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The purpose of this project is to study the early development of a group of children who are at risk regarding later successful adjustment and for whom we have little information: children living in rural, largely poor communities. A birth cohort of 800 children in three rural counties of North Carolina and 600 children in three rural counties of Pennsylvania were studied over the first 3 years of life. A multidisciplinary team investigated multiple levels of influences affecting the early development of these children.

The research emphases of the component research projects include the following:

• Project I: Temperament: Emphasizes the development of child-related factors and how they predict preschool social-emotional and cognitive competence
• Project II: School Readiness: Emphasizes the pathways to and precursors of school readiness
• Project III: Family Process: Emphasizes how family processes mediate or moderate the effects of rural poverty on children
• Project IV: Work and Family: Emphasizes the impact of parents' occupational conditions on parenting, and, in turn, children's social, cognitive, emotional and linguistic development
• Project V: Ethnography: Emphasizes two components:

1. an in-depth contextual appraisal of community characteristics
2. a family ethnography with 72 families developmentally ahead of the cohort above to provide input to design and measurement

This project used a cumulative risk model to examine the relation between social risk and children's executive functioning, language development and behavioral competence at 36 months. Using both the Family Process Model of development and the Family Investment Model of development, observed parenting was examined over time in relation to child functioning at 36 months. Different aspects of observed parenting were examined as mediators/moderators of risk in predicting child outcomes. Results suggested that cumulative risk was important in predicting all three major domains of child outcomes and that positive and negative parenting and maternal language complexity were mediators of these relations. Maternal positive parenting was found to be a buffer for the most risky families in predicting behavioral competence. In a final model using both family process and investment measures, there was evidence of mediation but with little evidence of the specificity of parenting for particular outcomes. Results demonstrate the importance of cumulative risk and parenting in understanding child competence in rural poverty and the implications for possible intervention strategies that might be effective in maximizing the early development of these children.

The NCS-2 was a re-interview of 5,001 individuals who participated in the Baseline (NCS-1). The study was conducted a decade after the initial baseline survey. The aim was to collect information about changes in mental disorders, substance use disorders, and the predictors and consequences of these changes over the ten years between the two surveys. The collection contains four major sections: the main survey, demographic data, diagnostic data, and state, county, and tract FIPS data.

In the main survey, respondents were asked about general physical and mental health. Questions focused on a variety of health issues, including limitations caused by respondents' health issues, substance use, childhood health, life-threatening illnesses, chronic conditions, medications taken in the past 12 months, level of functioning and symptoms experienced in the past 30 days, and any services used by the respondents since the (NCS-1). Additional questions focused on mental disorders including depression, bipolar disorder, specific and social phobias, generalized anxiety, intermittent explosive disorder, suicidality, post-traumatic stress disorder, neurasthenia, pre-menstrual dysphoric disorder, attention deficit/hyperactivity disorder, oppositional defiant disorder, conduct disorder, and separation anxiety. Respondents were also asked about their lives in general, with topics including employment, finances, marriage, children, their social lives, and stressful life events experienced in the past 12 months. Additionally, two personality assessments were included consisting of respondents' opinions on whether various true/false statements accurately described their personalities. Another focus of the main survey dealt with substance use and abuse, nonmedical use of prescription drugs, and polysubstance use. Interview questions in the NCS-2 Main Survey were customized to each respondent based on previous responses in the Baseline (NCS-1).

The second part contains demographic and other background information including age, education, employment, household composition, household income, marital status, and region.

The third part focuses on whether respondents met diagnostic criteria for psychological disorders asked about in the main survey.

The fourth part contains respondents' state, county, and tract FIPS data.

Using data from all three waves of the Project on Human Development in Chicago Neighborhoods (PHDCN), this secondary data analysis examined the long-term effects of intimate partner violence (IPV) exposure during childhood and adolescence on subsequent externalizing behaviors (i.e., delinquency, violence, and substance use related offending).

The research questions for this study were as follows:

1. Are there significant differences in the mean scores of different externalizing behaviors (measured as "offending" in the present study) in any of the three PHDCN waves between youth exposed to IPV and youth not exposed to IPV?
2. Are there distinct developmental trajectories of externalizing behaviors among youth exposed to IPV when compared to those not exposed to IPV?
3. How do different individual- and neighborhood-level variables act in predicting the developmental paths of externalizing behaviors among youth exposed to IPV?

Propensity score matching (PSM) was employed to match individuals reporting IPV exposure with those not exposed to IPV on key variables. Longitudinal latent class analyses (LLCA) were utilized to estimate the longitudinal developmental trajectories of externalizing behaviors independently for IPV and non-IPV exposed males and females and compared to each other. Multinomial logistic regression models were estimated separately for males and females exposed to IPV during their childhoods to examine the effect of different hypothesized class membership predictors.

This collection contains a master dataset primarily sourced from Emery's (2006) data augmentation along with key variables from all three waves from the PHDCN Longitudinal Cohort Study, cohorts 12 and 15 (DS1); datasets constructed solely for multinomial logistic regressions for youth exposed to IPV, separated by sex (DS2 and DS3); data for the final LLCA models separated by sex and exposure to IPV (DS4 to DS7); and probabilities and latent classes created using Mplus (DS8 to DS9) that can be merged to the multinomial regression data using the SUBID variable. Additionally, syntax for variable and model constructions, as well as Mplus output, have been included as a zip package. Please refer to the P.I. documentation for more information.

The Detroit Neighborhood Health Study (DNHS) is a prospective, representative longitudinal cohort study of predominantly African American adults living in Detroit, Michigan. The main purpose of the study was to determine the predictive effects of ecological stressors, such as income distribution and residential segregation, on the development of post-traumatic stress disorder (PTSD), substance use, and other psychological and behavioral outcomes. An additional purpose was to study the interrelationships between ecological stressors, exposure to potentially traumatic events (PTEs), PTSD, substance use, and immune function. The study team hypothesized that exposure to ecological stressors would influence the risk of PTE exposure, PTSD, substance use, other psychological outcomes, and the relationships between these factors.

The current collection includes data from all 5 waves of the study. Cohort participants were initially recruited in 2008 with a dual-frame probability design, using telephone numbers obtained from the U.S. Postal Service Delivery Sequence Files as well as a listed-assisted random-digit-dial frame. Individuals without listed landlines or telephones and individuals with only a cell phone listed were invited to participate through a postal mail effort. Participants completed a 40 minute, structured telephone interview annually between 2008-2012 to assess perceptions of participants' neighborhoods, mental and physical health status, social support, exposure to traumatic events, and alcohol and tobacco use. In addition, the study team completed a structured assessment of Detroit's 54 neighborhoods in order to describe the characteristics of respondents' neighborhoods. The assessment included information about the quality of housing exteriors; presence of graffiti, abandoned cars, alcohol and tobacco advertisements, and security warning signs; presence of vacant buildings; and street and traffic noise levels.

All survey participants were offered the opportunity to provide a blood specimen (venipuncture, blood spot, or saliva) for immune and inflammatory marker testing as well as genetic testing of DNA. Participants received an additional $25USD if they elected to give a sample. Informed consent was obtained at the beginning of each interview and again at specimen collection. However, these specimens are not included as part of this data collection.

For more information about the study, please visit the Detroit Neighborhood Health Study website.

Genotypic data from DNHS are available on the NIH database of Genotypes and Phenotypes (dbGaP).

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files were zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

This study was designed to determine the nature, incidence, and coincidence of forms of interpersonal conflict and resulting conflict management styles, including physical violence, in an existing nationally-representative cohort of 18 to 32 year old adults between the years 2016 to 2018. Respondent reports of conflicts involving aggressive and violent behavior were distinguished for three relationship categories: intimate partner relationships, friends/acquaintances, and relatively unknown persons/strangers.

The research design covered questions about the nature and frequency of conflicts experienced irrespective of whether the incidents ended violently; conflict management style/tendencies (remedial actions, apologies, accounts); and differences between conflicts that turn violent and those that do not. Additional questions covered include the frequency of violence during the course of disputes, including experiences with physical victimization and the perpetration of violent acts was assessed.

Also elements that facilitate conflict escalation that are deemed important theoretical constructs in research on aggression, such as adverse childhood events, low self-control, negative affect, street code attitudes, routine activities/lifestyles, agreeableness, and alcohol and drug use, in addition to demographic and other person-level variables were investigated.

• iCOR.Wave1.PRIME.sav (269 variables, 2284 cases)
• iCOR.Wave2.PARTNER.sav (266 variables, 480 cases)
• iCOR.Wave2.PRIME.sav (243 variables, 1629 cases)
• iCOR.Wave3.PRIME.sav (243 variables, 1603 cases)

The Carolina Abecedarian (ABC) Project and the Carolina Approach to Responsive Education (CARE) projects consist of two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. Combined, the two studies test the hypothesis that child care, home visit, and home school resource interventions can enhance cognitive and academic outcomes for children at risk for school failure due to factors such as poverty, low maternal IQ, or low parental education. These studies provide the only experimental data regarding the efficacy of child care interventions that began during early infancy and lasted until the child entered kindergarten. In addition, the data allow for tests of the efficacy of intervention during the primary grades.

Research hypotheses include:

• Within this high-risk sample, early cumulative risk will be negatively associated with young adult educational outcomes, employment outcomes, avoidance of teen parenthood, and avoidance of criminal behavior.
• Early intervention will moderate the effects of risk such that the effects of increased risk would be weaker for those who received the intervention than for those who did not.
• The early home environment would mediate any found effects for early risk and that early educational intervention would moderate the effects of the early home environment such that the effects of a poor-quality home environment would be weaker for those who received treatment compared to those who did not.

Demographic variables included in this collection: gender, age, level of education.

The Hawaii Personality and Health Cohort consists of teacher ratings of their students' personalities. John M. (Jack) Digman orchestrated the collection of the child personality data between 1959 and 1967, during his tenure as a professor at the University of Hawaii. Childhood data was collected on 2418 children in classrooms on the islands of Oahu and Kauai. Six waves of data collection were completed, and eighty-eight teachers provided assessments of their students. Children ranged in age from 5 to 14, and were in grades 1,2,3,5 or 6.

The initial goal of this work was to generate ratings using a broad set of items to allow for research on the structure of personality in childhood. The data collection predated the acceptance of the Big Five model of personality. Items were selected to capture the entire range of observable personality, which at the time was thought to be characterized by 10 or more domains. Subsequent analysis by Dr. Digman, and later by Lewis R. (Lew) Goldberg, demonstrated a consistent five factor structure in the child personality data. In the early days of the emergence of the Big Five model of personality structure, the Hawaii child data provided initial evidence to support the acceptance of Big Five model of personality.

Subsequent follow-up of the sample in adulthood has included multiple questionnaires, and assessments of objective markers of health. These follow-up data allowed for the first ever assessment of the stability in the Big Five over a span of 40 years. At average age 50, participants were recruited for a half day clinic visit. Objective markers of health collected at this time have supported work testing childhood personality as a predictor of physical health, and also research testing lifespan pathways linking childhood personality to physical health in adulthood.

This initial release includes the full childhood cohort data. Also included are a set of Big Five scores that have been used in published research on the Hawaii Personality Cohort, and a number of different sets of personality scales derived from these data. Basic demographic information is also provided. Subsequent data releases will include questionnaire and clinic data collected in adulthood.

For additional information about the correspondence between these datasets, please see the accompanying Excel file, which provides a table of overlapping variables across the datasets. Further information about this crosswalk file can be found in the "Item Overlap" section of the accompanying Study Description document.

Demographic variables included in this study include gender, cultural identity, and year of birth.

The NCS-2 was a re-interview of 5,001 individuals who participated in the Baseline (NCS-1). The study was conducted a decade after the initial baseline survey. The aim was to collect information about changes in mental disorders, substance use disorders, and the predictors and consequences of these changes over the ten years between the two surveys. The collection contains three major sections: the main survey, demographic data, and diagnostic data.

In the main survey, respondents were asked about general physical and mental health. Questions focused on a variety of health issues, including limitations caused by respondents' health issues, substance use, childhood health, life-threatening illnesses, chronic conditions, medications taken in the past 12 months, level of functioning and symptoms experienced in the past 30 days, and any services used by the respondents since the (NCS-1). Additional questions focused on mental disorders including depression, bipolar disorder, specific and social phobias, generalized anxiety, intermittent explosive disorder, suicidality, post-traumatic stress disorder, neurasthenia, pre-menstrual dysphoric disorder, attention deficit/hyperactivity disorder, oppositional defiant disorder, conduct disorder, and separation anxiety. Respondents were also asked about their lives in general, with topics including employment, finances, marriage, children, their social lives, and stressful life events experienced in the past 12 months. Additionally, two personality assessments were included consisting of respondents' opinions on whether various true/false statements accurately described their personalities. Another focus of the main survey dealt with substance use and abuse, nonmedical use of prescription drugs, and polysubstance use. Interview questions in the NCS-2 Main Survey were customized to each respondent based on previous responses in the Baseline (NCS-1).

The middle section contains demographic and other background information including age, education, employment, household composition, household income, marital status, and region.

The last section of the collection focused on whether respondents met diagnostic criteria for psychological disorders asked about in the main survey.

The Supporting Healthy Marriage (SHM) evaluation was launched in 2003 to develop, to implement, and to test the effectiveness of a program aimed at strengthening low-income couples' marriages as one approach for supporting stable and nurturing family environments and parents' and children's well-being. The evaluation was led by MDRC and was sponsored by the Office of Planning, Research and Evaluation in the Administration for Children and Families, United States Department of Health and Human Services.The SHM program was a voluntary yearlong marriage education program for low-income married couples who had children or were expecting a child. The program provided a series of group workshops based on structured curricula designed to enhance couples' relationships; supplemental activities to build on workshop themes; and family support services to address participation barriers, connect families with other services, and reinforce curricular themes.

The study sample consists of 6,298 couples (12,596 adult sample members) who were expecting a child or had a child under 18 years old at the time of study entry. The sample consists primarily of low-to-modest income, married couples with diverse racial and ethnic backgrounds. In each family, one child was randomly selected to be the focus of any child-related measures gathered in the data collection activities. These children ranged from pre-birth to 14 years old at the time of enrollment in the study. Follow-up interviews were conducted at 12 and 30 months after baseline data collection. More detail is provided in the study documentation.

In 1990, the United States Congress authorized a major program designed to enhance the early public school transitions of former Head Start children and their families. Former Head Start children, like many other children living in poverty, were at risk for poor school achievement. This new program was launched to test the value of extending comprehensive, Head Start-like supports "upward" through the first four years of elementary school. This project, administered by the Head Start Bureau of the Administration on Children, Youth, and Families, funded 31 local Transition Demonstration Programs in 30 states and the Navajo Nation from the 1991-1992 school year through the 1997-1998 school year and involved more than 450 public schools.

The National Transition Demonstration Study was conducted to provide information about the implementation of this program and its impact on children, families, schools, and communities. More than 7,500 former Head Start children and families were enrolled in the National Study. Thousands of other children and families, however, participated in the Transition Demonstration Program, since supports and educational enhancements were offered to all children and families in the classrooms.

The datasets are organized into four broad categories:

1. Family Units -- There are six family unit files. A "family unit" record consists of information about a child or family as the result of source data taken from family interviews, records of child test scores on a child instrument, school archival records, or teacher questionnaires (Part B). If data were available from any combination of these source documents, a family unit record was generated. A broad range of variables are included under this heading. Variables range from simple demographics to standardized scores of social skill ratings as well as neighborhood factor scores and child outcome scores in reading and mathematics. These files are associated with each year of the child's schooling (kindergarten through third grade).
2. School Unit -- There are five school unit files, organized around the year of data collection. A "school unit" record consists of information about a school as the result of source data captured from family interviews, a classroom teacher, or the school principal. The structure of this data file is different from others in that rather than being merged on a common key, the records are actually stacked one upon the other in groups. The first part of the file consists of family data, the middle portion consists of teacher data, and the final portion consists of principal data. A key variable to the construction of this dataset is the REC_SRC (record source) variable. It informs the user as to the source of the data in the record. The abbreviations are "fi," "ta," and "qp" for family interview, teacher questionnaire (Part A), and questionnaire for principals, respectively. The data viewed as the centerpiece of these datasets are the school climate survey variables and their associated factor scores.
3. Classroom Unit -- There are five classroom unit files organized around the year of data collection. The data recorded focus on the classroom and are from the following sources: classroom composition, assessment profile, a developmentally appropriate practice template, and a teacher questionnaire (part a). Some of the data available address the social skills the teacher views as important to his or her particular classroom. Variables addressing diversity of both gender and ethnicity within a single classroom are included when available.
4. Exit Interviews -- There are five Exit Interviews. Exit information was collected from the following groups: experimental and control families, family service specialists, school principals, and classroom teachers. These exit interviews were conducted upon exit from the third grade, and have been combined for both cohorts.
5. Community Characteristics Data -- The community characteristics dataset is a hierarchical file having four distinct levels of data. The type of information available in this file may include data that describe the site, county, school district, or study school.

Users of these data are strongly encouraged to consult the accompanying documentation before attempting to use these files.

The Carolina Abecedarian (ABC) Project and the Carolina Approach to Responsive Education (CARE) projects consist of two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. Combined, the two studies test the hypothesis that child care, home visit, and home school resource interventions can enhance cognitive and academic outcomes for children at risk for school failure due to factors such as poverty, low maternal IQ, or low parental education. These studies provide the only experimental data regarding the efficacy of child care interventions that began during early infancy and lasted until the child entered kindergarten. In addition, the data allow for tests of the efficacy of intervention during the primary grades.

Research hypotheses include:

1. Within this high-risk sample, early cumulative risk will be negatively associated with young adult educational outcomes, employment outcomes, avoidance of teen parenthood, and avoidance of criminal behavior.
2. Early intervention will moderate the effects of risk such that the effects of increased risk would be weaker for those who received the intervention than for those who did not.
3. The early home environment would mediate any found effects for early risk and that early educational intervention would moderate the effects of the early home environment such that the effects of a poor-quality home environment would be weaker for those who received treatment compared to those who did not.

Further information can be found on the Carolina Abecedarian Project Web site.