We report a study aimed at understanding the effects of classroom normative influences on individual aggressive behavior, using samples of 614 and 427 urban elementary school children. Participants were assessed with measures of aggressive behavior and normative beliefs about aggression. We tested hypotheses related to the effects of personal normative beliefs, descriptive classroom norms (the central tendency of classmates' aggressive behavior), injunctive classroom normative beliefs (classmates' beliefs about the acceptability of aggression), and norm salience (student and teacher sanctions against aggression) on longitudinal changes in aggressive behavior and beliefs. injunctive norms affected individual normative beliefs and aggression, but descriptive norms had no effect on either. In classrooms where students and teachers made norms against aggression salient, aggressive behavior diminished over time. Implications for classroom behavior management and further research are discussed.

Although research has found that urban youth are exposed to excessive levels of community violence, few studies have focused on the factors that alter the risk of exposure to violence or the processes through which youth who are exposed to community violence do better or worse. This study investigates the risk of exposure to community violence and its relation to violence perpetration among a sample of 263 African American and Latino male youth living in inner-city neighborhoods. The study also examines the role that family functioning plays in moderating the risk. The study finds that youth from struggling families--those that consistently used poor parenting practices and had low levels of emotional cohesion--were more likely to be exposed to community violence. It also finds a relation between exposure to violence and later violence perpetration. However, youth exposed to high levels of community violence but living in families that functioned well across multiple dimensions of parenting and family relationship characteristics perpetrated less violence than similarly exposed youth from less well-functioning families.

This article discusses the use of cluster analysis in family psychology research. It provides an overview of potential clustering methods, the steps involved in cluster analysis, hierarchical and nonhierarchical clustering methods, and validation and interpretation of cluster solutions. The article also reviews 5 uses of clustering in family psychology research: (a) deriving family types, (b) studying families over time, (c) as an interface between qualitative and quantitative methods, (d) as an alternative to multivariate interactions in linear models, and (e) as a data reduction technique for small samples. The article concludes with some cautions for using clustering in family psychology research.

Prior work has not tested the basic theoretical notion that informant discrepancies in reports of children’s behavior exist, in part, because different informants observe children’s behavior in different settings. We examined patterns of observed preschool disruptive behavior across varying social contexts in the laboratory and whether they related to parent-teacher rating discrepancies of disruptive behavior in a sample of 327 preschoolers. Observed disruptive behavior was assessed with a lab-based developmentally sensitive diagnostic observation paradigm that assesses disruptive behavior across three interactions with the child with parent and examiner. Latent class analysis identified four patterns of disruptive behavior: (a) low across parent and examiner contexts, (b) high with parent only, (c) high with examiner only, and (d) high with parent and examiner. Observed disruptive behavior specific to the parent and examiner contexts were uniquely related to parent-identified and teacher-identified disruptive behavior, respectively. Further, observed disruptive behavior across both parent and examiner contexts was associated with disruptive behavior as identified by both informants. Links between observed behavior and informant discrepancies were not explained by child impairment or observed problematic parenting. Findings provide the first laboratory-based support for the Attribution Bias Context Model (De Los Reyes and Kazdin 2005), which posits that informant discrepancies are indicative of cross-contextual variability in children’s behavior and informants’ perspectives on this behavior. These findings have important implications for clinical assessment, treatment outcomes, and developmental psychopathology research.

Data from a longitudinal study of 294 African American and Latino adolescent boys and their caregivers living in poor urban communities were used to test a developmental-ecological model of violence. Six annual waves of data were applied to evaluate the relations between microsystem influences of parenting and peer deviance (peer violence and gang membership), macrosystem influences of community structural characteristics and neighborhood social organization, and individual involvement in violence (level and growth). Structural equation modeling analyses showed that community structural characteristics significantly predicted neighborhood social processes. Parenting practices partially mediated the relation between neighborhood social processes and gang membership. Parenting practices was fully mediated in its relation to peer violence by gang membership. Gang membership was partially mediated by peer violence level in its relation to individual violence level. Although the overall set of relations does not satisfy mediation requirements fully in all instances, the model was validated for the most part, supporting a focus on a multilevel ecological model of influences on risk development.

Objective The importance of dimensional approaches is widely recognized, but an empirical base for clinical application is lacking. This is particularly true for irritability, a dimensional phenotype that cuts across many areas of psychopathology and manifests early in life. We examine longitudinal, dimensional patterns of irritability and their clinical import in early childhood. Method Irritability was assessed longitudinally over an average of 16 months in a clinically enriched diverse community sample of preschoolers (N=497; M=4.2 years; SD=0.8). Using the Temper Loss scale of the Multidimensional Assessment Profile of Disruptive Behavior (MAP-DB) as a developmentally sensitive indicator of early childhood irritability, we examined its convergent/divergent, clinical and incremental predictive validity, and modeled its linear and nonlinear associations with clinical risk. Results The Temper Loss scale demonstrated convergent and divergent validity to child and maternal factors. In multivariate analyses, Temper Loss predicted mood (separation anxiety disorder [SAD], generalized anxiety disorder [GAD], and depression/dysthymia) and disruptive (oppositional defiant disorder [ODD], attention-deficit/hyperactivity disorder [ADHD], and conduct disorder [CD]) symptoms. Preschoolers with even mildly elevated Temper Loss scale scores showed substantially increased risk of symptoms and disorders. For ODD, GAD, SAD, and depression, increases in Temper Loss scale scores at the higher end of the dimension had a greater impact on symptoms relative to increases at the lower end. Temper Loss scale scores also showed incremental validity over DSM-IV disorders in predicting subsequent impairment. Finally, accounting for the substantial heterogeneity in longitudinal patterns of Temper Loss significantly improved prediction of mood and disruptive symptoms. Conclusion Dimensional, longitudinal characterization of irritability informs clinical prediction. A vital next step will be empirically generating parameters for incorporation of dimensional information into clinical decision-making with reasonable certainty.

Explored the longitudinal relations between family relationships and parenting characteristics, violence and nonviolent delinquency of peers, and individual delinquency and violence using data from a sample of 246 adolescent male participants in the Chicago Youth Development Study. Family and parenting characteristics were measured when participants averaged 12 years of age, peer group offending when participants averaged 14 years of age, and individual offending when participants averaged 17 years of age. Family characteristics and parenting were represented by an ordinal variable ranging from exceptional families characterized by emotional closeness, strong beliefs about family, and good parenting skills, to struggling families characterized by a lack of emotional cohesion, deviant beliefs, and poor parenting. Peers' violence but not nonviolent delinquency predicted individual violence and nonviolent delinquency, and family types predicted peer deviance as well as individual violence and delinquency. Effects varied somewhat due to gang membership and ethnicity.

A bundled intervention was associated with clinically important and statistically significant reductions in KPC colonization, KPC infection, all-cause bacteremia, and blood culture contamination in a high-risk LTACH population.