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Generalization of the antisocial trait from home to school
Abstract
A model is presented that explains the link between antisocial behavior at home and antisocial behavior at school. It is hypothesized that antisocial behavior evidenced at home at an early age increases the likelihood that antisocial behavior will be displayed at school 1 year later. The model was tested on a sample of 80 fourth-grade males by using the structural equation modeling approach in the EQS analysis program (Bentler, 1986). A chi-square goodness-of-fit test for the model showed a strong agreement between the hypothesized model and the observed covariance structure of the data. Results suggested support for the presence of an antisocial trait that is consistent across time and settings.
... Fifty to sixty percent of children with conduct problems exhibited at home also show clinically significant problem behaviours in day-care or school settings, i.e. displaying pervasive conduct problems (Campbell, 2002;Ramsey, Patterson and Walker, 1990; Webster-Stratton, . Such children are also likely to be more aggressive but also have problems in their interactions with parents, peers and teachers. ...
... Futher, they are at higher risk for developing serious problems later on as compared to children with conduct problems exhibited only in one setting (CPPRG, 2002;. For example, Ramsey, Patterson and Walker (1990) reported that antisocial boys, who were extremely deviant in more than one setting, also were more deviant in general than those showing deviance in only one setting. Further, Campbell (2002) reported that children exhibiting conduct problems both at home and in preschool or school had lower social competence than those having problems in only one setting, as reported by parents, teachers or the children themselves. ...
... problems both at home and in day-care/school. This figure is higher than typically reported in other treatment studies in which 50-60 %(Campbell, 2002;Ramsey et al., 1990; Webster-Stratton and exhibit pervasive conduct problems. Thus, a higher population of children included in the present study showed more serious conduct problems in that these were manifested in more than one setting, implicating a greater risk of persistence throughout childhood and adolescence as compared to those with conduct problems in only one setting(Ledingham, 1999).Differences in rates of children with pervasive problems in studies may be due to different measures used to define conduct problems, or depend on the use of different inclusion criteria and procedures in various studies. ...
... When youths are the recipients of hostility at home or at school, they are at risk of developing depressed mood or low selfesteem, or of resorting to self-harm (see Arseneault et al. 2006;Ö zdemir and Stattin 2011). Aggressive youths who are met with hostility and rejection by peers and family (see Ramsey et al. 1990;Shields et al. 2001;Veenstra et al. 2005) tend to get involved more frequently in delinquency, and have lower academic achievements than non-aggressive youths (see Arseneault et al. 2006;Juvonen et al. 2003). Given that being either the victim or the perpetrator of hostility has a negative influence on youths' adjustment, being both a victim and a perpetrator potentially leads to worse adjustment than that generated by being a victim only or a perpetrator only. ...
... When children realize that they can get what they want by adopting an aggressive approach at home, they might use the same approach to handle conflicts with friends and classmates. However, children who are aggressive towards their friends and classmates themselves run the risk of becoming targets of hostility and exclusion (Ramsey et al. 1990;Shields et al. 2001). Hence, children experiencing mutually hostile interactions at home are at risk of developing mutually hostile interactions also at school. ...
... Hence, children experiencing mutually hostile interactions at home are at risk of developing mutually hostile interactions also at school. Studies on coercive cycles have shown that youths involved in mutual hostility at home are more likely to engage in antisocial behavior at school (see Patterson 1986), are aggressive towards their peers at school (Ramsey et al. 1990), and are more likely to be met with rejection by their peers (Patterson 1986). On the same line, studies of bully victims have shown that they are more likely to be subjected to parental aggression, compared with their bully-only or victim-only counterparts (see Schwartz et al. 1997). ...
Children involved in mutually hostile interactions at home are at risk of experiencing adjustment problems in other everyday life contexts. However, little is known about whether the pattern of mutual hostility at home is reproduced by high-conflict youths in other interpersonal contexts. In this study, we examined whether adolescents involved in mutually hostile interactions with their parents encounter similar mutually hostile interactions in other interpersonal contexts. We used a longitudinal design, following mid-adolescents over 1 year (N = 2,009, 51 % boys, Mage = 14.06, SD = 0.73). The adolescents were 7th and 8th grade students in a mid-sized town in Sweden. The results showed that the youths involved in mutual hostility at home were more likely to be involved in mutual hostility at school and in their free-time. A longitudinal relationship between mutual hostility at home and mutual hostility in other contexts was confirmed. Being involved in mutually hostile interactions at home at Time 1 increased adolescents' likelihood of getting involved in mutually hostile interactions with peers at school and in free-time at Time 2. Overall, the results point to the important role played by experiencing mutual hostility at home in maladaptive behaviors across everyday settings.
... Fifty to sixty percent of children referred because of conduct problems at home also exhibit clinically significant problem behaviours in day-care and school settings (Campbell, 2002;Ramsey, Patterson & Walker, 1990;Reid, Webster-Stratton & Hammond, 2003). Children with an early onset of serious conduct problems that are manifest in more than one setting are at greater risk of having problems persisting throughout childhood and adolescence, than among those with conduct problems exhibited in only one setting (Ledingham, 1999). ...
... Few consistent findings have emerged in clinic studies addressing differences between children with conduct problems at home, and those who have such problems both at home and in day-care/school, i.e. having pervasive problems. Ramsey et al. (1990) noted that antisocial boys who were extremely deviant in more than one 4 setting also were more deviant in general than those who were deviant in only one setting. Campbell (2002) noted that children exhibiting conduct problems both at home and in pre-school/school had lower social competence than those having problems in only one setting, as reported by parents, teachers or the children themselves. ...
... The present clinic sample of children was characterised of a high prevalence of pervasive conduct problems. In similar treatment studies of young children, the proportion of children with pervasive problems has been reported to be 50-60 % (Campbell, 2002;Ramsey et al., 1990;Reid & Webster-Stratton, 2001;. In the present study, this proportion was found to be substantially higher, 83%. ...
Differences between pervasive (home and day‐care/school) versus non‐pervasive (home only) conduct problems were examined in regard to various child, parent/family, and day‐care/school characteristics in an outpatient clinic sample of 120 children aged 4–8 years. All children scored above the 90th percentile on the Eyberg Child Behavior Inventory for home problems and met the criteria for a possible or a confirmed diagnosis of oppositional defiant behaviours. The proportion of children with pervasive conduct problems was high, 83%. Teachers in day care and school reported children in the pervasive group to have significantly more attention and internalizing problems as well as lower social competence scores than those in the non‐pervasive group. Children in the pervasive group also showed consistently more problems in their relationships both with teachers and peers than those in the non‐pervasive group. The implications for assessment and treatment of children with conduct problems in these age‐groups are discussed.
... It is the sheer accumulation of such transactions that creates aggressive and violent behaviors. This kind of family conflict is constant in such families; many of these families average one verbal or physical conflict every 3 minutes (Ramsey, Patterson, & Walker, 1990). Teachers and schoolmates respond negatively to these children's disagreeable behavior, so that they meet with negativity at every turn and increasingly fall in with the only peers who will accept them—those who exhibit risky or aggressive behavior and who commit crimes (Ramsey et al., 1990). ...
... This kind of family conflict is constant in such families; many of these families average one verbal or physical conflict every 3 minutes (Ramsey, Patterson, & Walker, 1990). Teachers and schoolmates respond negatively to these children's disagreeable behavior, so that they meet with negativity at every turn and increasingly fall in with the only peers who will accept them—those who exhibit risky or aggressive behavior and who commit crimes (Ramsey et al., 1990). P5: Aggressive, violent, or other antisocial behaviors develop out of coercive FCPs and are further reinforced by teacher, peer, and other relations. ...
... Parents are not always willing or able to care for their children adequately. Families who neglect, emotionally abandon, or abuse their children are likely to have children at risk for violent behavior, chemical dependency, teen pregnancies, and other related social ills (Capaldi & Patterson, 1996;Conger et al., 1995;Crittenden, 1996;Crittenden & Ainsworth, 1989;Dahlberg, 1998;Erickson & Egeland, 1996;Erickson et al., 1985;Maden & Wrench, 1977;Main & Goldwyn, 1984;Patterson et al., 1998;Ramsey et al., 1990;Reid & Patterson, 1989;Resnick et al., 1997;Ricks, 1985;Zeanah & Zeanah, 1989). Children at risk for social ills and antisocial behavior tend to be heavier users of violent or pornographic media content, heavy metal music, and other antisocial media (Heide, 1997;Klein et al., 1993;T. ...
A theoretical framework describes differences in the social distribution of family childrearing patterns as a primary component in children’s preferences for violent media content, as well as a component in development of knowledge gaps and citizen participation differentials. The interrelated elements include family childrearing prototypes, attachment theory, authoritarian personality theory, and Kohn’s theory of childrearing values. The concept of power underlies these elements on the levels of individuals, families, and society, as operationalized in (1) the perceptions of self-efficacy or powerlessness that the attachment process fosters in children, (2) parent-child power relations, and (3) ultimately, social power. Children of parents who feel powerless and who attempt to assert power through authoritarianism often grow up to have the same sense of powerlessness and other authoritarian characteristics, and they may be especially attracted to the portrayal of violent power options in mass media and video games.
... FAMILY PROCESS as to relationships with others in the community (Ramsey, Patterson, & Walker, 1990). PMTO helps parents replace coercive interactions with positive parenting methods (i.e., skill encouragement, setting limits, monitoring, problem solving, and positive involvement ). ...
... Teachers for children in the SAU group may have known that treatment was being provided whereas teachers for the PMTO group may have been blind to this fact. Additionally , studies have found an association between antisocial behavior at home setting and in the school setting, particularly for more extreme cases (e.g., Ramsey et al., 1990). Although the overall mean sample T score in our sample was within the clinical range, about 27% of the children were below the clinical range at baseline assessment, as measured by parent ratings on the total problems CBCL scale. ...
Well-documented treatment methods must be tested following their implementation in community service agencies and across different cultures to ensure continuing effectiveness. This study was a randomized controlled trial (RCT) of Parent Management Training-the Oregon model (PMTO), conducted within a nationwide implementation in Iceland. Families of 102 clinically referred children with behavior problems were recruited from five municipalities throughout Iceland. Child age ranged from 5 to 12; 73% were boys. Families were randomly assigned to either PMTO or services usually offered in the communities (SAU). Child adjustment was measured with a latent construct based on parent, child, and teacher reports of externalizing and internalizing problems and social skills. Prepost intent-to-treat analyses showed that PMTO treatment led to greater reductions in child adjustment problems relative to the comparison group, obtaining a modest to medium effect size based on the construct score. Only one indicator (parent-rated Social Skills) showed significant change independently and information on amount and kind of treatment in the SAU was limited. Overall, findings indicate that PMTO is an effective method to treat children's behavior problems in a Northern European culture and supply evidence for the method's successful implementation in community settings in Iceland. This is one of few nationwide implementation studies of PMTO outside the United States and the first RCT in Iceland to test a treatment model for children's behavior problems.
... Şiddet davranışının şizofreni hastalarındaki antisosyal özelliklerle ilişkili olduğu görülmüştür. Aradaki korelasyonun sadece istatistiksel olarak değil klinik ve sosyal olarak da anlamlı olduğu belirtilmektedir (138). ...
... Furthermore, hostility in the family, especially mutual hostility, might increase the risk of externalizing problems more globally for youth. On a macrolevel, the SIL model hypothesizes that hostile interactions in the family teach children aggressive tactics that generalize to other social situations outside the home environment, such as interactions with peers (e.g., Ramsey, Patterson, & Walker, 1990). Supporting this theoretical model, studies of children and youth in families characterized by mutually hostile interactions are more likely to have high levels of externalizing problems (e.g., Eddy, Leve, & Fagot, 2001;Fosco et al., 2014;Richmond & Stocker, 2008;van Doorn, Branje, & Meeus, 2008) and engage in mutually hostile interactions with peers (Trifan & Stattin, 2015). ...
In line with family systems theory, we examined patterns of hostile interactions within families and their associations with externalizing problems among early-adolescent children. Using hostility scores based on observational data of six dyadic interactions during a triadic interaction (n = 462; i.e., child-to-mother, mother-to-child, child-to-father, father-to-child, mother-to-father, father-to-mother)—latent profile analysis supported three distinct profiles of hostility. The low/moderate hostile profile included families with the lowest levels of hostility across dyads; families in the mutual parent-child hostile profile scored higher on parent-child hostility, but lower on interparental hostility; the hostile parent profile showed higher levels of parent-to-child and interparental hostility, but lower child-to-parent hostility. Concerning links to youth outcomes, youth in the mutual parent-child hostile profile reported the highest level of externalizing problems, both concurrently and longitudinally. These results point to the importance of examining larger family patterns of hostility to fully understand the association between family hostility and youth adjustment.
... Alguns autores analisaram a interferência da variável tamanho da família ou ordem de nascimento dos filhos no ajustamento escolar (Owen, 1981). E, finalmente, outros estudiosos relacionaram entre si ambiente familiar, ajustamento escolar e traços de personalidade (Marjoribanks, 1979;Ramsey, Patterson e Walker, 1990). Via de regra, esses estudos apresentam relações entre o ajustamento e algumas das variáveis estudadas, mas sem regularidade nos resultados. ...
A fines de 2013, el Instituto de Historia, perteneciente a la Facultad de Ciencias Humanas de la Universidad Católica del Uruguay, organizó unas Jornadas con el fin de hacer presente, en el ámbito académico, la figura de Mons. Jacinto Vera como otro aporte junto a lo organizado en otras áreas. Por tanto, se trató con profundidad y rigor, como lo amerita el ámbito universitario, las distintas facetas del primer Obispo del Uruguay en el año del bicentenario de su nacimiento.
... Likewise, existing research reveals negative relationships between empathy and aggression or externalizing problems (Diener & Kim, 2004;Hastings, Zahn Waxler, Robinson, Usher, & Bridges, 2000;Hughes, White, Sharpen, & Dunn, 2000;Strayer & Roberts, 2004). Because disruptive children are thought to spend less time on task (Arnold et al., 1999;NICHD Early Childcare Research Network, 2004;Ramsey, Patterson, & Walker, 1990), do less homework (Dishion, Loeber, Stouthamer-Loeber, & Patterson, 1984), and may receive less instruction from teachers (Coie & Dodge, 1998;Pianta, La Paro, Payne, Cox, & Bradley, 2002), it is easy to understand why these children may be less successful academically. In conclusion, empathy has a large influence on social inclusion and academic achievement. ...
The document describes the requirements for the gamification of prosocial learning. A conceptual framework is defined that is derived from multidisciplinary perspectives (pedagogy, psychology, teaching practitioners, game designers) of prosociality as the basis for understanding the technical and operational requirements for creating games to teach prosocial skills in schools. The conceptual framework provides the theoretical foundation for technical work developing a platform for prosocial gaming and innovation in the delivery of such games to schools
... Alguns autores analisaram a interferência da variável tamanho da família ou ordem de nascimento dos filhos no ajustamento escolar (Owen, 1981). E, finalmente, outros estudiosos relacionaram entre si ambiente familiar, ajustamento escolar e traços de personalidade (Marjoribanks, 1979;Ramsey, Patterson e Walker, 1990). Via de regra, esses estudos apresentam relações entre o ajustamento e algumas das variáveis estudadas, mas sem regularidade nos resultados. ...
This study reports the development of a test to assess the adjustment of students in the family, school and social environment, administered to a group of 440 elementary school students. The factorial analysis showed three factors, but mixing the items of the three environments. The items elimination was done using three combined criteria: frequency more than 85% in one answer, the internal consistency by Cronbachs alpha and factorial loading. Twenty items were studied as the second version of the test. The factorial analysis showed three factors and differentiated the three environments. The internal consistency and reliability coefficients are acceptable.
... Grandfathers can become father figures to children who do not have contact with their biological fathers due to divorce, desertion or incarceration. Research also suggests inadequate supervision and inappropriate discipline are responsible for about half of the variance associated with antisocial child behaviour in schools by grade 5 (Ramsey et al., 1990). Children with these behaviours often experience increased involvement in covert delinquent activities as they enter middle and high school. ...
Children considered ‘at-risk’ for school failure and other adverse life outcomes have received increasing attention in multiple countries across the world. The research literature is replete with studies that emphasize specific detrimental factors that may make a child’s life more difficult upon entering adulthood. The traditional, negative perspective of first identifying deficits and pathology before offering aid contrasts sharply with resiliency research and the emerging positive youth development (PYD) model. The developmental assets framework is under the rubric of PYD and offers a strength-based approach to child development, prevention and intervention. This article reviews and integrates data which demonstrate how asset-building is beneficial to students considered at-risk. School psychologists are well-positioned to collaborate with teachers and other educators to play vital roles in implementing this proactive PYD model to help all students.
... i denne teorien hevdes det at den viktigste faktoren for utvikling av atferdsvansker er et negativt og tvingende samspillsmønster (gjensidig tvang og press) mellom barn og foreldre (forgatch & Martinez, 1999). atferdsvanskelige barn vil i mange tilfeller også ha vansker i skolen (ramsey, patterson & Walker, 1990), noe som kan lede til at disse barna får problemer med å fungere sosialt med andre barn og laerere (dishion & patterson, 2006). dette taler for at det er nødvendig å satse på tidlig intervensjon, ved å gripe inn før problemene har vokst seg store og blitt en del av barnets fungering på skoleog vennearenaer. ...
... We propose that low levels of academic engagement are an important distinguishing characteristic of antisocial children: Antisocial children are less engaged in learning than their peers, and this is why they do poorly in school. In support of this prediction, earlier results from a subset of our subjects for whom school observations were available indicated that boys who were more antisocial in the home at Grade 4 had poor attendance records and low observed rates of academic engaged time in their 5th-grade classrooms (Ramsey, Patterson, & Walker, 1990). Dishion, Loeber, et al. (1984) found officially delinquent 10th graders did less homework than their nondelinquent peers, and Hagborg (1991) found that high school students who reported doing no homework also reported more discipline and behavior problems. ...
Tests a model for conduct-related school failure in young adolescent boys. In this model, family characteristics and child antisocial behavior serve as predictors of school adjustment and academic performance. Ss were 206 youths and their families, followed from the 4th through 8th grades. Results indicated that low parental academic achievement was associated with ineffective discipline practices and child antisocial behavior in the 6th grade. Ineffective discipline had a direct and negative effect on boys' 7th-grade academic engagement. Boys' academic engagement, in turn, had a direct and positive effect on 8th grade academic achievement. A smaller direct effect of parental achievement on child achievement was also found. Results are discussed in terms of research on parental influence on academic success and life span models of the development of antisocial behavior. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Further, the parents' failure to use contingent positive reinforcement means that they do not function as a support system for growth and development. Noncompliant and aggressive behaviors are learned at home, then generalize to other settings, such as school (Ramsey, Patterson, & Walker, 1990), and create two qualitatively new problems: rejection by prosocial peers and academic failure. These two failures at school tend to result in the child associating with troublesome peers, who further reinforce noncompliant and aggressive behaviors. ...
In the current study, social learning theory and findings on the association of ineffective parental discipline and childhood conduct problems was reviewed In addition, the association of ineffective discipline in childhood to arrests and academic achievement in adolescence was tested. The reviewed studies were multi-agent, multimethod passive longitudinal, prevention, and clinical studies conducted at the Oregon Social Learning Center (OSLC). Measurement of childhood discipline included observational data. Analyses predicting to adolescent outcomes were conducted for the Oregon Youth Study sample of approximately 200 males at risk for delinquency. The finding of an association between ineffective discipline and childhood conduct problems was replicated in three OSLC studies. Ineffective discipline at Grade 4, controlling for Grade 4 antisocial behavior, was found to predict to a more serious juvenile arrest record (two or more arrests) and to failure to enter higher education. Prevention efforts need to be directed toward promoting effective discipline skills, especially in parents of young children. Effective discipline includes such skills as structuring situations, redirecting child behavior, encouragement, and also consistent use of a mild to moderate consequence such as time out or privilege loss.
... Parents can influence children's social adjustment in the classroom through their own active involvement in the child's educational setting and by encouraging social behaviors at home that help prepare the child to handle the challenges in the school setting (Dishion, French, & Patterson, 1995). On the other hand, the interaction of ineffective discipline and parental hostility is strongly related to children's conduct problems in preschool, further persisting during the transition to elementary school (Ramsey, Patterson, & Walker, 1990). ...
... l989:329-33 1; Ramsey et al., 1990). The evidence for this consistency is particularly strong for aggressive and antisocial behaviors (Eron, 1987;Huesmann et al., 1984;White et al., 1990;see Moffitt, 1993:679-685 for an excellent discussion of sources of continuity relevant to antisocial behaviors). ...
Many of the key controversies in contemporary criminology are
encompassed in the debate between proponents of self-control
theory and those who emphasize the importance of social bonds
that develop over the life-course as factors in crime causation.
Here we summarize Gottfredson and Hirschi's self-control theory
and the age-graded control theory of Sampson and Laub and try
to clarify some areas of theoretical and methodological agreement
and disagreement between them. We also discuss how each
theory accounts for the continuity and discontinuity of crime,
and address the paradox of how antisocial behavior in children
can be one of the best predictors of antisocial behavior in adults,
while at the same time most antisocial children do not continue
their antisocial behavior as adults. Finally, we consider an emerging
body of research regarding the unity of the chronic offender
category. This line of research suggests the possibility of different
etiologies among different categories of chronic offenders.
We conclude that these theories may diverge because they are
not focused on explaining criminal behavior among the same
sub-categories of the chronic offender population.
... Although these styles need not become fixed (e-g., see Sampson and Laub, 1993), they tend to become less plastic with age and experience. People generally exhibit a preferred style for dealing with problems by middle childhood (Dishion et al., 1991;Mann, 1973;Mischel et al., 1989;Patterson et al., 1989:329-331;Ramsey et al., 1990). The evidence for this consistency is particularly strong for aggressive and antisocial behaviors (Eron, 1987;Huesmann et al., 1984;White et al., 1990; see Moffitt, 1993:679-685 for an excellent discussion of sources of continuity relevant to antisocial behaviors). ...
A paradigm is presented for developing and extending Cohen and Machalek's evolutionary ecological theory of expropriarive crime to encompass all criminal behavior. The paradigm uses well-understood concepts from evolutionary ecology to identify the scope and scale nec-essary for a holistic understanding of crime. It demonstrates how con-sistent empirical findings and insights from the many disciplines that study crime may be integrated into a single comprehensive theoretical framework. A t the micro level, it explains how individual criminal behavior is influenced, but not determined, by systematic interactions between factors at ecological, individual, and societal levels over the life cou.rse. At the macro level, it explains the evolution of population-level characteristics such as the frequency and type of crime-and approaches to crime control-as the cumulative result of the behaviors of individuals and their interactions with one another and the environ-ment. If the proposed relationships between domains of variables can be refined, it appears possible to develop a truly general theory of crim-inal behavior. Research and policy implications of this approach to understanding crime are discussed. This paper presents a paradigm1 for developing and extending Cohen. 1. A paradigm is essentially a pre-theory whose role is to help us see a previously obscure puzzle in a new way. A paradigm should define a broad sweep of reality by using a systematically organized set of concepts that are practical tools for solving puz-zles within its domain. It also should suggest how those concepts should be used and CRIMINOLOGY VOLUME 32 NUMBER3 1994 311
... Other constitutional factors like low selfcontrol allegedly explain both behaviors (Felson and Staff 2006;Gottfredson and Hirschi 1990). Similar claims have been advanced with respect to ''antisocial traits'' (Ramsey, Patterson, and Walker 1990) and intelligence (Wilson and Hernstein 1985). Direct assessments of ''latent trait'' explanations of the association between engagement/ bonding and delinquency are surprisingly rare. ...
Engagement in school is crucial for academic success and school completion. Surprisingly little research has focused on the relationship between student engagement and delinquency. This study examines whether engagement predicts subsequent school and general misconduct among 4,890 inner-city Chicago elementary school students (mean age: 11 years and 4 months; 43.3% boys; 66.5% black; 28.8% Latino). To improve upon prior research in this area, we distinguish three types of engagement (emotional, behavioral, and cognitive), examine whether the relationship between engagement and misconduct is bidirectional (misconduct also impairs engagement), and control for possible common causes of low engagement and misconduct, including peer and family relationships and relatively stable indicators of risk-proneness. Emotional and behavioral engagement predict decreases in school and general delinquency. However, cognitive engagement is associated with increases in these outcomes. School and general delinquency predict decreased engagement only in the cognitive domain. Suggestions for future research and implications for policy are discussed.
... Although these styles need not become fixed (e.g., see Sampson and Laub, 1993), they tend to become Jess plastic with age and experience. People generally exhibit a preferred style for dealing with problems by middle childhood (Dishion et al., 1991;Mann, 1973;Mischel et at., 1989;Patterson et al., 1989:329-331;Ramsey et at., 1990). The evidence for this consistency is particularly strong for aggressive and antisocial behaviors (Eron, 1987;Huesmann et al., 1984;White et al., 1990; see Moffitt, 1993:679-685 for an excellent discussion of sources of continuity relevant to antisocial behaviors). ...
Thesis (Ph. D.)--University of California, Davis, 1990. Includes bibliographical references (leaves 241-268). Photocopy.
... Alguns autores analisaram a interferência da variável tamanho da família ou ordem de nascimento dos filhos no ajustamento escolar (Owen, 1981). E, finalmente, outros estudiosos relacionaram entre si ambiente familiar, ajustamento escolar e traços de personalidade (Marjoribanks, 1979; Ramsey, Patterson e Walker, 1990). Via de regra, esses estudos apresentam relações entre o ajustamento e algumas das variáveis estudadas, mas sem regularidade nos resultados. ...
Relata-se a construção de um instrumento para avaliar o ajustamento de estudantes nos ambientes familiar, escolar e social, aplicado coletivamente em 440 alunos do ensino fundamental. A análise fatorial resultou em três fatores, mesclando os itens dos três ambientes. Eliminaram-se itens por três critérios combinados: freqüência superior a 85% em uma das respostas, consistência interna por alfa de Cronbach e carga fatorial. Chegou-se a 20 itens, segunda versão do instrumento. A análise fatorial resultou em três fatores, diferenciando os ambientes. Os índices de consistência interna e de precisão do instrumento como um todo e das escalas em particular são aceitáveis.
... The transition to elementary school is a particularly important juncture for the continuity of conduct problems. Most theories assume that child disruptive and aggressive behavior shaped in the home generalizes to school and peer environments (Ramsey, Patterson, & Walker, 1990). This straightforward home-to-school generalization model ascribes considerable power to parents. ...
Data were collected in a longitudinal study of 134 boys and 132 girls and their families during kindergarten and first grade. Four hours of parent-child interaction were coded to ascertain parent discipline practices. A structured interview assessed maternal attributions about child behavior. Maternal ratings of child conduct problems at kindergarten entry reliably predicted the mother's subsequent hostile attributions concerning child misbehavior and use of ineffective discipline tactics. Ineffective maternal discipline and the interaction of ineffective discipline and hostile attribution predicted growth in child conduct problems at home during kindergarten and first grade. Changes in teacher-reported and observed child conduct problems at school during kindergarten and first grade were predicted by growth in conduct problems at home and by the interaction of ineffective discipline and hostile attribution.
... Approximately 50-60% of children who display conduct problems at home also exhibit clinically significant behavior problems in day-care centers and at school (Ramsey, Patterson & Walker, 1990). These children are also at higher risk of developing serious problems later than children who are aggressive in only one setting (CPPRG, 2002;Moffitt, 1993). ...
Baseline assessments of 4 to 8-year-old children, 26 girls and 101 boys, referred to outpatient treatment for disruptive behaviors, were examined, focusing on possible differences between the functioning of boys and girls and their families. Child variables included diagnostic information, measures of disruptive behaviors, social competence, and independent observations of child behaviors. A variety of family variables, such as information regarding parenting practices, parental stress, and depression were included. Teacher reports of disruptive behaviors and social competence at school were included. Teacher ratings of child functioning indicated that boys displayed significantly more externalizing behaviors and they were less socially competent than girls. Parents perceived both girls and boys as highly oppositional and aggressive, and generally speaking, differences were few. Nevertheless, the level of stress was higher in girls' than in boys' families, and mothers of girls reported of higher levels of depressive symptoms. Girls and boys did not differ regarding diagnostic status.
... Dimensions of poor discipline practices include ineffective discipline (e.g., giving in to aggressive and noncompliant behavior from the child), low-level coercive discipline (e.g., nattering and threats with failure to follow through), and harsh discipline, including occasions where parents lose their temper and use overly harsh consequences, including physical discipline. These forms of discipline have been shown to be predictive of conduct problem behaviors at home, which then generalize to other settings such as school (Ramsey, Patterson, & Walker, 1990). Thus, problematic discipline may have severe consequences. ...
Recent studies have found significant but relatively modest associations in parenting across generations, suggesting additional influences on parenting beyond experiences in the family of origin. The present prospective, cross-generational study of at-risk men (Oregon Youth Study) focuses on fathers' negative discipline practices with their 2- to 3-year-old children. The theoretical model is based on a dynamic developmental systems approach to problematic family functioning, which points to the importance of developmental systems, including family risk context and key influential social interactional systems, and emphasizes influence that is directly pertinent to the outcome of interest. Path modeling indicated that the men's poor and harsh discipline practices were predicted by partners' problem behavior (substance use and antisocial behavior) and negative discipline practices, as well as by poor discipline experienced in the family of origin; men's own problem behavior, ages at which they became fathers, and family socioeconomic status were controlled. Findings indicate the importance of focusing on influence dynamics across parents.
... Del Vecchio and O'Leary, 2006;Eddy et al., 2001;Snyder and Stoolmiller, 2002]. These early experiences of parent-child interactions are thought to constitute a blueprint for social exchanges, which influences the child's behavior in other social settings [Greenberg, 1999;Ramsey et al., 1990]. ...
We investigated the reliability and (convergent and discriminant) validity of an observational measure of physical aggression in toddlers and preschoolers, originally developed by Keenan and Shaw [1994]. The observation instrument is based on a developmental definition of aggression. Physical aggression was observed twice in a laboratory setting, the first time when children were 1-3 years old, and again 1 year later. Observed physical aggression was significantly related to concurrent mother-rated physical aggression for 2- to 4-year-olds, but not to maternal ratings of nonaggressive externalizing problems, indicating the measure's discriminant validity. However, we did not find significant 1-year stability of observed physical aggression in any of the age groups, whereas mother-rated physical aggression was significantly stable for all ages. The observational measure shows promise, but may have assessed state rather than trait aggression in our study.
Parent training (PT) is effective in treating early onset conduct problems (CPs), particularly when focused on altering reinforcement systems that support aggression and emotional lability. We describe PT, as well as augmenting effects of additional treatment components (e.g., child training). Effective PT alters family dynamics to increase positive interactions and decrease negative interactions, resulting in improved family climate, less negative reinforcement of emotional lability, and reduced physiological reactivity among children. Despite attempts to disaggregate PT into minimally necessary components, the whole is often greater than the sum of its parts. PT is also enhanced by adding child training, and when possible, teacher training. Early intervention is preferable, before children's CPs become embedded in deviant peer reinforcement systems.
This study examined the parent management practices to which a sample of middle school boys, in four different school adjustment groups, were exposed. The four groups were labeled Internalizers, Antisocials, Normal/Controls, and Externalizers. Parent management practices, including discipline, monitoring, positive reinforcement, parent involvement, and problem solving were compared for the four groups. Study results indicated between-group differences on two of the five parent management constructs, although all results were clearly in the hypothesized direction. The outcomes of the study are discussed in terms of the relationship of parenting practices to antisocial behavior in school settings.
This study examined whether the Incredible Years (IY) Teacher Classroom Management (TCM) program implemented as a school-wide preventive intervention at 1st to 3rd grade in a regular school setting reduces the development of problem behavior and improves social competence. Using a quasi-experimental pre-post design, the IYTCM was implemented in 21 schools and compared with 22 matched schools that did not receive the program. A total of 241 1st to 3rd grade teachers and 1518 students aged 6 to 8 years took part in the trial. Mixed-model analyses found small positive effects on changes in students’ social competence (dw = 0.19), while effects on change in students problem behavior were less than small (dw < 0.20). When the program is implemented as school-wide universal preventive intervention, results suggest a small preventive impact of the IYTCM program in regular school settings for some of the outcomes measured in the study.
We proposed that having mutually hostile interactions with others is a strong environmental stress factor that, together with diverse psychosocial problems, characterizes adolescents who self-harm. Using cluster analysis, this study examined the naturally occurring patterns of hostility conditions and psychosocial difficulties in a normative sample of 2,029 adolescents (50% boys; Mage = 13.89). Results showed that self-harming behavior was significantly higher among the subgroup of adolescents with mutually hostile interactions who exhibited both internalizing and externalizing problems than among adolescents with other interpersonal–psychosocial configurations. Also, this subgroup of adolescents reported high impulsivity, anger dysregulation, and low self-esteem. These findings support recent research that indicates that adolescents who self-harm also tend to expose others to hostility and display externalizing symptoms.
In diesem Kapitel wird an das dynamisch-interaktionistische Paradigma angeknüpft, das von langfristigen Eigenschaftsänderungen trotz mittelfristiger Stabilität ausgeht. Wenn sich einzelne Eigenschaftswerte einer Person ändern, findet Persönlichkeitsveränderung statt. Wenn umgekehrt instabile Tendenzen des Erlebens oder Verhaltens in stabile Persönlichkeitseigenschaften überführt werden, findet eine Stabilisierung der Persönlichkeit statt. Veränderung und Stabilisierung der Persönlichkeit sind beide Ausdruck von Persönlichkeitsentwicklung. In diesem Kapitel werden zunächst wichtige Aspekte der Persönlichkeitsentwicklung diskutiert. Weiterhin wird die Frage nach der Erklärung der Persönlichkeit und ihrer Entwicklung gestellt: Wie wirken genetisches Erbe und individuelle Umwelt bei der Entstehung und Veränderung von Persönlichkeitseigenschaften zusammen? Und welche Rolle spielen Zufall und Notwendigkeit in der Persönlichkeitsentwicklung?
Cilj istraživanja prezentovanog u ovom radu usmeren je ka ispitivanju medijacijske uloge osobina ličnosti u relaciji između različitih načina kažnjavanja u porodici i neadekvatnog načina ponašanja u školi. Uzorak je činilo 479 učenika i učenica srednjih škola sa teritorije Srbije. Od ukupnog broja ispitanika 63.5% bilo je ženskog pola, a prosečna starost ispitanika iznosila je 16.76 godina. Osobine ličnosti učenika operacionalizovane su preko dimenzija skraćene verzije upitnika Velikih pet plus dva (VP+2-70), a načini kažnjavanja u porodici mereni su upitnikom Skale kažnjavanja u vaspitanju (SKV). Konstrukt školske nediscipline operacionalizovan je kao jedinstven skor na Skali školske nediscipline (ŠN). Rezultati istraživanja sugerišu postojanje medijacione uloge pojedinih osobina ličnosti između načina kažnjavanja u porodici i školske nediscipline, pri čemu je medijacija osobina ličnosti parcijalnog tipa. Uloga Negativne valence značajna je u relaciji između svih načina kažnjavanja u porodici, izuzev fizičkog, i školske nediscipline, dok Agresivnost ostvaruje značajan efekat u relaciji između verbalnog i separacionog kažnjavanja kao prediktora, i školske nediscipline kao kriterijuma.
This study investigated perceived parental rejection, family cohesion and adaptability, and levels of trait anger and anxiety and their relationship to the etiology of aggression in adolescents who have been adjudicated for assaultive crimes. An attempt was made to translate these psychological constructs into a theory-based model from the principles of individual psychology by Alfred Adler. This study supports Adler’s aggression theory, which established that aggression may begin with feelings of inferiority or anxiety within the family. When these feelings of anxiety increase, some adolescents may use anger as a safeguard to their selfesteem. Adler described this use of anger as the compensatory movement and suggested that anger used to overcome feelings of inferiority results in aggression. This intense anger appears to direct attention, interests, perceptions, and memory into paths of impulsive aggression.
Victor Turner calls VR a "liminal moment" that is a passage towards RL and where the cultural symbols and meanings of RL can be applied. Turner perceives cyberspace as a transitional state but VR is equal to developing something (more personalities, more points of view, or at least more "windows") and development, that is to be in motion, is not provisional but presumes permanence. The technical development has brought about the postmodern way of thinking. Understanding VR requires a kind of openness towards the acceptance of multiplied space (and points of view). The world of multiplied points of view means a moral challenge. VR is the world of simulations where the traditional norms cannot be applied in an analogue way but they would not be suitable to regulate VR. Cyberspace gives way to thoughts people would otherwise repress (agression, impatience, revenge). These fantasies and the multiplied personalities grown from them can, however, become challenges that are not a development perspective for the person but rather appear negatively: they give the impression of deficiency. But as much as they impersonate the missing abilities, possibilities and capabilities, they also constrain the person's freedom: VR will become a type of prison people create for themselves and where they always return - they are unable to get rid of it. In this sense, the VR leads us back to Bentham's panopticon or Anders' "prison world" censored by the media. The Freudian psychoanalytic dissections interpret a new relevance at this point - in the analysis of a renewed, multiplied personality. Virtual communes are born similarly to the conventional ones but the way they function and the rules they use are worlds apart from the traditional moral norms. Virtual is not analogue with the real communities. If we see the ethical norms of the virtual communities, it is clear that the righteousness of the law is evident only from a certain perspective. This perspective is represented by tradition-based ethics applied to the real world. In the young virtual society, however, there is no place for traditions so the ethical principles must be interpreted flexibly. Legal norms are the written version of the traditional ethical norms, consequently they cannot prevail in the virtual world. The computer as a new means of mass information gave consumers a new device (i.e. the user of Internet), enabling them to interfere actively into the global stream of conscience. The mirror in Alice's Wonderland is a metaphor often referred to in the circles of Internet users but cyberspace is often compared to cancer, or chaos, as a reference to its fast growth, its huge size and the disorderly nature of its contents. The expressions of brainwashing, altered state of conscience, hallucinations, dreams, replicas of the world refer to the parallel, only seemingly existing, inverse society-like nature of the VR as perceived by the on-line citizens. The expressions of hologram, drugs, perversity, schizophrenia, meditation, childish thinking refer to the behaviour shown in cyberspace and the altered state of consciousness. Some of these expressions are surprising, and furthermore, alarming for a criminologist. Although these altered states of consciousness (hopefully) manifest themselves in all sorts of behaviour that remain within the boundaries of self-control, it is still worth wondering what kind of behaviour we learn about in the course of a VRcommunication. Do the behavioural forms we learn and acquire on the net fit into the norms of the real world? And if they don't, who will tell us what the right behaviour is? The mass media? Is it wise to allow the fox to watch the geese?
This study used structural equation modeling with longitudinal data from the Oregon Youth Study to test the hypothesis that the effect of socioeconomic status (SES) on delinquency in early adolescence would be mediated entirely by parental management skills. SES was measured by parental education and occupation when the son was in the fourth grade, parental management skills during the sixth grade, and delinquency during the seventh grade. The hypothesis was supported: The direct effect of SES on delinquency was not significant after controlling for parental management, which was modeled as a second-order factor consisting of parental monitoring and discipline. Implications are discussed for theories of delinquency and for delinquency prevention and treatment.
It was predicted that violent offending at adolescence is part of a general pattern of high-rate antisocial behavior that emerges in childhood. Family characteristics, including family management practices and childhood behavior, were compared for violent adolescent arrestees and nonviolent adolescent arrestees who were matched for arrest frequency. Further, regression analyses were conducted using self-report of violent offending. Also predicted was that multiple arrestees with no arrests for violence would self-report as much violence as multiple arrestees with arrests for violence. Hypotheses were tested on an at-risk sample of males in the Oregon Youth Study (OYS), a multimethod, multiagent longitudinal study. The findings generally supported the contention that violent offenders show the same background as frequent but nonviolent offenders.
A path model was tested to examine a modified version of coercion theory. Results suggested that family cohesion is a salient issue in adolescent delinquent behavior, particularly as mediated by involvement with deviant peers.
describe the general methodological approach that we [the authors] have developed for assessing factors involved in the development of antisocial behavior in children / present two theoretical/empirical examples from our research / particular attention will be given to comparing the relative utilities for different levels (micro- and macro-) of data in making long-term predictions about child adjustment / structural equation modeling (SEM) is a statistical tool that we have found most useful in testing our hypotheses (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Although much work has been done to derive empirically based taxonomies of child and adolescent problem behaviors, such is not the case for positive social behaviors. In the present study an extensive review, analysis, and synthesis of more than 2 decades of factor analytic research on child and adolescent social skills was completed to derive an empirically based taxonomy. Five behavioral dimensions occurred consistently: Peer Relations, Self Management, Academic, Compliance, and Assertion. The most common social skills associated with these dimensions are presented. The taxonomy presented has the advantage of support from studies which have all used a dimensional approach in their methodology. Additional evidence of the validity of the taxonomy can be ascertained from (1) convergent face validity and (2) discriminant face validity. Clinicians and researchers may use the taxonomy to provide a nomenclature with which to refer to the 5 positive social skill patterns, identify dimensions to increase the occurrence of these skills, measure intervention effects, and aid in theory development. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The principal aim of this dissertation was to study the effectiveness of treatment of children for severe conduct problems, and to explore factors of relevance for the effects of treatment on these children. In three studies, 127 children aged 4‐8 years and their families participated in a randomized controlled trial of the Incredible Years training sessions that were implemented in two outpatient clinics for children and adolescent’s mental health in two cities in Norway. In addition, a meta‐analysis was performed in order to identify the effects of treatment on children and adolescents with conduct problems and to explore additional treatment effects, i.e. effects in day‐care and school, changes in children’s and adolescents’ social functioning and changes in parental distress.
In the replication study of the Incredible Years moderate reductions in children’s conduct problems were reported by the parents, while 40% of the children were within the normal range in terms of conduct immediately after treatment, according to their mothers. Positive additional effects were obtained in terms of parents experiencing moderate to large reductions in parental stress. Alterations in parenting behaviour were also moderate to large, and self‐reported inconsistent and harsh disciplining were both significant partial mediators of change in children’s conduct problems. Although parents reported positive reductions in parental stress, maternal stress was a significant predictor of worsened treatment outcome. Furthermore, Attention Deficit Hyperactivity Disorder (ADHD) predicted worsened treatment outcome as experienced by both mothers and teachers. Finally, the mothers of girls scored the girls less below cut‐off at posttreatment than did mothers of boys.
In general, although the similarities in parents’ perceptions of boys and girls with conduct problems at pretreatment were more evident than the differences, parental stress was more pronounced among parents of girls, and mothers’ of girls reported more symptoms of depression. Teachers, on the other hand, viewed the boys as less socially competent and more aggressive.
In the meta‐analysis, the effect sizes (ES) indicated moderate reductions in children’s and adolescents’ conduct problems in studies with untreated control groups, while in studies without untreated controls, the ESs in reductions in aggressive behaviours were large. The changes in aggressive behaviours in daycare or school, alterations in social functioning and reductions in parental distress were moderate in size. In the moderator analyses, the variable sample size was significant in studies with untreated controls, while the following variables; age of the child, diagnostic assessment and mode of treatment, were all significant in studies without untreated comparisons.
It is concluded that children’s and adolescents’ conduct problems can be treated with positive results and that important additional treatment gains can be achieved. However, factors such as parental stress and a child diagnosis of ADHD can influence treatment effects negatively. Further steps to improve generalization effects may be needed, both in the treatment of conduct problems in general and specifically when employing the Incredible Years in Norway. Hensikten var å studere effekten av tiltak for å behandle barn med atferdsproblemer og utforske forhold av betydning for effekten av disse tiltakene. I tre studier deltok 127 barn i alderen 4-8 år og deres familier. Behandlingen har som mål å styrke foreldrekompetansen, foreldrenes oppdragelsespraksis, samspill i familien og foreldrenes ferdigheter i dagligdags problemløsning med barna. Endringene i barnas aggressive atferd var lovende. Foreldrene rapporterte store endringer i streng og ukonsekvent oppdragelses praksis, og dette var betydningsfulle mekanismer i behandlingen. ADHD hos barnet og mye stress hos foreldrene predikerte dårligere utbytte av behandlingen En litteraturgjennomgang bestående av 65 studier om behandlingstiltak for utagerende barn og unge, viste at tiltakene hadde moderate, men betydningsfulle effekter for å redusere utagerende atferd. Papers 1 and 4 of the thesis are not available in Munin, due to publisher's restrictions:
1. Larsson, B., Fossum, S., Clifford, G., Drugli, M. B., Handegård, B. H., and Mørch, W-T. "Treatment of oppositional defiant and conduct problems in young Norwegian children: results of a randomized controlled replication trial." European Child and Adolescent Psychiatry, Volume 18, Number 1, January 2009, pages 42-52 (Springer). Available at http://dx.doi.org/10.1007/s00787-008-0702-z
4. Fossum, S., Handegård, B. H., Martinussen, M., & Mørch, W-T. "Psychosocial interventions for disruptive and aggressive behaviour in children and adolescents: A meta-analysis." European Child and Adolescent Psychiatry, Volume 17, Number 7, October 2008, pages 438-451 (Springer). Available at http://dx.doi.org/10.1007/s00787-008-0686-8
Exploratory and confirmatory factor analyses were used with a 15-item adolescent self-report measure to identify 4 salient friendship characteristics--Reciprocity of Relations, Overt Hostility, Covert Hostility, and Self-Disclosure--with a sample of about 1,100 middle adolescents. Higher levels of Overt and Covert Hostility and lower levels of Reciprocity of Relations with one's closest friend were associated with higher levels of alcohol consumption, percentage of friends who drink, delinquent activity, depressive symptoms, and suicidal behaviors. Self-Disclosure was positively correlated with some adolescent problem behaviors, possibly reflecting developmental changes toward greater interpersonal involvement with friends in concert with age normative tasks such as increased alcohol use. Longitudinal, prospective analyses indicated that delinquent activity and depressive symptoms were significant lagged predictors of Overt and Covert Hostility, but that friendship characteristics were not significant lagged predictors of adolescent problem behaviors.
Subjects consisted of a sample of two cohorts of approximately 100 boys each whose behaviors were rated by their parents and teachers. Criterion variables included antisocial behavior, based on parent, child, teacher, and interviewer reports, and delinquency, based on parent and child reports in addition to cumulative arrest data taken from juvenile court records. The data suggest that mothers are focused on the daily, irritating behaviors of their sons. Teachers, on the other hand, appear to focus on a relatively small number of items (e.g., child physically attacks others, associates with deviant peers), and thereby provide ratings that are better predictors of delinquency and arrest. When the mothers' ratings were constrained to include only items that were salient for teachers, their predictive validity coefficients approached the magnitude of the teacher coefficients.
These practice parameters address the diagnosis, treatment, and prevention of conduct disorder in children and adolescents. Voluminous literature addresses the problem from a developmental, epidemiological, and criminological perspective. Properly designed treatment outcome studies of modern psychiatric modalities are rare. Ethnic issues are mentioned but not fully addressed from a clinical perspective. Clinical features of youth with conduct disorder include predominance in males, low socioeconomic status, and familial aggregation. Important continuities to oppositional defiant disorder and antisocial personality disorder have been documented. Extensive comorbidity, especially with other externalizing disorders, depression, and substance abuse, has been documented and has significance for prognosis. Clinically significant subtypes exist according to age of onset, overt or covert conduct problems, and levels of restraint exhibited under stress. To be effective, treatment must be multimodal, address multiple foci, and continue over extensive periods of time. Early treatment and prevention seem to be more effective than later intervention.
The prediction of young-adult adjustment from early adolescent conduct problems and depressive symptoms was examined for an at-risk sample of approximately 200 males. Conduct problems and depressive symptoms were expected to show stability to young adulthood. It was predicted that early adolescent conduct problems would be associated with a broad range of adjustment problems in young adulthood due to cumulative adjustment failures. Early adolescent depressive symptoms were expected particularly to predict poor relationships with parents and peers. Additive and interactive effects of the two predictors were examined. Conduct problems and depressive symptoms showed significant stability to young adulthood. Conduct problems were associated with a broad range of adjustment problems including continuing problems in peer associations, substance use, self-esteem, relationships with parents, and new problems in noncompletion of education, unemployment, driver's license suspensions, and causing pregnancies. Depressive symptoms predicted particularly to problems in social relationships. Higher levels of both conduct problems and depressive symptoms in early adolescence did not predict to increased difficulties for any one outcome over either problem alone, either due to main or interaction effects. Such co-occurrence, however, did result in problem outcomes in multiple areas, thus, the poorest adjustment overall.
We report on mental disorders and violence for a birth cohort of young adults, regardless of their contact with the health or justice systems.
We studied 961 young adults who constituted 94% of a total-city birth cohort in New Zealand, April 1, 1972, through March 31, 1973. Past-year prevalence of mental disorders was measured using standardized DSM-III-R interviews. Past-year violence was measured using self-reports of criminal offending and a search of official conviction records. We also tested whether substance use before the violent offense, adolescent excessive perceptions of threat, and a juvenile history of conduct disorder accounted for the link between mental disorders and violence.
Individuals meeting diagnostic criteria for alcohol dependence, marijuana dependence, and schizophrenia-spectrum disorder were 1.9 (95% confidence interval [CI], 1.0-3.5), 3.8 (95% CI, 2.2-6.8), and 2.5 (95% CI, 1.1-5.7) times, respectively, more likely than control subjects to be violent. Persons with at least 1 of these 3 disorders constituted one fifth of the sample, but they accounted for half of the sample's violent crimes (10% of violence risk was uniquely attributable to schizophrenia-spectrum disorder). Among alcohol-dependent individuals, violence was best explained by substance use before the offense; among marijuana-dependent individuals, by a juvenile history of conduct disorder; and among individuals with schizophrenia-spectrum disorder, by excessive perceptions of threat and a history of conduct disorder.
In the age group committing most violent incidents, individuals with mental disorders account for a considerable amount of violence in the community. Different mental disorders are linked to violence via different core explanations, suggesting multiple-targeted prevention strategies.
This study explored the relative importance of family, peers and school in predicting youth violence. The analysis was done on a nationally representative sample included 8,394 students from grade 6th-10th in Israel. Measures of youth violence included bullying, physical fights and weapon carrying. The findings suggested that all three social systems had significant relations with youth violence, respectively. Variables found to predict violence were: Family-lack of parental support regarding school; Peers-Lack of social integration or too many evenings out with friends; School-feeling of school alienation, low academic achievement and perceptions of frequent acts of violence in school. School perceptions had the strongest predicting power. Findings emphasized the importance of focusing on improving the daily school experience in reducing youth violence.
In this study, generalisation effects to day-care/school settings were examined in an outpatient clinic sample of 127 children aged 4-8 years treated because of oppositional conduct problems in the home with parent training (PT) and parent training combined with child therapy (CT) ("Incredible Years"). Before treatment all children scored above the 90th percentile on the Eyberg Child Behavior Inventory (ECBI) for home problems, and met criteria for a possible or a confirmed diagnosis of either an oppositional defiant (ODD) or a conduct (CD) disorder. Further, 83% of the children showed clinical levels of conduct problems both at home and in day-care/school before treatment. Although most children improved at home, the majority still showed clinical levels of conduct problems in day-care/school settings after treatment and 1-year later. Combined PT and CT produced the most powerful and significant generalisation effects across the treatment period, however these improvements were not maintained 1-year later for most areas. The results of the present study, therefore, underline the need to target conduct problems not only exhibited at home but also in day-care/school settings, and to develop strategies to maintain positive generalisation effects after treatment for this age and problem-group.
Antisocial behavior in children represents a serious and pervasive clinical problem. To date, progress in identifying effective treatments has been relatively slow. The purpose of the present article is to characterize the current status of treatment for antisocial child behavior, to identify promising approaches based on contemporary outcome research, and to note limitations and emergent methodological issues. A central purpose is to identify alternative models of treatment application and evaluation, including the high-strength intervention, amenability-to-treatment, broad-based treatment, and chronic-disease models. These models are designed to integrate findings regarding characteristics and prognosis of antisocial behavior with outcome research and to accelerate the identification and development of effective treatments.
Studies of nomothetically applied personality tests, clinical inference, and person perception have been interpreted as supporting the view that the naive "trait" based personality conceptions of the layman (and psychologist) are largely erroneous constructions of the perceiver. Recent work has suggested that the assumption of nomothetic applicability of traits may have been incorrect and that only some people may be consistent on any given trait. A method was developed to combine advantages of both idiographic and nomothetic measurement by allowing each of 98 undergraduates to choose his or her most consistent characteristic (on bipolar dimensions based on the 16 PF) and to assess the extent to which these consistent dimensions were publicly observable. High correlations were found between self, parent, and peer ratings on the high-consistency dimensions, particularly when Ss judged them to be highly publicly observable. The utility of consistency and observability self-assessments as moderating variables for individual traits is also considered, as is the use of mean population consistency and observability rankings in discriminating relatively more nomothetically applicable dimensions. (56 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Argues that W. Mischel and P. K. Peake (see record
1983-05642-001) distorted the present author's (see record
1980-32524-001) views and findings on the cross-situational consistency and stability of behavior and misrepresented the purpose of the article, which was to examine the effects of aggregation on reliability and validity. It is noted that there is sufficient cross-situational consistency in behavior that when items are appropriately chosen by standard psychometric procedures and aggregated across situations, there is unequivocal evidence for the existence of broad, cross-situational dispositions. (12 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Four studies with 131 college students demonstrated that (a) when measures of behavior were averaged over an increasing number of events stability coefficients increased to high levels for all kinds of data, including objective behavior, self-ratings, and ratings by others, and (b) objective behavior was then reliably related to self-report measures, including standard personality inventories (e.g., Guilford-Zimmerman Temperament Survey, Eysenck Personality Inventory, Epstein-Fenz Manifest Anxiety scales, Epstein Hostility scales, and Epstein-O'Brien Self-Esteem scale). It is concluded that the observation that it is possible to predict behavior averaged over a sample of situations and/or occasions, rather than from single instances, has important implications not only for the study of personality but for psychological research in general. (92 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reviews critiques of traditional trait and psychodynamic approaches of the 1960's, outlining trends in research and discussing directions most suitable for further study. One line of research investigated how psychological situations and the specific mental representations of rewards in the delay of gratification paradigm systematically influence the developing child's ability to defer immediate gratification for larger delayed consequences. The nature of the competence basic for this ability in relation to coherence over time and cross-situational discriminativeness in self-control is discussed. In related directions, analyses of naturally occurring social behavior reveal links between the temporal stability of prototypic behavioral features and the perception of consistency in personality. Global, situation-free consistencies are neither expected nor obtained: Discriminative facility rather than rigidity characterizes adaptive behavior. Consideration of the competency requirements of situations in relation to the competency levels of the persons in them allows some specific predictability of relative behavioral consistency from situation to situation. (60 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study investigated the reliability and validity of a 34-item parent daily observation and reporting measure that allows for repeated assessments of child problem behaviors. Normative data are presented, and influences on parental reporting (i.e., social desirability) are examined. Parent observation data were found to have substantial temporal stability and interparent reliability for the occurrence of previously targeted problem behaviors. A cluster analysis yielded two primary factors with good internal consistency (i.e., aggression and immaturity) and two secondary factors with moderate internal consistency (i.e., unsocialized and retaliation). Finally, parents' daily reports of targeted child problem behaviors correlated significantly with concurrent home observation data collected by independent observers. The clinical and research utility of this measure are discussed.
Attempted to develop a descriptive classification system that could be used to group children for research and clinical purposes, to reflect adaptive competencies as well as behavior problems, and to facilitate quantitative assessment of behavioral change. The system is embodied in a series of Child Behavior Profiles that are standardized separately for children of each sex at ages 4–5, 6–21, and 12–26 yrs. The profiles are scored from the Child Behavior Checklist (CBCL), which was designed to obtain parents' reports of their children's competencies and problems in standardized format. The present article reports standardization of the profile for boys aged 6–11 yrs. Factor analysis of the CBCLs of 450 disturbed boys yielded 9 behavior problem scales labeled Schizoid, Depressed, Uncommunicative, Obsessive–Compulsive, Somatic Complaints, Social Withdrawal, Hyperactive, Aggressive, and Delinquent. The 1st 5 problem scales loaded on a 2nd-order factor labeled Internalizing, and the last 3 loaded on a factor labeled Externalizing. Three social competence scales entitled Activities, Social, and School were also constructed from the CBCL. Norms are based on a normal sample of 300. Comparison of disturbed and normal boys showed significant differences on all behavior problem and social competence scores. Eight-day test–retest correlations averaged .89, whereas interparent correlations averaged .74. Computerized and hand-scored versions of the profile can be used to display item and scale scores for individual boys.
Reviews prediction studies on delinquency in order to identify etiological variables. The principal predictors of delinquency were the parents' family management and techniques (supervision and discipline), the child's conduct problems, parental criminality, and the child's poor academic performance. The best predictors of recidivism were reports of the child's stealing or lying, followed by the child's own problem behavior or prior delinquency. Data are presented to show the earliest age of the child at which these predictors have been measured. Results of the prediction data are used to demonstrate utility functions in which false positive and false negative errors are minimized. (89 ref)
Compared boys reported to fight at home or at school, and those reported to fight in both settings in terms of their behavior and family backgrounds to test the hypothesis that Ss identified as fighters in both home and school settings would show higher rates of coercive and disobedient behavior in the home than Ss identified as nonfighters or fighters in a single setting. Ss were 74 4th-grade, 78 7th-grade, and 58 10th-grade males, and 17.6% of Ss were classified as fighters in the home by their mothers. Results support the hypothesis: Ss reported to fight by both mothers and teachers scored substantially higher than other Ss on measures of antisocial behavior. Their parents showed poorer monitoring and disciplining practices than parents of the other Ss, and their families were also characterized by more marital conflict, poor problem-solving skills, and parental rejection. Ss who fought only at home had mothers who were less coercive than Ss who fought only at school, as detected by home observations. Findings are discussed in terms of the prevention and treatment of physical violence by boys.
Effects of three experimental and one control strategy were investigated in facilitating generalization and maintenance of treatment effects after two months in a token-economy classroom. At the conclusion of treatment, subjects were randomly assigned to one of three maintenance strategies or a control group and returned to their regular classrooms. The maintenance strategies were peer reprogramming, equating stimulus conditions between the experimental and regular classrooms, and teacher training in behavior management techniques. The maintenance strategies were implemented in the regular classroom for a two-month period and then terminated. Results indicated a powerful treatment effect produced by the token economy. Behavior maintenance effects following treatment were also obtained. The mean per cent appropriate behavior for the peer reprogramming and equating stimulus conditions strategies was significantly greater than the mean for the control subjects. The teacher training and control group means were not significantly different.
This Monograph reports the results of a longitudinal study of the development of dyadic relations in mother-child pairs. Underlying this research is the idea that a mother-child dyad which functions well when a child is very young will continue to function well as the child gets older, in that the mother and child will develop a satisfactory balance of power and control and the child will come to trust his or her mother's benevolence and hence develop interests in the external world of people and objects. The research traces the development of the relationship between mother, child, and dyadic characteristics measured during early interactions between them and changes over time in child compliance, coerciveness, and resistiveness. In addition, the research attempts to predict the development of the child's willingness to trust his mother to attend to his needs even when those needs were not immediately being met. Finally, antecedents were sought within early mother-infant interaction for the child's future interest in establishing social relations with strangers. Forty-nine 10-month-old infants were observed in seminaturalistic interaction with their mothers. Various characteristics of the mother-infant dyad were assessed using microanalytic methods for studying interaction. Forty-four of the original 49 mothers and children were observed again approximately 1 year later. At that time, characteristics of the dyad were assessed using more macroscopic methods. Thirty-five of the children were observed a third time at the age of 42 months in a variety of observational situations with their mothers. The parameters from the microscopic time-series analysis of mother-infant interaction at age 10 months were used as independent measures of early dyadic functioning. The balance of power and control, trust in maternal benevolence, and interest in the external world of people and objects were the dependent measures, assessed at 22 and 42 months. Five causal models were derived from the theory of dyadic functioning and estimated with the longitudinal data using structural equations methods. In general, the idea of the development of dyadic functioning found support in the longitudinal data, but the support was clearest for boys. Mother, child, and dyadic characteristics, as measured at 10 months, were shown to be predictors for the child's compliance, coerciveness, willingness to explore behind a barrier, and willingness to let the mother leave the room as measured later. Evidence was found for the beginnings of cycles of coerciveness and noncooperativeness in some mother-child pairs. In addition, it was suggested that maternal responsiveness may be indicative of the extent to which the mother imparts a sense of control to her child, and this was found to be critical to the development of a satisfactory balance of power and control for boys, but not for girls. Similarly, mother responsiveness facilitated boys' movement into the external world of people and objects, but tended to retard this movement in girls. These findings are interpreted in terms of the complex accommodations mothers and children must make to one another as their relationship with one another develops.
Prior research suggests that a decrease in child deviant behavior in the home may be associated with an increase in such behavior in the child's school setting. The purpose of the present study was to assess systematically the occurrence of this covariation in responses when parents are trained as therapists for their own children. Sixteen clinic-referred children served as subjects. Sixteen nontreated children, one from each treated child's classroom, served as control group. Four behavioral observations in the school occurred for all subjects prior to and after treatment of the clinic children. For the clinic-referred children, four behavioral observations also occurred in the home before and after treatment. Each clinic-referred child and his/her mother were treated by way of a standard parent training program. The results indicated that a significant change occurred from the pre- to posttreatment home observations in that child compliance increased and child oppositional behavior decreased. This change in child behavior in the home was not associated with any change in child behavior in the school. Implications of the findings are discussed.
The long-term consequences of antisocial behavior in children are well documented. Yet little is known about the pattern of development and sequence of antisocial behaviors in home and school settings. This article describes the rationale, methodology, and measures of a 5-year longitudinal research study of the development of antisocial behaviors in a high-risk population of boys in school settings. Subjects for this longitudinal study are 80 fifth-grade boys divided into two separate cohorts. These subjects were a subset of a sample of 200 boys included in an extensive study of the role of family variables in the development of antisocial behavior. Results from the first year of the study regarding 35 boys of Cohort I are presented in this paper. Multiple assessment methods were used including direct observations of social interactions in free-play activities and academic engaged time in classroom activities, teacher ratings of social skills, and examination of student records. Results indicated that subjects in the group more at risk for engaging in antisocial behavior were significantly different from subjects in the control group in their amounts of academic engaged time, frequencies of negative interactions with peers in playground situations, frequency of discipline contacts, and in teacher ratings of their social skills. Implications for identifying patterns and sequences of antisocial behavior are discussed
One of the best known and most important results obtained by Wolfgang, Figlio, and Sellin (1972) in the Philadelphia cohort study of 10,000 males born in 1945 was that 6 percent of the sample (or 18 percent of all offenders) were responsible for 52 percent of all recorded juvenile offenses. These 6 percent, termed the “chronic” offenders, had each been arrested at least five times. Other researchers in different locations also have found that a small proportion of all the people commit a large proportion of all the offenses. In Racine, Wisconsin, Shannon (1978) found that 7 percent of a cohort of 1300 children born in 1942 were responsible for 51 percent of all the police contacts up to age 32 and that 7 percent of a cohort of 2100 children born in 1949 were responsible for 52 percent of all the police contacts up to age 25. In a national sample of males born in 1953 in England and Wales, 5.5 percent had six or more convictions (18 percent of the offenders) and were responsible for as many as 70 percent of all convictions up to age 28 (Home Office, 1985).
The present study attempted to assess experimentally, functional relationships between home and school settings. Two children, both considered deviant in their homes and in their schools, were observed in both settings. The observations revealed that the children's deviant behaviors at home were quite similar to their deviant behaviors at school. Contingency operations were then performed in the children's homes. Results showed that the children's behavior changed predictably in the homes and remained at baseline level in school.
Attempted to develop a descriptive classification system that could be used to group children for research and clinical purposes, to reflect adaptive competencies as well as behavior problems, and to facilitate quantitative assessment of behavioral change. The system is embodied in a series of Child Behavior Profiles that are standardized separately for children of each sex at ages 4–5, 6–21, and 12–26 yrs. The profiles are scored from the Child Behavior Checklist (CBCL), which was designed to obtain parents' reports of their children's competencies and problems in standardized format. The present article reports standardization of the profile for boys aged 6–11 yrs. Factor analysis of the CBCLs of 450 disturbed boys yielded 9 behavior problem scales labeled Schizoid, Depressed, Uncommunicative, Obsessive–Compulsive, Somatic Complaints, Social Withdrawal, Hyperactive, Aggressive, and Delinquent. The 1st 5 problem scales loaded on a 2nd-order factor labeled Internalizing, and the last 3 loaded on a factor labeled Externalizing. Three social competence scales entitled Activities, Social, and School were also constructed from the CBCL. Norms are based on a normal sample of 300. Comparison of disturbed and normal boys showed significant differences on all behavior problem and social competence scores. Eight-day test–retest correlations averaged .89, whereas interparent correlations averaged .74. Computerized and hand-scored versions of the profile can be used to display item and scale scores for individual boys. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
An iterative, bootstrapping strategy is described in which assessment devices are evaluated on the basis of their reliabilities and validities, usefulness in the formation of nomological networks, and eventual adequacy as part of a hypothesized process mode. A study was conducted to replicate and extend previous research by the present authors and T. J. Dishion (see record
1985-25219-001) and the 1st author and Dishion (in press), which was aimed at defining the process through which young boys learn to use antisocial behaviors at home and at school. The parents of 103 4th-grade boys completed a structured interview, 6 brief telephone interviews, and the Child Behavior Checklist. The boys also completed the structured interview and the phone interviews and were observed at home during 3 1-hr periods. The children's teachers rated them on the Checklist. 14 indicators that defined the 4 latent dimensions (discipline, monitoring, coercive child, and antisocial) in the model were analyzed. According to the model, inadequate parental discipline leads to coercive child behaviors, which in turn produce antisocial acts at home and at school and further difficulties in disciplining. Parents who lack good discipline skills appear to be less aware than other parents of their children's whereabouts and activities; these poor monitoring skills lead, in turn, to further antisocial acts. (3 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Parent-referred three-year-olds with early signs of hyperactivity and other externalizing problems were followed up at age six and compared with controls. Half the children in the problem group continued to have adjustment difficulties at home, at school, and with peers; one-third met DSM-III criteria for Attention Deficit Disorder (ADD). Maternal reports, teacher questionnaires, and observational measures discriminated between groups, but differences were accounted for only by youngsters showing persistent problems. Although laboratory measures obtained at age three did not differentiate improved children from those who continued to have problems, maternal ratings of initial symptom severity did.
Studies on the stability of antisocial and delinquent behavior are reviewed, showing that children who initially display high rates of antisocial behavior are more likely to persist in this behavior than children who initially show lower rates of antisocial behavior. Evidence is presented that chronic delinquents, compared with nonchronic or nondelinquent individuals, tend to have been children who were antisocial in more than 1 setting, who displayed a higher variety of antisocial behaviors, and who showed an early onset of such behaviors. Once high levels of antisocial behavior have been established, youths tend to maintain such levels rather than to revert to lower levels of antisocial behavior. Studies suggest that more children drift into higher levels of antisocial behavior than revert to a lower level. Patterns of antisocial behavior tend to change during preadolescence and adolescence: the number of youths who engage in overt antisocial acts (fighting, disobedience, etc.) declines between ages 6 and 16, whereas in that period the number of youths who engage in covert antisocial acts (theft, alcohol and drug use, etc.) increases. Implications are discussed for the early identification of chronic offenders.
This study addressed the problem of the intraindividual consistency of a class of coercive child behaviors across two school settings. Observational data collected on eight coercive behaviors of 53 boys in classrooms and on the playground. Previous Guttman scale analyses had shown that these eight coercive behaviors constituted a response class. The rates of the eight coercive responses in the response class were rank-ordered separately for each of the 53 subjects in each of the two settings. The intraindividual rank-order correlations were all positive, and 37 were statistically reliable. This number of significant correlations was further shown to be significantly greater than chance. It was concluded that there is a substantial amount of cross-situational consistency if intraresponse class analyses are done for individuals.
The present study was undertaken to identify predictors of change in child behavior in school which occur with treatment of home problems. Sixteen clinic-referred children served as subjects. Before and after treatment in which their parents were taught behavior management skills the children were observed in the home and at school. Stepwise multiple regression analyses indicated that changes in home oppositional behavior in combination with the pretreatment level of the school behavior, served as significant predictors of changes in school behavior.
The family process code The stability of behavior: I. On predicting most of the people much of the time
- T J Dishion
- K Gardner
- G R Patterson
- J B Reid
- S Spyrou
- S Thibodeaux
- S Epstein
Dishion, T.J., Gardner, K., Patterson, G.R., Reid, J.B., Spyrou, S., & Thibodeaux, S. (1984). The family process code. Oregon Social Learning Center Technical Report. (Available from the Oregon Social Learning Center, 207 E. 5th, Suite 202, Eugene, OR 97401) Epstein, S. (1979). The stability of behavior: I. On predicting most of the people much of the time. Journal of Personality and Social Psychology, 37, 1097-1126.
Personality traits and the eye of the beholder: Crossing development of antisocial behavior in boys: Rationale, methodology, and first year results
- D T Kenrick
- D O Stringfield
Kenrick, D.T., & Stringfield, D.O. (1980). Personality traits and the eye of the beholder: Crossing development of antisocial behavior in boys: Rationale, methodology, and first year results. Remedial and Special Education, 8, 7-16.
Longitudinal school records tracking form
- H M Walker
- B Todis
Walker, H.M., & Todis, B. (1985). Longitudinal school records tracking form. Eugene, OR: Univer-sity of Oregon, Center on Human Development.
The structure and perception of behavioral consistency
- J C Wright
Wright, J.C. (1983). The structure and perception of behavioral consistency. Unpublished doctoral dissertation, Stanford University, California.
An assessment of the effects of parent training on clinic-referred children's school behavior
- Briener
The family process code
- Dishion
parents and teachers as change agents: A social learning approach
- Patterson
Working with families: The missing link in behavior disorder interventions
- Simon
Stability of aggressive reaction patterns in males: A review
- Olweus
Standardized screening and identification of behavior disordered pupils in the elementary age range: A multiple gating approach
- Walker