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A Qualitative Study of Peer Abuse and Its Effects: Theoretical and Empirical Implications
Abstract
This qualitative study focuses on peer abuse as a sociocultural phenomenon. Peer abuse emerged as a serendipiditous result from the analysis of students' written recollections of what had made them the most unhappy at four stages in their earlier lives. The sample consisted of two student cohorts (1974 and 1989) including 90 respondents each. Far more negative peer treatment than negative parental treatment was reported, along with reports of serious and lasting developmental problems generally attributed only to parental causality in the literature. These results were even more salient for the 1989 cohort than for the 1974 one. Moreover, the data illustrate how peer abuse impacted negatively on the victims' parents. Answers are suggested for the question: Why is peer abuse not a more prominent research and social policy concern?
... Also, both indirect and direct links have been found between peer harassment and indicators of school functioning, including decreased interest in school events, lower GPA's and more absenteeism. Ambert (1994) talks about the teacher's management of the classroom and the social structure of the class and the acts of bullying. In all, 2,002 students and 99 teachers participated in this questionnaire survey. ...
... Anagnostopoulos, Behm-Morawitz, and Mastro (2008) found the top twenty "grossing" films that best represented their topic of finding how the media depicts the role of girl-to-girl bullying, how demographics may affect bullying, and also how bullying tactics were different. Ambert (1994) took a qualitative approach by videotaping twenty-eight hours of footage in a classroom where twenty seven Bullying Transforming High Schools 17 students were hand-picked by teachers for being aggressive or nonaggressive. ...
... It can be proved that bullying behavior is just like the involving door of effect, the one who is a bully at school usually tends to be a victim at home (Floyd, 1895;Greenbaum, 1989). The bullied children may vent their frustration and anger from the bullying behavior to their parents or family members; If "the parents do not further ask for the cause and respond to their unusual behavior", the parent-child and family relations may be affected (Ambert, 1994). And the adolescent bullying behavior is usually the source of family violence and social violence in adulthood. ...
... Interview is one of the important methods in ethnographical research, the researcher not only observes and studies the external behaviors of the objects, but also understands internal viewpoints of them, and to further discuss their beliefs, dreams, motives, judgments, values, attitudes and emotions (Ambert, 1994). ...
... This situation has prevented a more explicit description of the situations presented here. We believe that any selection that is made of qualitative data presents a threat to its internal validity, as indicated by Ambert (1994), as this means that it will be decontextualized from its global reality even when processes of triangulation of researchers and results are carried out. However, in the selection of the results presented here we were encouraged by the similarities in the discourses of the different groups and between the schools. ...
... Despite this, and in accordance with Ambert (1994), we believe that the qualitative results have opened up new pathways and queries to be investigated, as we have tried to set out throughout this article. ...
This article enquires into the role of gender in the use of different forms of aggression and in the appearance of conflicts within the interactions between students of 12-17 years of age. In order to understand both aspects, the conversational fragments of students and teachers from two high schools are expounded; discourses obtained using a qualitative methodology with focus groups and individual interviews. The results suggest that aggression is used as a tool to solve certain problems between pairs of the same sex, but is also present in relationships between genders as a form of intimidation that tries to influence heterosexual encounters. The aggression between genders adopts subtle and less visible forms than the aggression in pairs of the same sex due to the negative social opinion that exists about forms of aggression directed towards women. The information presented possesses implications for researchers and teachers if we bear in mind that relationships between genders at these ages reflect future relationships as adults.
... This study reported an increase in abuse by extrafamilial members from 4.9% in 2001 to 9.4% in 2010, and abuse by siblings recorded 0.2% of all reported abuse cases (Korean Ministry of Health and Welfare, 2010). The gradually increasing number of studies on peer and school or community-related violence highlighted the need for expanding the scope of perpetrators to more thoroughly encompass cases of violence against children (Amber, 1994;Chung, Park, & Ku, 2006;Shin, 2006;Sperry & Gilbert, 2005). ...
... Furthermore, our study revealed that while 'boy at school' was most frequently reported as a perpetrator a high proportion of 'parents' were still reported as perpetrators. 'Older male schoolmate', which was added to the list of perpetrators to meet Korean cultural contexts (Lee & Kim, 2010), was also frequently reported, supporting previous research findings of a much higher prevalence when peers were included as a perpetrator option (Amber, 1994;Dunne et al., 2009). ...
This study explored the prevalence of childhood maltreatment in South Korea using the retrospective version of ICAST and the associations between perceptions of abuse experienced during childhood and recent interpersonal problems and depression.
539 young persons, aged 18-24 years, from various universities, work places, and clinical settings participated in a study using the ISPCAN Child Abuse Screening Tool-Retrospective Version (ICAST-R), the short form of the Korean-Inventory of Interpersonal Problems Circumplex Scale (KIIP-SC), and the Korean version of the Beck Depression Inventory (K-BDI).
While males reported more physical abuse, females reported being exposed to more emotional or sexual abuse. The proportion of reported extra-familial or peer abuse was relatively high. Interpersonal problems and depression were significantly high for those who experienced all types of abuse during childhood. Perception of physical abuse as reasonable/justified discipline affected interpersonal problems and perception of emotional abuse when compared to peers affected interpersonal problems and depression. Unlike previous studies, this study identified more depressive symptoms reported with disclosure of sexual abuse.
These findings highlight the importance of understanding how one perceives maltreatment. Perceiving an abusive act as a justifiable disciplinary method may affect reporting as well as longer term consequences for the victim. A wide range of perpetrators and different settings in which maltreatment may occur must be considered as influencing these perceptions. This study contributed to the determination of validity of the ICAST-R for use in wider population surveys.
... A strength of qualitative research is that it allows for the emergence of unexpected ideas and insights from the research participants (e.g. Amber, Adler, Adler & Detzner, 1995;Ambert, 1994). A number of unanticipated themes emerged in the current dataset. ...
p>The aims of this thesis were threefold. First, medication related attitudes and behaviours were identified using in-depth qualitative interviews with parents of children with ADHD. Second, a questionnaire was developed to assess medication related attitudes and behaviours drawing from the data collected in the interview study. Third, the relationships between ADHD related attitudes and behaviours with family factors and cultural factors between the UK and the USA were examined. Parent and child version ADHD Medication Related Attitudes and Behaviours (AMRABs) questionnaires were developed to assess parents’ and children’s perceptions of the benefits, costs, stigma associated with ADHD medication and whether children resisted taking medication. Parents were also asked about the stigma they experience as parents, how flexible they are in administering medication and how competent they are in administering medication consistently. The questionnaires were piloted in ADHD clinics in the UK and USA, on the internet and through ADHD support groups. Participants in the UK consistently reported markedly higher levels of child stigma than participants in the USA. The final study examined relationships between the AMRABs subscales and family factors. The results indicated that child conduct problems were associated with resistance to taking medication. Maternal mental health difficulties were associated with maternal perception of the benefits and costs of taking medication, and with resistance to taking medication. Maternal ADHD and poor parenting self-efficacy were associated with difficulties in administering medication consistently. Family cohesion was predictive of child stigma in the USA, and paternal warmth and high maternal criticism were associated with child stigma in both countries. However, the most significant predictor of child stigma was being from the UK. High SES was associated with higher parental stigma.</p
... Finally, the apparent reluctance of educators and researchers in Australia to address the issue of victimisation amongst school students is at the very least puzzling. Apart from the reasons provided by Ambert (1994) which were discussed earlier, in the Australian context it is possible that the emphasis on male stereotyphic values of 'toughing it out' and not 'dobbing' on your 'mates' accounts for educators reluctance to address the issue. The effectiveness of any school based intervention programme to reduce bullying should be understood in its cultural context. ...
In Australia while adult-adult and adult-child violence has been recognised and
legislated against, the issue of child-child violence has not been taken seriously.
In the present paper consideration is given to Australian and overseas research
which highlights the extent of the problem amongst secondary school students
and the effects of peer group victimisation on the health of both the perpetrator
and victim. In this study of 220 secondary school students 8.14% reported being
bullied 'once a week or more'. Bullying was associated with poorer health
status amongst the victims, both boys and girls, and with poorer health in girls
who showed a tendency to bully. The findings were discussed in terms of the
need for early intervention and counselling of those caught up in the bully I
victim cycle.
... A recent meta-analysis review of the association between peer victimization and academic achievement revealed that victimization in the peer group is related to concurrent academic functioning difficulties (Nakamoto & Schwartz, 2010). Our findings also revealed that peer victimization interferes with early adolescents' home life, which is somewhat supported by Ambert (1994) who found that peer victims often bring home their frustration in school and lash out at their parents who may be unaware of their children's victimization in school. Furthermore, our findings on peer victimization and interference concerning implications for everyday life, such as participation in leisure activities, could be explained by the bully preventing the establishment of friendships by isolating him or her (Hazler & Denham, 2002). ...
Peer victimization is a widespread phenomenon especially prevalent in early adolescence. This study investigates the prevalence of peer victimization and its association with mental health problems and impact on everyday life, and the possible mediating effect of parental and peer support. Data are based on a cross-sectional health survey (N = 9,707) among adolescents (10-13 years) and their parents (N = 8,210). The Strengths and Difficulties Questionnaire was used to measure mental health problems, as well as impact on everyday life. Approximately, 17.6% of boys and 15.3% of girls reported being peer victimized. Both genders had higher symptoms of emotional problems, conduct problems, and hyperactivity than non-peer victimized adolescents. Boys had higher symptoms of emotional problems than girls. All symptom scales were strongly associated with perceived impact on everyday life. Peer and parental support buffer mental health problems among the victimized. Study indicates the importance of interventions strengthening peer support among victimized early adolescents.
... Researchers and mental health practitioners contend that the impact of chronic bullying can be crushing and can have both immediate and life-long consequences (Ambert, 1994;deLara, 2002;Crothers & Kolbert, 2004;Fried & Fried, 1996;Hazler, Miller, & Green, 2001;Orpinas et al., 2003;Schuster, 1996). Perhaps as a result, a significant proportion of our young people are living with thoughts of suicide and despair. ...
... A network approach may be a profitable means of extending knowledge about how peer contexts would influence victimization risk. A network refers to a group in which individuals know and interact with each other (Bott, 1957), and sociologists have long claimed that networks influence human behavior despite the desires and characteristics of the individuals within them (Ambert, 1994;Corsaro & Eder, 1990;Klovdahl, 1985;Skvoretz & Fararo, 1996). Depending on the type of network one is in and one's location within the network, networks can provide social support as well as useful information to members (Ennett, Bailey, & Federman, 1999;Wellman & Whortley, 1990). ...
... Olweus (1993) reported that about 9% of Norwegian and Swedish children in grades 1 -9 are bullied frequently at school. Canadian adults have commented that their most frequent types of abuse as children came from bullying at school (Ambert, 1994). In Australia, Rigby and Slee (1995) reported that as many as 19% of boys and nearly 14% of girls between the ages of l0 and l7 are bullied at least once a week. ...
Bullying in rural school settings is clearly a problem and some of our students are suffering as a result .. Bullying is defined in this study of 819 rural middle and high school students as when a student is exposed repeatedly to negative actions by one or more other students. Students responded to a questionnaire about how often and where bullying occurred and who students told. Analysis of the data reported frequencies, and the Pearson chi-square was used to test for significance (p <.05) for gender and school level. Results indicated that while there are many similarities, there are some differences in bullying at these two levels that should be considered when reducing bullying. First, students should be encouraged to develop positive strategies to react to name calling and teasing particularly at the middle school level. Second, administrators and teachers must communicate better with students that they care about reducing bullying, especially at the high school level.
... It has done for some time (Lees 1986;Wood 1984;Mac an Ghaill 1994;Wight 1994;Kelly et al 1991). Although it is probably true to say that explicitly sexually violent behaviour by young males under 16 is still for the most part left to clinical analysis 14 and there is still a tendency in sociological studies to talk almost exclusively about the sexually abusive actions of adults (Scott et al. 1998:699), or to ignore the sexual elements of children's power (Ambert 1994). 15 While the feminist contribution to work on child sexual abuse and adult male sexual violence has been far-reaching (Featherstone and Fawcett 1994) what has been written, from a general feminist perspective, on how to theorise male children and adolescents' sexual power, has, for the most part, however, not been integrated with therapeutic discourses of sexually abusive behaviour by male children and adolescents. ...
Recent sociological work suggests that anxieties for, and about, children has helped create the impression that being a child is in itself problematic; or to put it another way, that risk and its management are now central to how we in the West construct childhood. Nowhere is this clearer than in relation to the `young sexual abuser'-a subjectivity, defined by age and sexual risk, which emerged in the late twentieth century. In this article, Foucauldian and sociological thinking are used to help unpack this subjectivity - one which is more commonly understood in terms of psychology `the first science of childhood' (Alanen 1994). In doing so, however, both Foucauldian and sociological theorising about childhood generally are also considered critically. In particular, the absence of a gendered analysis of childhood in some Foucauldian and sociological analyses is viewed as troublesome and it is argued that the question of time in relation to childhood subjectivities needs to be foregrounded. While there is no attempt here to deny the seriousness of sexually abusive behaviours by young people, it is suggested that our understandings of these young people are themselves problematic, based as they are on untidy questions about the nature of childhood and risk rather than on straightforward empirical categories.
... Although research has found that bullying can occur in different social settings such as the workplace (see Parkins, Fishbein, & Ritchey, 2006, for a discussion of workplace bullying), this form of violence is typically found in school settings among children and adolescents. According to Ambert (1994), peer-to-peer abuse, such as bullying, is a distressing reality in schools and more common than child abuse. The 2001 School Crime Supplement to the National Crime Victimization Survey reported that 14% of teens between the ages of 12 and 18 disclosed being bullied in the past 6 months. ...
Youth violence, including bullying and other serious violent behaviors, has received increased political and scientific attention over the past several decades. Although violent behavior among youth and in the schools has declined over the past decade, the victimization of children by other children in school settings remains a major issue of concern. In response, a number of prevention and intervention programs have been developed to reduce the incidence of bullying and violence in schools. This meta-analysis attempted to examine the effect of school-based anti-bullying programs. Results suggested a significant effect for anti-bullying programs (r = .12). However, this result seemed to be slightly influenced by publication bias and did not meet the adopted threshold for “practical significance.” The effect for programs targeted specifically at at-risk youth was slightly better, but overall, anti-bullying programs produce little discernible effect on youth participants. Reasons that anti-bullying programs may produce little effective change are discussed.
... A network approach may be a profitable means of extending knowledge about how peer contexts would influence victimization risk. A network refers to a group in which individuals know and interact with each other (Bott, 1957), and sociologists have long claimed that networks influence human behavior despite the desires and characteristics of the individuals within them (Ambert, 1994;Corsaro & Eder, 1990;Klovdahl, 1985;Skvoretz & Fararo, 1996). Depending on the type of network one is in and one's location within the network, networks can provide social support as well as useful information to members (Ennett, Bailey, & Federman, 1999;Wellman & Whortley, 1990). ...
Haynie's (2001) work on the structural dimensions of peer networks demonstrated how the characteristics of networks may influence individual delinquent behavior. This study extends the network approach to the prediction of violent victimization. The National Longitudinal Survey of Adolescent Health (Add Health) is used to examine how the friendship-network characteristics of centrality, density, and popularity affect vulnerability. The findings indicate that central and popular members of dense conventional groups experienced lower levels of violent victimization, while the opposite was true of similarly situated members of delinquent networks. Implications for victimization and research related to the specification of how delinquent peer associations promote vulnerability are discussed.
... Ethnographic studies of adolescents in school settings provide most of the information on the importance of friendship networks during adolescence. These studies consistently report that being with friends is the most important aspect of school life for most students (e.g., Corsaro and Eder 1990;Cusick 1973;Everhart 1983;Willis 1981) and that relational problems with peers are particularly distressing to adolescents (Ambert 1994). Part of the importance attributed to friendships derives from structural changes that occur in the school environment during the transitions from elementary to junior and senior high school. ...
This study examines whether structural properties of friendship net-works condition the association between friends' delinquency and an individual's own delinquent behavior. Data from the Add Health allows a more accurate conceptualization of the peer network and a more rigorous measurement of peer delinquency than previous research. Findings from this study indicate that friends' delinquency is associated with an adolescent's own delinquency involvement. However, characteristics of adolescents' friendship networks, such as its density and adolescents' centrality and popularity, condition the delinquency-peer association. Network density, in particular, emerges as an important component of the delinquency-peer asso-ciation, with very cohesive networks containing stronger delin-quency-peer associations than those that are less cohesive. These findings suggest that it is necessary to consider the underlying struc-tural properties of friendship networks in order to understand the impact of peer influence on adolescent delinquency.
... Empirisch onderzoek naar de relaties van adolescenten heeft dan ook meestal betrekking op de betekenis van vrienden (Meeus e.a., 1997;Corsaro en Eder, 1990) en minder vaak op de betekenis van de ouders. Problemen met vrienden worden tijdens de adolescentie als zeer ingrijpend en bedreigend ervaren (Ambert, 1994) en de kwaliteit van de relaties met vrienden is belangrijk voor een positieve zelfwaardering en voor het zelfvertrouwen (Gecas en Seff, 1990). Deze vriendschapsrelaties zijn ook van belang voor de verdere ontwikkeling (zie bijvoorbeeld Hazekamp, 1985, over rondhangende jongeren of Naber, 1985, over relaties tussen vriendinnen; zie Giordano 1995, voor een analyse van de communicatiepatronen tussen adolescente vrienden). ...
In dit hoofdstuk wordt de rol van vriendschapsnetwerken en "peer groups" bij het plegen van delicten besproken. Er worden enkele belangrijke empirische studies op dit terrein be-schreven, we gaan in op de theoretische en methodische achtergronden en op de moeilijk-heden van dit onderzoek. We sluiten dit hoofdstuk af met een schets van vragen waarop toekomstig onderzoek een antwoord zal moeten geven. De laatste jaren wordt er steeds meer aandacht besteed aan netwerken en vriend-schappen van delinquente jongeren (bijvoorbeeld Haynie, 2001; Mars, 2000; McAndrew, 2000; Kleemans et al., 1998, Fijnaut et al. 1995, zie Sarnecki 1986, voor een van de eerste voorbeelden). Hoewel er nog geen systematische analyse van de theorieën over en het on-derzoek naar de netwerken van criminele jongeren is uitgevoerd, groeit het besef dat de in-bedding in de sociale omgeving, dat wil zeggen in de netwerken en in de sociale relaties van deze jongeren, bij de verklaring van jeugdcriminaliteit niet buiten beschouwing kan worden gelaten en evenveel aandacht verdient als de analyse van meer gangbare verklaren-de factoren, zoals de persoonlijkheidskenmerken van de dader (zie hoofdstuk 5 in deze bundel), de rol van de ouders (hoofdstuk 10), de (sociale) achterstanden van de dader (hoofdstuk 12) en de normen en waarden van de delinquent. Onderzoek waarin deze ver-schillende benaderingen worden gecombineerd met het netwerkperspectief is nog betrekke-lijk zeldzaam (Driessen et al. 2002; Broekhuizen & Driessen 2006, 2007). De opvatting dat netwerken van groot belang zijn, biedt tevens een aantal aankno-pingspunten voor de preventie van en voor interventies gericht op jeugdcriminaliteit. De nadruk wordt dan vooral gelegd op het veranderen van de sociale omgeving en veel minder op het beïnvloeden van de persoonlijkheid van een dader, het begeleiden van de ouders, het opheffen van sociale achterstanden of het bijbrengen van normen en waarden. 1) In de volgende paragraaf beschrijven we eerst in het kort enkele algemene aspecten van netwerken, belangrijke resultaten en populaire parameters die in netwerkonderzoek worden gebruikt. Vervolgens schetsen we welke implicaties gangbare criminologische the-orieën hebben voor vriendschapsnetwerken en beschrijven we de condities waaronder vriendschappen ontstaan. Daarna beschrijven we belangrijke empirische studies en de pro-blemen van onderzoek naar netwerken, vriendschappen en criminaliteit. 1)Ook biedt het netwerkperspectief een alternatief voor traditionele opvattingen over de organisa-tie van criminaliteit: deze speelt zich – volgens dit perspectief – niet zo zeer in vastomlijnde, duide-lijk afgebakende en hiërarchisch gestructureerde groepen af, maar veeleer in diverse en gespreide netwerken.
... A few further qualitative, clinical and/or retrospective studies also contribute to our understanding of the relationship between victimization and distress, although less directly. Some of these are supportive of a relationship from victimization to distress, finding that the experience of earlier victimization may have continued effects into adulthood (Ambert, 1994;Hugh-Jones & Smith, 1999;Olweus, 1993). However, others suggest the opposite, finding that (characteristics indicating) distress precedes victimization (Puig-Antich et al., 1985;Troy & Sroufe, 1987). ...
Despite considerable evidence for psychological distress among children and young people who experience peer victimization, cross-sectional studies cannot determine the direction of the relationship. Several recent studies have examined associations between victimization and distress. The majority find evidence for both directions but do not arbitrate between them; only one prior study has attempted to do this.
To use longitudinal data to: (1) test competing hypotheses about the direction of the victimization-depression association; (2) investigate gender differences in the resulting models.
Data were obtained from a Scottish school-based cohort (N=2,586).
Self-completion questionnaires included a depression scale and questions on victimization at each age.
Despite shifts in and out of victim status, there was evidence of stability in both victimization and depression. Bivariate analyses showed positive relationships between victimization and depression. Structural equation modelling (SEM) showed that at age 13, this relationship was reciprocal, with a stronger path from victimization to depression than vice versa. However, at age 15, it was almost entirely due to a path from depression to victimization among boys. Models including cross-lagged paths fitted the data less well than those including simultaneous associations.
Current policy focuses on victimization as a cause of distress; however, professionals should be aware that vulnerable children and young people are likely to be the targets of victimization.
... They suggested that children with compromised psychological states prior to bullying were more likely to suffer negative long-term consequences in adulthood. Ambert (1994) reported that adults who were bullied as children had recurring memories of these events and that there is evidence of some psychological distress in their adult lives. She also found that the peer abuse negatively affected the victims' parents. ...
The paper examines whether individuals who are alienated from their peer group in childhood are at higher risk of depressive symptoms and less able to acquire and use economic and social capital in adulthood. Analyses are undertaken using longitudinal data from a 1970 cohort of British births. Existing literature is used to form hypotheses about the characteristics of children who are peer rejected and victimised, and data at age five and ten are used to test these hypotheses. The second part of the paper examines the adult outcomes associated with being alienated from peers as a child, using mental health and social and economic capital as outcomes at age 29. Evidence is found that peer alienation increased the odds of poor mental health, decreased the odds of having a partner, and decreased the odds of having a university degree. Peer alienation, however, was found to increase the likelihood of civic engagement. Findings are discussed in terms of the lifecourse perspective as well as Bourdieu's concept of habitus.
Cambridge Core - Criminal Law - Children as ‘Risk' - by Anne-Marie McAlinden
Purpose - There have been not enough studies on the ways customer Moment of Truth(MOT) activities are structured along with consumption chain and their influences as well as the relative influences of service quality at Moment of Truth on customer performance. Therefore, customer service needs needed at Moment of Truth may differ depending on whether these distribution services are at introduction-growth stages or maturity-decline stage already, but there is no study which illustrates this. Research design, data, and methodology - This study selects VoIP and IPTV as the household telecommunication and distribution services at introduction-growth stages as well as high speed internet and wire telephone as those at maturity-decline stages. Then it identifies which experiences that customers have at Moment of Truth by each service as well as the influences related to what the customers consider as important. Results - As the result of demonstration with the target of 858 respondents, customers' experiences and requests differ at Moment of Truth. For service quality, what takes the positive roles in customer performance includes corporeality and certainty for the services at introduction-growth stages as well as reliability, sympathy, and mutuality for those at maturity-decline stages. Conclusions - Implications of these results as well as further directions for study are suggested.
Recent sociological work suggests that anxieties for, and about, children has helped create the impression that being a child is in itself problematic; or to put it another way, that risk and its management are now central to how we in the West construct childhood. Nowhere is this clearer than in relation to the `young sexual abuser'-a subjectivity, defined by age and sexual risk, which emerged in the late twentieth century. In this article, Foucauldian and sociological thinking are used to help unpack this subjectivity - one which is more commonly understood in terms of psychology `the first science of childhood' (Alanen 1994). In doing so, however, both Foucauldian and sociological theorising about childhood generally are also considered critically. In particular, the absence of a gendered analysis of childhood in some Foucauldian and sociological analyses is viewed as troublesome and it is argued that the question of time in relation to childhood subjectivities needs to be foregrounded. While there is no attempt here to deny the seriousness of sexually abusive behaviours by young people, it is suggested that our understandings of these young people are themselves problematic, based as they are on untidy questions about the nature of childhood and risk rather than on straightforward empirical categories.
A student who is a repeated target of another student's coercive behavior becomes a victim of bullying. Coercive behaviors can be—physical: such as hitting, pushing, holding, and hostile gesturing; verbal: such as threatening, humiliating, degrading, teasing, name-calling, and taunting; psychological: such as staring, sticking out the tongue, eye-rolling, and ignoring; and social: such as manipulating friendships and ostracizing. Socially, victims tend to have close relations with their parents. In contrast, families of bullies tend to struggle with financial and social problems, lack family structure including parental conflicts, and have a cold emotional environment, all of which distance bullies from their parents. The most common reaction of victims to bullying is withdrawal. Victims learn to avoid certain places at school, such as the school playground, for fear of being bullied. Some victims avoid going to school for a period of time to stay away from bullies or even drop out of school altogether.
Three general areas of research and social concern pertaining to parenting are discussed within an international perspective focusing on recent social changes as well as on constructs of parenting. First, I critique ideological biases arising out of a particular Western definition of parenting—in this case, mothering—that affect research paradigms. This critique is then expanded by linking it to current international social changes in order to offer a glimpse into areas of parenting that could be addressed empirically. And, third, consideration of socioeconomic changes and upheavals leads to the suggestion that the experience of parenting may become more difficult in the near future in most countries of the world. This discussion is informed by a critical analysis based on perspectives that view childhood, and hence parenting, as social constructs evolving with sociohistorical changes.
Research indicates that bullies and victims are more prone to violent behavior, especially as they get older, than are their peers who are not exposed to such behavior. Implementing school-based programs that address the dangers and long-term effects of bullying episodes is a major step in preventing school violence.
Recently, most tech-based products are of multiple generations, since new-generation products are replacing the older ones as technologies continue to improve. Although, this means that research is needed to examine as much about the role of post-adoption behavior as the missing link between the adoptions of successive generation as first adoption of innovation, there is a dearth of literature explicitly examining consumers' post-adoption behavior, especially in the context of subscription-based service. For the subscription-based services, in spite of the important role of consumer satisfaction, research on the post-adoption behavior can not carefully examine the direct impact of consumer satisfaction on their decision to upgrade by considering usage instead of satisfaction as the missing link between buyers' first adoption and their next-generation adoption. This study identified two types of attribute satisfaction such as basic attribute and core attribute using both literature review and FGI (Focus Group Interview), and tries to investigate how two types of attribute satisfaction has influence on customers' intention to upgrade to the next-generation services. and a moderating role of customer loyalty between attribute satisfaction and intention. The empirical results show that core-attribute satisfaction has a negative influence on customers' intention to upgrade, due to the moderating role of customer loyalty, but it can raise their intention to upgrade next-generation services. However, basic-attribute satisfaction, on the other hand, appears to positively influence both customer loyalty and the intention to upgrade. We also find that the consumer attribute satisfaction is influenced by consumer innovativeness, her perception of service and the usage of each features' type in different ways. Finally, academic and practical implication is made, limitation is clarified and a direction for further studies is suggested.
One portion of a national study of bullying, which surveyed gifted 8th graders regarding bullying during their school years (N = 432), used structured interviews (N = 57) to explore the lived experience of being bullied or being a bully. Qualitative analysis of interview data found that even just one incident was highly distressing for some. Also important are the findings that many victims suffered in silence, struggled to understand bullying, assumed responsibility for stopping it themselves, despaired when it continues, and thought violent thoughts. Intelligence appeared to have helped most of those interviewed to make sense of bullying, including those who had intentionally halted their own bullying. Many subjects believed that not being known contributed to being bullied. Helping students to make social connections and adjustments, especially during the early middle school years, may be crucial to their well-being and to their feeling safe in school.
This study looks at the relationship between risky behavior in traffic and criminal behavior. Analyses were based on a random sample of 1531 persons involved in traffic accidents. The data came from two independent police databases: the accident registration system and a national database on offending. Descriptions of the accidents by the police were used to identify individuals who had displayed risky traffic behavior contributing to or causing an accident; evidence of offending was based on a register of contacts with police. This methodology meant that there was no self-selection bias or self-report bias as may occur in survey data. Exposure to traffic accident risk was controlled for. Log-linear analyses, controlling for gender and age, revealed that persons who displayed risky traffic behavior leading to the accident had an odds ratio of 2.6 for having a police record for violent crime; of 2.5 for vandalism, 1.5 for property crime, and 5.3 for having been involved in traffic crime. The results were consistent with the idea of a common factor underlying risky behavior in traffic and criminal behavior. This underlying trait may represent a general disregard for the long term adverse consequences of one's actions and could be labeled risk-taking, impulsiveness, or lack of self-control.
This study examined the causal relationship between substance use and delinquency. Subjects were 596 males aged 16 to 19 from Buffalo, New York. Two interviews were conducted 18 months apart. Cross-lagged and synchronous structural equation panel models were fit for both early and late onset of delinquency groups with five types of delinquency: minor, general, serious, property, and violent offenses. The results showed a significant difference between early-onset and late-onset groups concerning the relationship between substance use and delinquency. Early-onset models showed no causal relationship between substance use and delinquency. The late-onset models showed that minor offenses have significant lagged and synchronous positive effects on drug use, drug use exhibited significant lagged and synchronous positive effects on general offenses, and drinking has significant lagged and synchronous negative effects on property offenses. The implications of these findings are discussed.
General strain theory (GST) is usually tested by examining the effect of strain on crime. Researchers, however, have little guidance when it comes to selecting among the many hundreds of types of strain and have trouble explaining why only some of them are related to crime. This article builds on GST by describing the characteristics of strainful events and conditions that influence their relationship to crime. Strains are said to be most likely to result in crime when they (1) are seen as unjust, (2) are seen as high in magnitude, (3) are associated with low social control, and (4) create some pressure or incentive to engage in criminal coping. Drawing on these characteristics, it is predicted that some types of strain will not be related to crime, including types that have dominated the research on strain theory, and that others will be related to crime, including types that have been neglected by empirical researchers.
This study applies Agnew's general strain theory (GST) to two fundamental questions about gender and crime: (1) How can we explain the higher rate of crime among males? (2) How can we explain why females engage in crime? With respect to the first question, the authors suggest that gender differences in types of strain and the reaction to strain help one understand the gender gap in criminal behavior. With respect to the second question, it is argued that several types of strain may lead to female crime under the proper circumstances. In this area, GST has much in common with numerous accounts that explain female crime in terms of oppression.
Adolescents interact with a variety of peers, in addition to the close friends generally emphasized in the literature. In this article I contrast the style and content of the communications directed to close friends and other youths characterized by varying degrees of ''nearness and remoteness.'' The handwritten messages found in high school yearbooks are analyzed and used to illustrate some of the distinct features of each type of discourse. This analysis suggests that while intimate relations undoubtedly play a key role in development, adolescents also learn a great deal about themselves and the social world they must navigate through their interactions with the wider circle of friends.
Although there is some evidence to suggest that classic strain theory is applicable to both male and female delinquency, several theorists have argued that a distinct version of strain theory may be required to explain delinquency among females. In particular, whereas male deviance tends to be generated by classic (or economic) strain, female deviance tends to be generated by strain occurring in interpersonal relations. This study attempts to test this argument by examining the relative effects of interpersonal strain on male and female delinquency. An analysis of national survey data reveals that interpersonal strain (or problems in peer relations) is an important correlate of certain types of delinquency among female adolescents. The analysis also reveals, however, that interpersonal strain is perhaps a more important correlate of male delinquency. Implications for the understanding of female delinquency are discussed.
Although Agnew's (1992) general strain theory (GST) has secured a fair degree of support since its introduction, researchers have had trouble explaining why some individuals are more likely than others to react to strain with delinquency. This study uses data from the National Survey of Children to address this issue. Drawing on Agnew (1997) and the psychological research on personality traits, it is predicted that juveniles high in negative emotionality and low in constraint will be more likely to react to strain with delinquency. Data support this prediction.
Financial management researchers have typically used a checklist of recommended practices to examine the practices of family financial managers. These studies have shown only a minority use the recommended practices but have offered no insight into what is done. Using in-depth, semi-structured interviews of seven different families, it can be suggested that managers do develop an orderly cash-flow management process. The process is systematic, formalized, done in a regular manner and on a regular basis but not that recommended. The process adopted achieves the manager's objectives of paying the family's bills on time and avoiding overdrafts. The findings suggest that educators focus on developing easy, convenient short-term practices and tools that also would improve the family's long-term financial position.
In this study we used a gender diagnostic (GD) approach to examine the associations between gender-atypical behavior and gender role (masculinity—M and femininity—F), bullying, peer relationships, and psychological well-being in a large community sample of 15-year-olds. GD showed little relationship with gender role. Irrespective of sex, M was positively, and F negatively associated with being a bully. Gender atypical boys reported more victimization, more loneliness, fewer male friends, and greater distress than their gender typical peers. After accounting for M and F, femaleness (gender atypical boys and extremely gender-typed girls) was associated with psychological distress. GD is an effective and unobtrusive method to identify a group whose vulnerability should be recognized by psychology, health, and education professionals.
Frequent school absence is often cited as a risk factor for peer relationship problems in youngsters with chronic illnesses, but this assumption has not been subjected to quantitative empirical examination. This issue was examined in the present study by exploring the relationship between school absenteeism, peer aggression, and loneliness in adolescents with chronic illnesses. Forty-one adolescents with chronic illnesses completed a modified version of the Direct and Indirect Aggression Scale and the Asher Loneliness Scale. Details of school absences and hospitalizations were obtained from parents and school and hospital records. No evidence was found to support the notion that peer aggression and loneliness are related to absenteeism, but social aggression (for both boys and girls) and verbal aggression (more markedly for girls) were associated with loneliness. Of the group, 19% reported experiencing verbal aggression and 12% social aggression at least weekly; informal qualitative data suggesting that such aggression is often related to limited sporting ability and appearance. Interventions at both the individual and school community level are warranted.
Conventional explanations - lax gun control laws, media violence, single and working parents - do not adequately explain the recent spate of school shootings, and neither does bullying by itself, an explanation recently gaining more traction. A certain type of bullying, however, is revealed as particularly culpable. Many of the recent shootings share a disturbing component: The perpetrators were repeatedly, even relentlessly, accused by "preps and jocks" of being gay. Gay harassment is proposed as a point of departure for understanding the causes of school shootings. When boys who believe on some level that they warrant privilege, are instead harassed, they may feel driven to avenge the "wrong," and re-assert a more dominant, powerful, and victorious masculinity. These circumstances call for a cultural transformation such that "boys will be boys" is no longer used as an alibi for violence. The author presents implications for school-based social work practice, teacher and administrator interventions, as well as other prevention strategies.
Nearly thirty years ago, we invited a consortium of esteemed researchers to contribute to a volume entitled Family–Peer Relations: Modes of Linkage that provided a state-of-the-science appraisal of theory and research within the newly emerging discipline of family–peer relations. The volume’s first chapter was titled, “Themes and Theories: Perspectives on Processes in Family–Peer Relationships”, and its primary aims were to identify the processes in the family system that were posited to have a bearing on children’s development in the peer system (and vice versa), characterize potential mechanisms of linkage, describe extant lines of investigation, appraise empirical accomplishments, and identify issues in need of further investigation. Here, nearly thirty years hence, we are pleased to have the opportunity to reappraise the theory and research on family–peer relations. In this article, we revisit the primary objectives that were addressed in our previously published “Themes and Theories” chapter but do so with the express purpose of evaluating the discipline’s progress. Likewise, we also revisit our prior roadmap and associated calls-to-action to update these entities in light of past accomplishments, current limitations, and pressing sociocultural issues and concerns.
Although the importance of the influence of peers and the peer culture has long been seen as a central feature of the socialization process, there have been few direct studies of interactive processes in the peer culture. This article reports on a comparative study of nursery school children in the United States and Italy and identifies and discusses the importance of basic routines in the peer culture of young children for their development of communicative skills and social knowledge. The analysis explores the possibility of universal features of young children's peer cultures and develops an interpretive perspective of childhood socialization. From this perspective, the peer culture of preschool children is viewed as involving the children's continual communal attempts to grasp and control a social order that is first presented to them by adults but that eventually becomes their own reproduction.
Recent research indicates that a considerable number of children report extreme feelings of loneliness and that unpopular children are more lonely than popular children. In the present study, we assessed feelings of loneliness of two subgroups of unpopular children, those who were sociometrically rejected versus those who were sociometrically neglected. Data on popular, average, and controversial children were also collected. Results from 200 third- through sixth-grade children indicated that rejected children were the most lonely group and that this group differed significantly from other status groups. Neglected children did not differ from higher status peers. Overall, the results provide added evidence of the utility of the distinction between neglected versus rejected status and provide support for earlier conclusions that rejected children are more at risk than are other status groups.
Research now indicates that mothers' experiences of employment are more predictive of children's behavior than is mothers' employment status. A four-stage model of how mothers' interrole conflict and satisfaction with the role of employed mother affect children's behavior was developed and tested by using path analysis. In a sample of 147 employed mothers, the model provided an excellent fit to the data. The relationship between maternal employment role experiences (interrole conflict and satisfaction with maternal employment) and children's behavior (attention/immaturity, conduct disorder, and anxiety/withdrawal) was mediated by personal strain (cognitive difficulties and negative mood) and parenting behavior (punishment and rejection).
This article examines the parental responsibilities of rearing adolescent children as well as the factors that can support or undermine a parent's ability to perform them. Current research and theory on child rearing, adolescent and adult development, and parent-adolescent relations are integrated to present a conceptual framework for parenting adolescents. Implications for developing programs for families with adolescents are discussed.
The purpose of the present study is threefold. First, it presents evidence for the construct validity and internal reliability of a new multidimensional measure of work spillover. Second, it provides some insight into three processes by which work can affect an individual's personal and family life (i.e., time, energy, and psychological interference). Finally, the present study examines four primary nonwork role contexts (i.e., the parent-child relationship, the marital relationship, leisure activities, and the home management role) and assesses how likely each is to be affected by work spillover. The sample was composed of 130 male executives and their spouses. Strong support was found for the construct validity and internal consistency of the global measure of work spillover. For the present sample of executives, the data do not support the hypothesis that work stress spills over into some role contexts more than others. In contrast, the data provide support for at least three distinct processes by which work can spill over and affect family and personal life.
A model is presented linking two general classes of family resources to forms of child competence. Resources are divided into "family structure resources," such as parental income, education, and occupation, and "family process resources," such as parental expectations, help, and attention. Data from an Australian survey of children in families are used to assess the relative contributions of each class of resources to four forms of child competence: reading ability, self-esteem, everyday skills, and social competence. Results indicated that reading ability was related to both structural resources and interpersonal process resources. Self-esteem, however, was mainly associated with interpersonal process resources. Everyday-skills performance was only weakly associated with process resources, and social competence was weakly associated with both sets of resources. Generally, the relationships between family resources and forms of competence were stronger for younger children than for adolescents.
This paper examines trends in the effects of children on adults' psychological well- being between 1957 and 1976. Several
indicators of well-being are examined, including measures of quality of life (happiness, satisfaction, worries), psychological
distress, and perceptions of parenthood. The findings indicate that parenthood was more stressful in the 1970s than it was
in the 1950s and that much of the trend among women was due to changes in employment and marital status. Although fathers
experienced a similar decline in well-being, our model does not account for the trend among men. The analysis is based on
the two “Americans View Their Mental Health Surveys” conducted in 1957 and 1976.
Children under the age of 13 who initiate sexually abusive behavior with other children are currently being underidentified and misunderstood. In response to the need for specialized treatment resources for child perpetrators, the Support Program for Abuse Reactive Kids (SPARK) was begun in the Child Sexual Abuse Center at Children's Institute International in January 1985. The program format, including the admissions criteria, treatment model, and testing/evaluation process, is described.
Feminists have re-visioned women as active subjects in knowledge by granting them agency and diversity and by challenging divisions like public versus private. But both feminist and traditional knowledge remain deeply adult centered. Adult perspectives infuse three contemporary images of children: as threats to adult society, as victims of adults, and as learners of adult culture (“socialization”). We can bring children more fully into knowledge by clarifying ideological constructions, with attention to the diversity of children's actual lives and circumstances; by emphasizing children's agency as well as their subordination; and by challenging their conceptual privatization. The re-visioning of children involves complex issues of gender, generation, autonomy, and relatedness.
Research concerning effects of women's employment on families is reviewed for the past decade. Researchers have changed an earlier assumption of negative effects on marriages and children, but they still tend to focus solely on differences by employment status rather than on consequences of various aspects of women's employment experience. They also tend to neglect minority, working-class, and single-parent families. This review begins with a discussion of effects of women's employment on the formation and dissolution of marital unions, on marital quality, and on spouse health and well-being. Research on the division of housework and its relation to power and equity is treated next; then several issues relating to the interaction of husbands' and wives' jobs are reviewed. Effects on fertility and outcomes for children are considered, followed by a brief section on relations with extended family members. The review concludes with suggestions regarding future trends and research directions.
The purpose of this study was to describe the effects of maternal employment status and maternal satisfaction with employment status on closeness between parents and their seventh-grade children. Effects on family activities and family rules were studied with consideration given to their possible mediating influences on closeness. Results revealed that sons reported greater closeness with fathers when mothers were employed and daughters reported greater closeness with parents when mothers were not employed or were employed part time. Mothers reported greater closeness to sons when they were employed, but reported greater closeness to daughters when they were not employed or were employed part time. Fathers reported no differences in closeness to either sons or daughters regardless of maternal employment status. Maternal employment status had no effects on activities or rules. Maternal satisfaction with employment status had little effect on closeness and had no effect on activities or rules.
Research that has examined the relationship between parental employment and early adolescent adjustment has tended to yield mixed or no associations. This is true for studies that have examined academic, emotional, social, or cognitive well-being in this age group. Some gender differences have emerged but are not well understood at this time. There appear to be several reasons for the lack of significant findings. The first lies in the adaptation that mothers, children, and families as a whole have been making to increases in maternal employment. The second lies in the relatively simple research designs that have not adequately explored more complex hypotheses. The article concludes with suggestions for additional research as well as implications for policies and practices related to parental employment and early adolescence.
Drawing on systematically compiled data from 186 societies outside of the industrial West including representatives of all major geographical groups and cultural types, and considering the extensive literature in psychology, sociology, and primatology as well as anthropology, the authors offer the first definitive analysis of adolescence as a socially demarcated stage of life worldwide. They demonstrate convincingly that adolescence is universal for boys, and, with very few exceptions, for girls as well. They examine the range of variation across cultures in the behavior of adolescents, and the responses of adults—variation that is influenced by social organization, the family structure, and type of economy—and relate their findings to the research by social scientists on adolescence and human development in contemporary Western societies.
The adolescent's sense of self, his or her relationships with parents and with peers, the ways in which different cultures prepare adolescents for sex, marriage, and adult work, the problem of adolescent antisocial behavior—all are thoughtfully considered. A major focus is sex differences: despite many similarities, the adolescence of boys worldwide is different from, and usually longer than, that of girls. Finally, the authors address the implications of their findings for contemporary adolescent life in Western societies.
An appendix summarizes the measures and statistical techniques used, and provides extensive information about the distributions of the different patterns that were discerned and the significance of the interrelationships of the variables of interest.
This landmark study of varieties of adolescent experience worldwide, destined to become a classic, will be important reading for all social and behavioral scientists who study adolescents and for thoughtful educators and practictioners who work with them. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This book examines recent cross-cultural evidence on the sexual exploitation of children in the light of relevent theoretical and ethical considerations. The author situates the problem within the context of recent debates concerning childhood, sexuality and the family, and then analyzes the evidence for the involvement of children in prostitution, sex tourism and pornography. She argues that child sexual exploitation must be viewed in the broader social context of power relations between men and women, between elders and juniors, between classes and between races. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reviews research findings on truancy and school absenteeism in the UK. Social, psychological, and institutional factors associated with these problems are outlined. The emphasis of the research in the 1960's and early 1970's was on the link between students' home and social background and absenteeism. In the late 1970's, following leads by the school differences group, attention turned toward the educational and institutional causes of nonattendance. Nevertheless, at the current time, far more is known about social and psychological aspects of truancy and absenteeism than about educational and institutional factors. Future work on effective schools and educational processes will be likely to focus on the attendance variable. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Amy Rubin, the seven-year-old daughter of one of this volume's editors, was discussing with her close friend Kristin,. her teacher's practice of distributing stickers to her classmates for completing their seat work. As the conversation continued, Joshua, Amy's two-year-old brother (al though Amy would argue that he more often resembles an albatross around her neck) sauntered up to the older children. He flashed a broad smile, hugged his sister, and then grabbed her book of stickers. Corey Ross, the nine-year-old son of the other editor was trying to plan a tobogganing party with his friend Claire. The problem facing Corey and Claire was that there were too few toboggans to go around for their grade four classmates. Jordan, Corey's younger brother had agreed to lend his toboggan. However, Harriet, Claire's younger sister and Jordan's close friend had resisted all persuasive attempts to borrow her toboggan. The older children decided that the best strategy was to use Jordan's friendship with Harriet and his good example of sibling generosity in presenting thejr case to Harriet. Both of these anecdotes exemplify what this volume on peer relation ships and social skills is about. Children have friends with whom they discuss issues of perceived social significance. During the early elemen tary school years, rather sophisticated conversations and debates con cerning topics of reward distribution, altruism, person perception, social status, sibling relations, and cooperation can be overheard (especially by eavesdropping parents who have professional interests in such matters).
The study employs time-sampling data to examine age differences in the quantity and quality of children's and young adolescents daily experience with their families, friends, and alone. Participants (ages 9–15) carried electronic pagers for 1 week and reported their companionship, location, and affect at random times when signaled by the pagers. Findings show a dramatic decline in amount of time spent with family, with older students reporting half as much time with their families as younger students. Among boys, this family time was replaced by time spent alone; among girls, by time alone and with friends. Affect reported when with family became less positive between the fifth and seventh grade, but was more positive again in the ninth grade for boys. Affect with friends became more favorable across this age period; affect when alone did not vary. These age differences suggest changes in adolescents' daily opportunities for cognitive growth, emotional development, and social support.
AIDS poses unique problems and raises specific issues for women throughout the world. This article examines the status of women with AIDS and the prevention campaigns directed at them. It speculates on what the future may hold for women with AIDS, looking at prospects for healthcare and social support systems, and at how AIDS may affect the social and economic status of women. Several geographic areas are focused upon, and three distinct epidemiological patterns of HIV infection are presented.
Interest in the historically changing contexts of human life has been associated with the elaboration of a life-span view of human development. This view holds that all levels of the context, including the biological, psychological, and sociocultural, change in reciprocal relation to one another. As a consequence of being embedded in a context which they both influence and are influenced by, children and adolescents may promote their own development. One way this occurs is that as a consequence of their characteristics of physical and behavioral individuality people promote differential reactions in their socializing others (e.g., parents, teachers, or peers); these reactions feed back affecting further development. My colleagues and I have conducted research that describes such child and adolescent contributions to development. We have focused on characteristics of physical individuality, such as body type and physical attractiveness, and on characteristics of behavioral individuality, such as behavioral style or temperament. Findings from these studies are conceptualized in terms of a person-context “goodness-of-fit” model. Adaptive development is associated with congruence, or fit, between a person's attributes of individuality and the demands of his or her setting. Implications of this research for illustrating the use of the life-span perspective, and for theory in and practice of intervention, are discussed.
Little is known about sexual perpetration by females or by young children. This paper describes the sexual perpetration behavior of 13 female child perpetrators between 4 and 13 years of age. These children were treated in a specially designed program for child perpetrators, the Support Program for Abuse-Reactive Kids (SPARK) at Children's Institute International of Los Angeles, California. All of these girls used force or coercion to gain the compliance of the other child or children. Of these child perpetrators, 100% had been previously sexually abused; 31% had been physically abused; 85% were molested by family members; 77% of the girls chose a victim in their family (the other 3 girls had no available family members). The mean age of their first known perpetration was 6 years, 9 months. The average age of their victims was 4 years, 4 months. The average number of victims of these girls was 3.5 with a range of 1 to 15. The girls victimized two times more boys than girls. There was a history of sexual, physical, and substance abuse in the families of these children. Hypotheses regarding the genesis of the sexually abusive behavior in these female child perpetrators are explored.
Official reports of maltreatment involving adolescent victims were compared to those involving younger children in a representative sample of protective services' reports drawn from New York State in 1985. Specific case characteristics, including age, gender, ethnicity of the victim, and source of report, are described and their relation to case substantiation is examined. Analyses revealed that adolescents represent a substantial proportion of all victims of official child maltreatment reports. The impact of age on substantiation varied as a function of the type of maltreatment, where for adolescents sexual abuse reports were more likely to be substantiated, while neglect and physical abuse reports were less likely to be substantiated. Reports involving adolescents were significantly more likely to involve a female victim. Significant gender differences in substantiation rate were found only for sexual abuse reports involving adolescents. White children were also found to be under-represented in this sample, while blacks were over-represented relative to their numbers in the population. The impact of minority status on substantiation was significant for neglect and physical abuse reports involving children. The majority of adolescent reports came from mandated sources, which had a significantly higher substantiation rate than reports from non-mandated sources.
Describes the use of 3 interlocking structural equation models that define a set of relations between stress and family management skills and between parental discipline and antisocial child behavior to investigate factors associated with antisocial behavior. The 1st model proposes that antisocial behavior is based on social-interactional factors, with basic training for such behavior occurring in the home. The 2nd model describes the impact of the child's coerciveness and noncompliance on self-esteem, peer relations, and academic competence. The 3rd model hypothesizes that several family management factors, including stressors, are associated with disruptions in parenting skills. Results from preliminary investigations with approximately 172 normal and antisocial children and their parents provide consistent support for all 3 models. (90 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Infants who processed visual information more efficiently and had mothers who more frequently encouraged them to attend to properties, objects, and events in the home environment in the first 6 months of life excelled in verbal development during their second year and scored higher on a conventional psychometric assessment of intelligence at 4 years. These results, confirmed over several studies, support the idea of continuity in mental development from infancy and begin to specify parental didactic activities that may most efficaciously promote cognitive achievement in young children of different ages.
Peer rejection in childhood Children's peer cul-tures
- S R Asher
Asher, S. R., & Coie, J. D. (Eds.) (1990). Peer rejection in childhood. Cambridge: Cambridge University Corsaro, W. A., & Eder, D. (1990). Children's peer cul-tures. Annual Review of Sociology, 16, 197-220.
The fit between qualitative research and characteristics of families
- K Daly
Daly, K. (1992). The fit between qualitative research and characteristics of families. In J. F. Gilgun, K. Daly, & G. Handel (Eds.), Qualitative methods in family research (pp. 3-11). Newbury Park: Sage.
The policing offamilies
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Donzelot, J. (1979). The policing offamilies. New York: Random House.
Cross-cultural perspectives on family-peer relations Family-peer relationships: Modes of linkage
- C P Edwards
Edwards, C. P. (1992). Cross-cultural perspectives on family-peer relations. In R. D. Parke & G. W. Ladd (Eds.), Family-peer relationships: Modes of linkage (pp. 285-316). Hillsdale, NJ: Lawrence Erlbaum.
Epi-logue: An emerging framework for dialogue be-tween theory and developmental psychology Children in time and place: Developmental and his-torical insights
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Progress and promise of research on adolescence At the threshold. The de-veloping adolescent
- S S Feldman
- G R Elliott
Feldman, S. S., & Elliott, G. R. (1990). Progress and promise of research on adolescence. In S. S. Feld-man & G. R. Elliott (Eds.), At the threshold. The de-veloping adolescent (pp. 479-509). Cambridge, MA: Harvard University Press.
Children's ar-guing Language, gender, and sex in a comparative per-spective
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Introduction: Constituting the child The sociology of childhood
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Childhood as a social phenomenon
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Toward a further understanding of peer relationships and their contributions to child de-Qvortrup Childhood as a social phenome-non-An introduction to a series of national reports
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The social and socializing infant Handbook of socialization theory and research
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The intimate environment
- A Skolnick
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