Conduct Disorder, Aggression and Delinquency

Farrington, David P.

doi:10.1002/9780470479193.adlpsy001021

Cited by 51 publications

(31 citation statements)

References 259 publications

(22 reference statements)

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“…For instance, the presence in the activity of slightly older peers might increase the probability of deviant behaviours in the activity peer group since antisocial behaviours and substance use usually increase during mid-adolescence (for a review, see Chassin, Hussong, & Beltran, 2009;Farrington, 2009;Mayes & Suchman, 2006). As for the gender composition of the activity peer group, given the rationale provided earlier with regard to participants' gender, deviancy in the activity peer group and its possible influence on youths' adjustment might be greater in boys-only activities than in girls-only activities, and greater in mixed-gender activities than in girls-only activities.…”

Section: Youths' Problem Behavioursmentioning

confidence: 99%

“…First, level of deviancy in the activity peer group predicted increases in antisocial behaviours only in activities with no older peers. As antisocial behaviours usually increase during mid-adolescence (Farrington, 2009;Moffitt, 1993), we expected this association to be stronger in activities with older peers. However, we did not ask how much older than the target youth the peers in the activity were.…”

Section: Moderators Of This Associationmentioning

confidence: 99%

“…This is not surprising since organized activities are only one of the multiple contexts in which youths evolve. Moreover, youths spend only a small portion of their time in such activities, compared to time spent at home, with friends or at school (Larson & Verma, 1999) and multiple risk factors are associated with the development of problem behaviours among youths (for a review, see Farrington, 2009). What our results suggest is that deviancy within youths' organized activities can also contribute to this constellation of risk…”

Section: Moderators Of This Associationmentioning

confidence: 99%

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Peer group deviancy in organized activities and youths' problem behaviours.

Denault

Poulin

2012

Canadian Journal of Behavioural Science / Revue canadienne des

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The goal of this study was to examine whether youths' perceptions of the level of deviancy in their organized activity peer group predicted an increase in their antisocial behaviours and substance use. Their prior behaviour and the level of co-deviance with their friends were controlled. Moderators of this association were also examined, including characteristics of youths (i.e., gender) and activity contexts (i.e., type, degree of supervision, age and gender composition of the peer group). Participating youths (N = 185; M age = 14.34, 60% girls) were surveyed in Grades 8 and 9 using phone interviews and questionnaires. Results revealed that peer group deviancy predicted increases in youths' problem behaviours after controlling for covariates. In addition, this association was moderated by the age composition of the activity peer group for antisocial behaviours and by activity type for substance use. Overall, these findings draw attention to the possibility of negative peer group dynamics in organized activities.

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Section: Youths' Problem Behavioursmentioning

confidence: 99%

Section: Moderators Of This Associationmentioning

confidence: 99%

Section: Moderators Of This Associationmentioning

confidence: 99%

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Peer group deviancy in organized activities and youths' problem behaviours.

Denault

Poulin

2012

Canadian Journal of Behavioural Science / Revue canadienne des

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“…Delinquency most often involves some violation of the law such as violence, theft, vandalism, and drug use. The delinquency scale is closely related to a diagnosis of conduct disorder, which includes aggression toward people or animals, property destruction, violation of rules, and stealing or lying (Farrington, 2009). …”

Section: Behavioral Characteristicsmentioning

confidence: 99%

Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income.

Wyrick¹

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This dissertation provides an examination of contributing factors to high quality teacherstudent relationships during adolescence. High quality teacher-student relationships have been linked to better academic, emotional, and social functioning for students in elementary, middle, and high school. While the importance of teacher-student relationships is well documented, less is know about contributors to the relationship, especially during adolescence. Previous research has identified that in younger populations a student's gender, income, behavioral characteristics, and parental involvement can influence the nature of the teacher-student relationship. This dissertation provides an important extension of contributing factors into the adolescent age group, where teacher-student relationships offer an additional source of adult support and positively impact bonding to school norms and emotional functioning. This dissertation uses 820 participants from the NICHD Study of Early ChildCare and Youth Development. Collection of data for use in this study occurred in 2006, which adolescents were 15 years of age. Data were collected from adolescents via questionnaires in the lab and home and from parents in the home only. Demographic data iii included gender and income. Additional data was collected from measures of teacher relationships, maternal and paternal involvement, and behavioral problems. A series of hierarchical linear regression analyses were conducted to determine the extent to which parental involvement and behavioral characteristics predict the quality of teacher-student relationships as well as to what extent behavioral characteristics and income moderate the relationship between parental involvement and teacher-student relationship quality.Results from this dissertation indicate that both gender and income are significantly related to teacher-student relationship quality, with girls experiencing more high quality relationships. Income results were mixed. Students from high-income homes experienced more quality in overall relationships with teachers while low-income students endorsed better individual teacher relationships. Furthermore, ratings of both maternal and paternal involvement were significantly related to higher ratings of teacher-student relationship quality. Taken together, research indicates that parents who are involved in a student's education influence the relationship the child has with hislher teacher, thereby improving academic success and emotional functioning. The dissertation concludes with implications for educators, schools, and counselors.

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“…As discussed, research has shown that some adolescents engage in a significant number of violent behaviors both in school and the community (Farrington, 2004). Furthermore, the prevalence and public concern about youth violence suggests that additional research is needed to find effective means of prevention through key risk and protective factors (see Jimerson, Morrison, Pletcher, Furlong, 2006), rather than reacting after the occurrence of violent events or labeling youth who "might" be violent.…”

Section: School Size and Youth Violence: Potential Mediating And Modementioning

confidence: 99%

School Size and Youth Violence: Potential Mediating and Moderating Role of School Connectedness

Volungis¹

2012

PsycEXTRA Dataset

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Results did not support school connectedness as a moderator; however, results did support school connectedness as a mediator between school size and youth violence. Although no direct relationship was found between school size and youth violence, there was a significant inverse relationship between school size and school connectedness and a significant inverse relationship between school connectedness and youth violence. These findings highlight the importance of how the quality of individual student-school personnel relationships can play a role in preventing violence both within and outside of the school setting. Furthermore, increasing school student population appears to vii play a role in creating challenges in the development of quality relationships between students and school personnel, which in turn impedes prevention of youth violence. In addition to contributing to the literature on preventing youth violence, this study also underscores the need for future research to take caution in research design and measurement with Add Health data, and further exploration in alternative contextual relationships that may prevent youth violence. Introduction and Literature Review Youth ViolenceViolence in some form has always existed in our schools and communities, but the highly publicized shootings in the 1990s, such as Littleton, Colorado, Jonesboro, Arkansas, and Paducah, Kentucky received extensive media attention resulting in an increase in public awareness and concern (Modzeleski et al., 2008). In 2001, the Surgeon General released a report in order to designate youth violence as a public health concern in the United States (U. S. Department of Health and Human Services, 2001). Although this report showed that youth violence was less lethal than it was in 1993, violent behaviors involving adolescents showed trends of increasing. In fact, violent crimes committed by adolescents have dramatically increased (Federal Bureau of Investigation, 1999) to the point that this population commits more violent crimes than any other age group (Pastore & Maguire, 2002). Also of concern are the findings that adolescent problem and criminal behaviors are related to future adult illegal behaviors (Loeber & Hay, 1997;Sampson & Laub, 1990). Furthermore, compared to all other age groups, children and adolescents are most likely to be the victims of crimes (Furlong & Morrison, 2000 Moreover, there appears to be a general theme of youth violence being related to feelings of distress, anger, hopelessness, and shame from youth witnessing or experiencing violence (Martinez & Richters, 1993; Ludwig & Warrn, 2009;Osofsky, Werers, Hann, & Fick, 1993 An additional concern of youth exposure to community violence tends to be a resulting cycle of violence where the victims become the perpetrators (Osofsky et al., 1993). Brookmeyer, Fanti, and Henrich (2006) in their analysis of data from the National Longitudinal Study on Adolescent Health (Add Health)found that simply being exposed to violence is a significant predictor of...

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Conduct Disorder, Aggression and Delinquency

Cited by 51 publications

References 259 publications

Peer group deviancy in organized activities and youths' problem behaviours.

Peer group deviancy in organized activities and youths' problem behaviours.

Teacher-student relationships during adolescence : the role of parental involvement, behavioral characteristics, gender, and income.

School Size and Youth Violence: Potential Mediating and Moderating Role of School Connectedness

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