ABSTRACT

Our research team had previously worked with traditional-age women college students to establish the general approach and to collect data on this important but less vulnerable group (Harlow et a l , 1993). For the present research, we worked with women from the community, many of w h o m who were not college educated. Furthermore, we were determined to recruit, and to make our instruments relevant to, a diverse population, including different ethnic backgrounds, which requires more than superficial adaptations (Landrine, Klonoff, & Brown-Collins, 1992). To make these transitions, we had to consider methodological, measurement, practical, and ethical issues.