CONF292

CTS Physical Conflict YR2

CTS

Year two physical conflict composite score.

p_conf=MEAN (qk, ql, qm, qn, qo, qp, qr, qs).

F8.2 206-213

PEIAGGZ193

PEI Aggression Z-Score YR1

PEI

Year one standardized aggression score.

F8.2 214-221

PEIWDRZ194

PEI Withdrawal Z-Score YR1

PEI

Year one standardized withdrawal score.

F8.2 222-229

PEILIKZ195

PEI Likeability Z-Score YR1

PEI

Year one standardized likeability score.

F8.2 230-237

AGG196

PEI Aggression Score YR1

PEI

Year one aggression score.

agg = SUM (qx03 qx04 qx07 qx08 qx09 qx12 qx15 qx16 qx18 qx20 qx21 qx22 qx23 qx26 qx27 qx29 qx30 qx31 qx33 qx34)

F8.2 238-245

WDR197

PEI Withdrawal Score YR1

PEI

Year one withdrawal score.

wdr = SUM (qx05 qx06 qx10 qx11 qx13 qx17 qx24 qx28 qx32)

F8.2 246-253

LIK198

PEI Likeability Score YR1

PEI

Year one likeability score.

lik = SUM (qx02 qx14 qx19 qx25 qx35).

F8.2 254-261

Codebook • 46

Element

Name

PEIAGGZ2

PEI Aggression Z-Score YR2

Year two standardized aggression score.

Group

PEI

Type

F8.2

Columns

262-269

100 PEIWDRZ2

PEI Withdrawal Z-Score YR2

Year two standardized withdrawal score.

PEI F8.2 270-277

101 PEILIKZ2

PEI Likeability Z-Score YR2

Year two standardized likeability score.

PEI F8.2 278-285

102 AGG2

PEI Aggression Score YR2

PEI

Year two aggression score.

agg = SUM (qx03 qx04 qx07 qx08 qx09 qx12 qx15 qx16 qx18 qx20 qx21 qx22 qx23 qx26 qx27 qx29 qx30 qx31 qx33 qx34)

F8.2 286-293

103 WDR2

PEI Withdrawal Score YR2

PEI

Year two withdrawal score.

wdr = SUM (qx05 qx06 qx10 qx11 qx13 qx17 qx24 qx28 qx32)

F8.2 294-301

104 LIK2

PEI Likeability Score YR2

Year two likeability score.

lik = SUM (qx02 qx14 qx19 qx25 qx35).

PEI F8.2 302-309

105 MOST1Z1

PN Like To Play With Most YR1

PN F8.2 310-317

106 LEAST1Z1

PN Like To Play With Least YR1

PN F8.2 318-325

Codebook • 47

Element Name Group Type Columns

107 COOPZ1

PN Cooperates, Pitches In, Shares YR1

PN F8.2 326-333

108 DISRPTZ1

PN Upsets Everything, Doesn't Share YR1

PN F8.2 334-341

109 SHYZ1

PN Very Quiet And Shy YR1

PN F8.2 342-349

110 FIGHTSZ1

PN Starts Fights, Pushes, Hits YR1

PN F8.2 350-357

111 LEADERZ1

PN Chosen As Leader YR1

PN F8.2 358-365

112 MOST1Z2

PN Like To Play With Most YR2

PN F8.2 366-373

113 LEAST1Z2

PN Like To Play With Least YR2

PN F8.2 374-381

114 COOPZ2

PN Cooperates, Pitches In, Shares YR2

PN F8.2 382-389

115 DISRPTZ2

PN Upsets Everything, Doesn't Share YR2

PN F8.2 390-397

Codebook • 48

Element

116

Name

SHYZ2

PN Very Quiet And Shy YR2

Group

Type

F8.2

Columns

398-405

117 FIGHTSZ2

PN Starts Fights, Pushes, Hits YR2

PN F8.2 406-413

118 LEADERZ2

PN Chosen As Leader YR2

PN F8.2 414-421

119 COOP1

BR Cooperation Mean YR1

Year one prosocial/cooperation score.

Coop= MEAN (q1, q2, q3).

BR F8.2 422-429

120 WDWL1

BR Withdrawal Mean YR1

Year one withdrawal score.

Wdwl= MEAN (q7, q8, q9).

BR F8.2 430-437

121 AGRS1

BR Aggression Mean YR1

Year one aggression score.

Agrs= MEAN (q4, q5, q6).

BR F8.2 438-445

122 COOP2

BR Cooperation Mean YR2

Year two prosocial/cooperation score.

Coop= MEAN (q1, q2, q3).

BR F8.2 446-453

123 WDWL2

BR Withdrawal Mean YR2

Year two withdrawal score.

Wdwl= MEAN (q7, q8, q9).

BR F8.2 454-461

Codebook • 49

Element Name Group Type Columns

124 AGRS2 BR F8.2 462-469

BR Aggression Mean YR2

Year two aggression score.

Agrs= MEAN (q4, q5, q6).

125 MNGENS1 SEI F8.2 470-477

SEI General Self Score YR1

Year one general self score. For the syntax, the "r" prefix indicates a reverse coded variable.

General Self = MEAN (s01, s04, s19, s27, s38, s39, s43, s47, r_s03, r_s07, r_s10, r_s12, r_s13, r_s15, r_s18,r_s24, r_s25, r_s30, r_s31, r_s34, r_s35, r_s48, r_s51, r_s55, r_s56, r_s57).

126 MNSOCS1 SEI F8.2 478-485

SEI Social Self Score YR1

Year one social self-peers score. For the syntax, the "r" prefix indicates a reverse coded variable.

Social self-peers = MEAN (s05, s08, s14, r_s21, s28, r_s40, r_s49, r_s52).

127 MNHOME1 SEI F8.2 486-493

SEI Home-Parent Score YR1

Year one home-parent score. For the syntax, the "r" prefix indicates a reverse coded variable.

Home-Parent = MEAN (r_s06, s09, r_s11, r_s16, s20, r_s22, s29, r_s44).

128 MNSCHL1 SEI F8.2 494-501

SEI School-Academic Score YR1

Year one school-academic score. For the syntax, the "r" prefix indicates a reverse coded variable.

School-academic = MEAN (r_s02, r_s17, r_s23, s33, s37, s42, r_s46, r_s54).

129 MNLIE1 SEI F8.2 502-509

SEI Lie Score YR1

Year one lie score.

Lie = MEAN (s26, s32, s36, s41, s45, s50, s53, s58).

Codebook • 50

Element Name Group Type Columns

130 MNTOTS1 SEI F8.2 510-517

SEI Total Self Score YR1

Year one total self score. For the syntax, the "r" prefix indicates a reverse coded variable.

Total self = MEAN (s01, s04, s05, s08, s09, s14, s19, s20, s27, s28, s29, s33, s37, s38, s39, s42, s43, s47, r_s02, r_s03, r_s06, r_s07, r_s10, r_s11, r_s12, r_s13, r_s15, r_s16, r_s17, r_s18, r_s21, r_s22, r_s23, r_s24, r_s25, r_s30, r_s31, r_s34, r_s35, r_s40, r_s44, r_s46, r_s48, r_s49, r_s51, r_s52, r_s54, r_s55, r_s56, r_s57).

131 MNGENS2 SEI F8.2 518-525

SEI General Self Score YR2

Year one general self score. For the syntax, the "r" prefix indicates a reverse coded variable.

General Self = MEAN (s01, s04, s19, s27, s38, s39, s43, s47, r_s03, r_s07, r_s10, r_s12, r_s13, r_s15, r_s18,r_s24, r_s25, r_s30, r_s31, r_s34, r_s35, r_s48, r_s51, r_s55, r_s56, r_s57).

132 MNSOCS2 SEI F8.2 526-533

SEI Social Self Score YR2

Year one social self-peers score. For the syntax, the "r" prefix indicates a reverse coded variable.

Social self-peers = MEAN (s05, s08, s14, r_s21, s28, r_s40, r_s49, r_s52).

133 MNHOME2 SEI F8.2 534-541

SEI Home-Parent Score YR2

Year one home-parent score. For the syntax, the "r" prefix indicates a reverse coded variable.

Home-Parent = MEAN (r_s06, s09, r_s11, r_s16, s20, r_s22, s29, r_s44).

134 MNSCHL2 SEI F8.2 542-549

SEI School-Academic Score YR2

Year one school-academic score. For the syntax, the "r" prefix indicates a reverse coded variable.

School-academic = MEAN (r_s02, r_s17, r_s23, s33, s37, s42, r_s46, r_s54).

135 MNLIE2 SEI F8.2 550-557

SEI Lie Score YR2

Year one lie score.

Lie = MEAN (s26, s32, s36, s41, s45, s50, s53, s58).

Codebook • 51

Element Name Group Type Columns

136 MNTOTS2 SEI F8.2 558-565

SEI Total Self Score YR2

Year one total self score. For the syntax, the "r" prefix indicates a reverse coded variable.

137 ER1 CA F8.2 566-573

CA Q-Sort Ego Resiliency YR1

Year one ego resiliency score. Each item was assigned a criterion score, and each child’s individual Q-set data were correlated with the criterion sorts. The resulting correlations for each child’s profile with the prototypical ego-resiliency criterion sorts represent how similar or different the individual child was compared to the prototype profiles. A high positive correlation with ego-resiliency criterion sort indicates a high level of ego- resiliency (see the measurement protocol of the California Child Q-Set for more information).

138 EC1 CA F8.2 574-581

CA Q-Sort Ego Control YR1

Year two ego control score. Each item was assigned a criterion score, and each child’s individual Q-set data were correlated with the criterion sorts. The resulting correlations for each child’s profile with the prototypical ego-control criterion sorts represent how similar or different the individual child was compared to the prototype profiles. A high positive correlation with ego-control indicates high ego undercontrol (see the measurement protocol of the California Child Q-Set for more information).

139 ER2 CA F8.2 582-589

CA Q-Sort Ego Resiliency YR2

Codebook • 52

Element Name Group Type Columns

140 EC2 CA F8.2 590-597

CA Q-Sort Ego Control YR2

141 RAW_SCO1 PPVT F3 598-600

PPVT Raw Score YR1

142 STD_SCO1 PPVT F3 601-603

PPVT Standard Score YR1

143 PRCNTLE1 PPVT F3 604-606

PPVT Percentile Score YR1

144 STANINE1 PPVT F3 607-609

PPVT Normalized Standard Score YR1

145 RAW_SCO2 PPVT F3 610-612

PPVT Raw Score YR2

146 STD_SCO2 PPVT F3 613-615

PPVT Standard Score YR2

147 PRCNTLE2 PPVT F3 616-618

PPVT Percentile Score YR2

Codebook • 53

Element Name Group Type Columns

148 STANINE2 PPVT F3 619-621

PPVT Normalized Standard Score YR2

149 LEV1 LEV F3 622-624

LEV Total Score YR1

Year one total score.

lev = SUM (qx1 to qx29).

150 LEV2 LEV F3 625-627

LEV Total Score YR2

Year two total score.

lev = SUM (qx1 to qx29).

151 PTSD1 PTSD F3 628-630

PTSD Total Score YR1

Year one total score.

ptsd = SUM (qx01 to qx28).

152 PTSD2 PTSD F3 631-633

PTSD Total Score YR2

Year two total score.

ptsd = SUM (qx01 to qx28).

153 CDI_TOT1 CDI F3 634-636

CDI Total Score YR1

Year one total sum score.

cdi_tot= SUM (qx01, qx02r, qx03, qx04, qx05r, qx06, qx07r, qx08r, qx09, qx10r, qx11r, qx12, qx13r, qx14, qx15r, qx16r, qx17, qx18r, qx19, qx20, qx21r, qx22, qx23, qx24r, qx25r, qx26, qx27).

154 CDI_TOT2 CDI F3 637-639

CDI Total Score YR2

Year two total sum score.

cdi_tot= SUM (qx01, qx02r, qx03, qx04, qx05r, qx06, qx07r, qx08r, qx09, qx10r, qx11r, qx12, qx13r, qx14, qx15r, qx16r, qx17, qx18r, qx19, qx20, qx21r, qx22, qx23, qx24r, qx25r, qx26, qx27).

Codebook • 54

Element Name Group Type Columns

155 TS_BP1 CBCL F8.2 640-647

CBCL Total Problems T-Score YR1

156 TS_I1 CBCL F8.2 648-655

CBCL Internalizing T-Score YR1

157 TS_E1 CBCL F8.2 656-663

CBCL Externalizing T-Score YR1

158 TS_BP2 CBCL F5.1 664-668

CBCL Total Problems T-Score YR2

159 TS_I2 CBCL F5.1 669-673

CBCL Internalizing T-Score YR2

160 TS_E2 CBCL F5.1 674-678

CBCL Externalizing T-Score YR2

161 CXTOTAL1 CV F8.2 679-686

CV_C Total raw score for children younger than 9 YR1

Year one total score for children under 9 who received "The Things that I have Seen and Heard" community violence measure.

xtotal = SUM (xq01 to xq22).

162 CXVICTIM1 CV F8.2 687-694

CV_C Victimization raw score for children younger than 9 YR1

Year one raw victimization score for children under 9 who received "The Things that I have Seen and Heard" community violence measure.

xvictim = SUM (xq05, xq10, xq12, xq13, xq19).

Codebook • 55

Element Name Group Type Columns

163 CXWITNSS1 CV F8.2 695-702

CV_C Witnessing raw score for children younger than 9 YR1

Year one raw witness score for children under 9 who received "The Things that I have Seen and Heard" community violence measure.

xwitness = SUM (xq01, xq02, xq03, xq04, xq06, xq07, xq11, xq18, xq20, xq21, xq22).

164 CWITNSS1 CV F8.2 703-710

CV_C Witnessing raw score for children 9 and older YR1

Year one raw witness score for children 9 and older who received the Community Violence Survey.

witness = SUM (b35, q02, q03, q04, q07, q08, q10, q11, q14, q15, q17, q18, q20, q21, q23, q24, q25, q26, q28, q29, q31, q32, q33, q34, q37, q38, q40, q41, q43, q44, q45, q46, q47, q48, q49, q50).

165 CVICTIM1 CV F8.2 711-718

CV_C Victimization raw score for children 9 and older YR1

Year one raw victimization score for children 9 and older who received the Community Violence Survey

victim = SUM (q01, q05, q06, q09, q12, q13, q16, q19, q22, q27, q30, q39, q42).

166 CTOTAL1 CV F8.2 719-726

CV_C Total raw score for children 9 and older YR1

Year one total score for children 9 and older who received the Community Violence Survey.

total = SUM (q01 to q51).

167 CV_FLAG CV F8.2 727-734

CV_C children under 9 who received Things I Have Seen and Heard

Indicates which verision of the community violence measure (Community violence Survey vs. Things that I have Seen and Heard) the children received.

COMPUTE CV_FLAG =0. If (CAGE < 9) CV_FLAG = 1.

Value Value Label 0 Community Violence Survey 1 Things I Have Seen and Heard

168 CSTDTOTAL1 CV F8.2 735-742

CV_C standardized total score YR1

Year one- separate total z-scores were generated for children under 9 and for children 9 and over. Z- scores for both age groups were then merged together into this variable.

Codebook • 56

Element Name Group Type Columns

169 CSTDVICTIM1 CV F8.2 743-750

CV_C standardized victimization score YR1

Year one- separate victimization z-scores were generated for children under 9 and for children 9 and over. Z-scores for both age groups were then merged together into this variable.

170 CSTDWITNSS1 CV F8.2 751-758

CV_C standardized witness score YR1

Year one- separate witnessing z-scores were generated for children under 9 and for children 9 and over. Z-scores for both age groups were then merged together into this variable.

171 CXTOTAL2 CV F8.2 759-766

CV_C Total raw score for children younger than 9 YR2

Year two total score for children under 9 who received "The Things that I have Seen and Heard" community violence measure.

xtotal = SUM (xq01 to xq22).

172 CXVICTIM2 CV F8.2 767-774

CV_C Victimization raw score for children younger than 9 YR2

Year two raw victimization score for children under 9 who received "The Things that I have Seen and Heard" community violence measure.

xvictim = SUM (xq05, xq10, xq12, xq13, xq19).

173 CXWITNSS2 CV F8.2 775-782

CV_C Witnessing raw score for children younger than 9 YR2

Year two raw witness score for children under 9 who received "The Things that I have Seen and Heard" community violence measure.

xwitness = SUM (xq01, xq02, xq03, xq04, xq06, xq07, xq11, xq18, xq20, xq21, xq22).

174 CWITNSS2 CV F8.2 783-790

CV_C Witnessing raw score for children 9 and older YR2

Year two raw witness score for children 9 and older who received the Community Violence Survey.

witness = SUM (b35, q02, q03, q04, q07, q08, q10, q11, q14, q15, q17, q18, q20, q21, q23, q24, q25, q26, q28, q29, q31, q32, q33, q34, q37, q38, q40, q41, q43, q44, q45, q46, q47, q48, q49, q50).

Codebook • 57

Element Name Group Type Columns

175 CVICTIM2 CV F8.2 791-798

CV_C Victimization raw score for children 9 and older YR2

Year two raw victimization score for children 9 and older who received the Community Violence Survey.

victim = SUM (q01, q05, q06, q09, q12, q13, q16, q19, q22, q27, q30, q39, q42).

176 CTOTAL2 CV F8.2 799-806

CV_C Total raw score for children 9 and older YR2

Year two total score for children 9 and older who received the Community Violence Survey.

total = SUM (q01 to q51).

177 CSTDTOTAL2 CV F8.2 807-814

CV_C standardized total score YR2

Year two - separate total z-scores were generated for children under 9 and for children 9 and over. Z- scores for both age groups were then merged together into this variable.

178 CSTDVICTIM2 CV F8.2 815-822

CV_C standardized victimization score YR2

Year two- separate victimization z-scores were generated for children under 9 and for children 9 and over. Z-scores for both age groups were then merged together into this variable.

179 CSTDWITNSS2 CV F8.2 823-830

CV_C standardized witness score YR2

Year two- separate witnessing z-scores were generated for children under 9 and for children 9 and over. Z-scores for both age groups were then merged together into this variable.

180 AWITNESS1 CV F8.2 831-838

CV_A Witnessing raw score for adults YR1

Year one raw witnessing score for adults who received the Community Violence Survey.

witness = SUM (b35, q02, q03, q04, q07, q08, q10, q11, q14, q15, q17, q18, q20, q21, q23, q24, q25, q26, q28, q29, q31, q32, q33, q34, q37, q38, q40, q41, q43, q44, q45, q46, q47, q48, q49, q50).

181 AVICTIM1 CV F8.2 839-846

CV_A Victimization raw score for adults YR1

Year one raw victimization score for adults who received the Community Violence Survey.

victim = SUM (q01, q05, q06, q09, q12, q13, q16, q19, q22, q27, q30, q39, q42).

Codebook • 58

Element Name Group Type Columns

182 ATOTAL1 CV F8.2 847-854

CV_A Total raw score for adults YR1

Year one Archive derived raw total score for adults who received the Community Violence Survey.

total = SUM (q01 to q51).

183 ASTDTOTAL1 CV F8.2 855-862

CV_A Standardized total score for adults YR1

Year one standardized total z-score for adults who received the Community Violence Survey.

184 ASTDVICTIM1 CV F8.2 863-870

CV_A Standardized victimization score for adults YR1

Year one standardized victimization sub scale scores for adults who received the Community Violence Survey.

185 ASTDWITNESS1 CV F8.2 871-878

CV_A Standardized witnessing score for adults YR1

Year one standardized witnessing sub scale scores for adults who received the Community Violence Survey.

186 AWITNESS2 CV F8.2 879-886

CV_A Witnessing raw score for adults YR2

Year two raw witnessing score for adults who received the Community Violence Survey.

witness = SUM (b35, q02, q03, q04, q07, q08, q10, q11, q14, q15, q17, q18, q20, q21, q23, q24, q25, q26, q28, q29, q31, q32, q33, q34, q37, q38, q40, q41, q43, q44, q45, q46, q47, q48, q49, q50).

187 AVICTIM2 CV F8.2 887-894

CV_A Victimization raw score for adults YR2

Year two raw victimization score for adults who received the Community Violence Survey.

victim = SUM (q01, q05, q06, q09, q12, q13, q16, q19, q22, q27, q30, q39, q42).

188 ATOTAL2 CV F8.2 895-902

CV_A Total raw score for adults YR2

Year two raw victimization score for adults who received the Community Violence Survey.

total = SUM (q01 to q51).

Codebook • 59

Element Name Group Type Columns

189 ASTDTOTAL2 CV F8.2 903-910

CV_A Standardized total score for adults YR2

Year two standardized total scores for adults who received the Community Violence Survey.

190 ASTDVICTIM2 CV F8.2 911-918

CV_A Standardized victimization score for adults YR2

Year two standardized victimization sub scale scores for adults who received the Community Violence Survey.

191 ASTDWITNESS2 CV F8.2 919-926

CV_A Standardized witnessing score for adults YR2

Year two standardized witnessing sub scale scores for adults who received the Community Violence Survey.

Codebook • 60

DS096_User Guide_04-09-2008.pdf

USER'S GUIDE and CODEBOOK
STUDY OVERVIEW

Study Identification
Purpose of the Study
Study Design
Date(s) of Data Collection
Geographic Area
Unit of Observation
Sample
Data Collection Procedures
Response Rates
Sources of Information
Type of Data Collected
Measures
Related Publications & Reports
Analytic Considerations
Confidentiality Protection
Extent of Collection
Extent of Processing

DATA FILE INFORMATION

File Specifications
Data File Notes

CODEBOOK: Dataset #96 Variable Information

Variable List by Position.pdf
Variable List by VarName.pdf
Codebook.pdf