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Three methods of assessing dominance and altruism in adolescents were compared: self-reports, observation of behavior, and peer rankings. Results indicate that the behavior observation and peer assessment methods are congruent in portraying which adolescents were the most and least dominant and altruistic. While the self-report measure of social responsibility is significantly related to the behavioral assessment of altruism, there is little relationship between these two methods of assessing dominance. An ethological approach to studying human behavior fulfills one aspect of what personality theorists report is urgently needed in the field of personality research: observation of behavior in natural settings.

Naturally occurring prosocial and dominance behaviors were observed via multiple methods in four groups of adolescents. Individuals varied considerably in their frequency of prosocial and dominance behaviors, regardless of the method employed. These interindividual differences were maintained across situations and over time. The data are consistent with a trait conceptualization of dominance and prosocial behavior. The strength of the present findings suggest that personality researchers need to employ research strategies which extensively observe individuals in the contexts in which they live.

To test the effects of an out-of-classroom experiential learning program on adolescents' knowledge and attitudes about local government, high school students serving as interns to local government officials were compared to students selected to participate in the same program at a later time. Regression analyses controlling for pretest scores yielded statistically significant differences in favor of the interns for knowledge and political efficacy but not attitudes toward local government. Comparisons among four intern programs and with conventional civics classes confirmed the attribution of gains to participation in the programs and indicated the importance of seminars and of a close relationship between interns and their sponsors. Although these results cannot be generalized to nonvoluntary programs or to other subjects, they are strong enough to recommend further testing of experiential approaches, contrary to current emphasis on conventional classroom instruction.