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In this volume the authors explore the psychological development of the individual from both ethological and sociological viewpoints. This wide-ranging and authoritative survey will be of interest to psychologists and professionals working in education and the social services.

O estudo foi desenvolvido com o propósito de conhecer os princípios que organizam as tomadas de posição de integrantes de um grupo rural em frente às representações de rural e cidade, a partir da análise dos processos de ancoragem psicológica, social e psicossocial. Foram realizadas entrevistas individuais com 200 integrantes de uma comunidade rural, distribuídos em quatro gerações. O roteiro foi composto por questões que focalizavam: (1) dados sociodemográficos referentes ao sexo, idade, geração e se o participante já havia vivido em áreas urbanas; (2) experiência de preconceito, expectativa de vida na cidade para não migrados e recomendação para viver na cidade pelos participantes que já tinham vivido em território urbano; (3) valores sociais do rural; e (4) evocações livres associadas aos objetos de representação. Os resultados, sistematizados por meio da Análise de Conteúdo e processados por meio do software SPAD-T, indicaram a presença de três princípios organizadores dos significados vinculados aos objetos rural vs. cidade: mundo natural vs. mundo artificial, vida feliz vs. vida ruim e quase autossuficiente vs. centro dos recursos. As discussões focalizaram as funções das representações nos processos de elaboração da identidade social, destacando-se entre elas a de produzir equilíbrio e sustentar a defesa do espaço de pertencimento. From the analysis of the anchorage process, the study was designed to assess the principles that organize the positions taken by members of a rural group faced with rural/city representations. 200 representatives of four generations of a brazilian rural community took part in the study. The script for the interview was made up of questions which focused on: (1) socio-demographic data relating to sex, age, generation groups and previous experience of living in urban areas; (2) contact with prejudice, life expectancy in the city for non-migrants and recommendations on life in the city from participants who have already lived in urban areas; (3) rural social values; and (4) free evocations associated with objects of rural-urban representation. The results, synthesized using Content Analysis and SPAD-T software, indicated the presence of three organizing principles of the meaning of rural vs. city objects: natural world vs. artificial world, happy life vs. bad live and almost self-sufficient vs. resource centred. The function of the process of social identity, which aims to preserve the rural community way of life and guarantees the survival of its sociability through new generations, is discussed.

From the analysis of the anchorage process, the study was designed to assess the principles that organize the positions taken by members of a rural group faced with rural/city representations. 200 representatives of four generations of a Brazilian rural community took part in the study. The script for the interview was made up of questions which focused on: (1) socio-demographic data relating to sex, age, generation groups and previous experience of living in urban areas; (2) contact with prejudice, life expectancy in the city for non-migrants and recommendations on life in the city from participants who have already lived in urban areas; (3) rural social values; and (4) free evocations associated with objects of rural-urban representation. The results, synthesized using Content Analysis and SPAD-T software, indicated the presence of three organizing principles of the meaning of rural vs. city objects: natural world vs. artificial world, happy life vs. bad live and almost self-sufficient vs. resource centred. The function of the process of social identity, which aims to preserve the rural community way of life and guarantees the survival of its sociability through new generations, is discussed. Adapted from the source document.

This study analysis the relationship between perceptions of the justice of teacher' behaviour and (a) the legitimation of school authority and (b) the legitimation of institutional authorities outside school. 448 adolescent students participated in the study. In a questionnaire participants were asked about (a) perceptions of the justice of teachers' behaviour; (b) evaluation of the school experience; and (c) evaluation of institutional authorities. Results show that the evaluation of the justice of teacher behaviour, in particular relational and procedural justice, have an impact on the legitimation of the authority of teachers and on the evaluation of institutional authorities outside school. Results also show that the legitimacy granted to teachers is a mediator variable between perceptions of justice in school and evaluation of authorities outside school. These results are discussed in the context of the studies on the relationship between school experience and adolescents' attitudes towards authorities, and in the framework of the \"Relational Model of Authority\" and of the \"Group Value Model\". Cette recherche analyse les relations entre la perception de justice des comportements des professeurs, la légitimation de l'autorité scolaire et la légitimation des autorités institutionnels en dehors l'école. 448 lycéens ont participé dans cette étude. Les participants on répondu à un questionnaire portant sur (a) les perceptions de justice des comportements des professeurs, (b) l'évaluation de l'expérience scolaire, et (c) l'évaluation des autorités institutionnelles. Les résultats montrent que plus élevé est la perception de justice des comportements des professeurs, plus élevé est aussi la légitimité attribuée aux professeurs et la légitimité attribuée aux autorités en dehors de l'école. Les résultats montrent aussi que la légitimité attribuée aux professeurs est une variable médiatrice entre la perception de justice des comportements des professeurs et l'évaluation des autorités en dehors de l'école. Ces résultats sont discutés dans le cadre des recherches sur la formation des attitudes des adolescents relativement aux autorités institutionnelles et dans le cade du \"Modèle de la Valeur du Groupe\" (\"Group Value Model\") et de \"l'approche relationnelle de l'autorité\".

This study was designed to explore critical events during adolescence and coping processes as dependent, first, on the relationship with peers, and second, on the type of peer-groups teenagers join. In all, 75 young people, members of four street groups and two religious groups, were given a questionnaire assessing identification with their peers and demographic characteristics, and then interviewed about critical events. The results show that the nature of the group individuals join is of minor importance, whereas the relationship established with peers is crucial: highly identified subjects not only more often join their peers but seem to derive more profit from interactions with people in general, both peers, friends, and parents. The peer-group is important, not to substitute for contacts with the family or other persons, but as a social entity to fill a vacuum during adolescent years.

This survey reports on the coping process of adolescents with three relational problems, two personal problems, and two socio-institutional problems. Overall, 770 Italian adolescents between 14 and 20 years took part. They responded to a questionnaire consisting of four parts: a part querying demographic data, one on the peer group the adolescents join, the third was on life values, and in the final part seven developmental tasks were presented and aspects of the coping process were investigated. The study shows, first, that adolescents who strongly identify with their peers also feel close to their family, their best friend, and their school mates. Thus, identification with the peers does not lead to isolation from the family. Second, the study shows that identification with social entities, in part, is due to the similarity of values the adolescent and the respective entities have. The more similar life values are the more strongly the adolescents identify with the peers, the family, the best friend, or the school mates. Third, effective coping with developmental tasks was found to be dependent on the degree of identification with the peers. The type of group that adolescents join, be it a formal group or an informal street group, had no significant effect on the coping process. Highly identified adolescents more often relied on their family, peers, and other social entities for emotional and instrumental support, and trace more advantages out of a developmental problem for their future.

From the analysis of the anchorage process, the study was designed to assess the principles that organize the positions taken by members of a rural group faced with rural/city representations. 200 representatives of four generations of a brazilian rural community took part in the study. The script for the interview was made up of questions which focused on: (1) socio-demographic data relating to sex, age, generation groups and previous experience of living in urban areas; (2) contact with prejudice, life expectancy in the city for non-migrants and recommendations on life in the city from participants who have already lived in urban areas; (3) rural social values; and (4) free evocations associated with objects of rural-urban representation. The results, synthesized using Content Analysis and SPAD-T software, indicated the presence of three organizing principles of the meaning of rural vs. city objects: natural world vs. artificial world, happy life vs. bad live and almost self-sufficient vs. resource centred. The function of the process of social identity, which aims to preserve the rural community way of life and guarantees the survival of its sociability through new generations, is discussed.

This study aims to exploring the importance of peer groups, how belonging to different types of groups affects the actual perception of oneself, the peer group and other groups, and the perception of difficulty in coping with developmental tasks. 600 adolescents from Bologna, Italy filled out a questionnaire, consisting of three parts. The results show that peer groups are important in adolescence lifes. Overall, 90% of the subjects were members of a peer group; most often they belonged to informal or quasi-informal groups. A smaller percentage belonged to formal groups, like to sport or religious groups. The scopes to meet the groups were most often for amusement and also for talking about one's personal problems. Surprisingly, the differences of descriptions of oneself and the own group, oneself and the self-defined outgroup, oneself and drug abusers, did not differ considerably among informal and formal groups. Also informal and formal groups described the ingroups equally favorably and outgroups equally unfavorably. Moreover the results show that informal and formal groups did not differ in the perception of difficulty in coping with developmental tasks. These results indicate that the type of groups is not a crucial variable in explaining differences in evolution of the self-system in adolescents. Le but de cette étude est d'explorer l'importance du groupe des pairs à l'adolescence et d'examiner comment l'appartenance à différents types de groupes affecte la perception actuelle de soi, de son propre groupe et des autres groupes, ainsi que la perception de la difficulté à accompli les taches de développement. 600 adolescents de Bologne (Italie) ont rempli un questionnaire divisé en trois parties. Les résultats confirment l'importance des groupes de pairs dans la vie des adolescents. 90% des adolescents étaient membres d'un groupe de pairs, ils appartenaient le plus souvent à des groupes informels ou quasi-informels. Un plus petit pourcentage d'adolescents appartenaient à des groupes formels, par exemple des groupes sportifs ou religieux. Le plus souvent la rencontre en groupe avait pour but l'amusement et la discussion de problèmes personnels. Les groupes formels dédiaient aussi une bonne partie de leur temps à des activités organisées. De manière surprenante, les différences entre soi-même et son propre groupe, entre soi-même et le groupe défini comme hors-groupe, entre soi-même et des consommateurs de drogue étaient pratiquement du même ordre dans les groupes informels et dans les groupes formels. Les groupes informels ont, dans la même mesure, décrit favorablement leur propre groupe et défavorablement l'hors-groupe. En outre, les résultats montrent que les groupes formels et informels ne différaient pas dans leur perception de la difficulté à accomplir les taches de développement. Ces résultats indiquent que le type de groupe d'appartenance ne constitue pas une variable déterminante dans l'explication des différences dans l'évolution de la conception de soi à l'adolescence.

This study analysis the relationship between perceptions of the justice of teacher' behaviour and (a) the legitimation of school authority and (b) the legitimation of institutional authorities outside school. 448 adolescent students participated in the study. In a questionnaire participants were asked about (a) perceptions of the justice of teachers' behaviour; (b) evaluation of the school experience; and (c) evaluation of institutional authorities. Results show that the evaluation of the justice of teacher behaviour, in particular relational and procedural justice, have an impact on the legitimation of the authority of teachers and on the evaluation of institutional authorities outside school. Results also show that the legitimacy granted to teachers is a mediator variable between perceptions of justice in school and evaluation of authorities outside school. These results are discussed in the context of the studies on the relationship between school experience and adolescents' attitudes towards authorities, and in the framework of the \"Relational Model of Authority\" and of the \"Group Value Model\". (Contains 6 tables and 1 figure.)