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Only a few studies have been conducted in the sport and physical activity areas using this approach In an early study in this area, Eccles and her colleagues (1990) examined a large sample of families who had participated in two longitudinal data collection projects These researchers found that mothers who endorsed or held gender-related stereotypes (ie, believed that boys are naturally better at math and sports than are girls) had lower perceptions of their daughters competence in math and sports than did mothers of daughters who did not endorse or hold such gender-related stereotypes Furthermore, daughters of gender-schematic mothers themselves exhibited lower perceptions of competence in both math and sports than did daughters of gender-aschematic mothers.

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EMERGENCE OF FORENSIC PSYCHOLOGY AS A RECOGNIZED SUBFIELD 398 Signs of Maturation 398 Forensic Clinical Evaluations 400 New Roles for Psychologists: Expert Witness 401 New Roles for Psychologists: Trial Consultant 403 CURRENT ISSUES IN FORENSIC PSYCHOLOGY 404 Recent Trends in Scienti c Amicus Briefs 404 Advances in Forensic Psychology Research 406 FORENSIC PSYCHOLOGY IN THE TWENTY-FIRST CENTURY 408 REFERENCES 408

Microbiological standards (log10CFU/g): Microorganism APC (35 C) E.coli Salmonella Target <3.63 <0.11 Absent n 5 5 5 C 2 2 0 m* 4.20 0.70 Absent M* 4.92 1.65 Absent

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Jacobs and Eccles (1992) also assessed mothers and their children s beliefs and values regarding the children s competence in several activity domains, including math, sports, and social domains, across a 1-year period As in the previous study, Jacobs and Eccles found that mothers perceptions of their sons and daughters sport competence were predicted by the degree to which mothers endorsed or held gender-stereotypical beliefs (ie, gender-schematic mothers perceived their daughters to be lower in sport competence than did gender-aschematic mothers) Furthermore, both mothers perceptions of their child s sport competence and mothers gender-stereotypical beliefs were directly predictive (using path analysis) of their children s own perceptions of their sport ability The link between mothers gender-stereotypical beliefs, their perceptions of their sons and daughters sport competence, and the children s own perceived sport competence was significant even though the researchers included a measure of each.

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Multiple Baseline Design In the multiple baseline design, baseline data are collected concurrently on two or more baseline targets, and the intervention is applied to each target at systematically different points in time There are three basic versions of the multiple baseline design, differing in what the multiple targets are: (a) different behaviors within the same client; (b) the same behavior among different clients; or (c) the same behavior within the same client across different situations Thus, depending on the version of the design chosen, the behavior, the client, or the situation is the variable that is targeted for treatment applications at any given phase of therapy After the initial baselines are stable on all targets, the clinical scientist implements intervention for one behavior, client, or situation while leaving the other behavior(s), client(s), or situation(s) under baseline (nontreated) conditions.

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After the treated target improves and stabilizes, treatment is then implemented for the next behavior, client, or situation while all measures continue to be administered The clinician can draw causal inferences if each target changes only when the intervention is implemented and fails to change prior to intervention Two considerations are important when conducting multiple baseline research First, one needs to implement at least two baselines, but utilizing three or four baselines may strengthen the validity of causal inferences For example, an investigator implementing an after-school intervention with emotionally troubled children may choose the same behavior across different children as the target If one child is administered the intervention, continued baseline assessment must be performed on a minimum of one other child.

to gather and to render the disparate facts and theories of psychopathology into a coherent and orderly framework . . . [founded on the conviction that the time had come] for the development of a new and coherent theoretical framework, . . . that interwove both psychological and biological factors, and from which the principal clinical syndromes could be derived and coordinated. (Millon, 2002, pp. 182 183)

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