Core competencies and the prevention of youth violence

Sullivan, Terri N.; Farrell, Albert D.; Bettencourt, Amie F.; Helms, Sarah W.

doi:10.1002/cd.227

Cited by 26 publications

(31 citation statements)

References 58 publications

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“…Rooted in social cognitive theory (Bandura, 1973), a model of SIP was proposed by Crick and Dodge (1994) to describes a complex series of processing activities (e.g., perception of social interactions, response generation) that influence one's likelihood of responding aggressively in ambiguous social situations. As such, SIP is a common target for preventive interventions aiming to reduce youth violence (Sullivan, Farrell, Bettencourt, & Helms, 2008), which is the second leading cause of fatal injuries for youth (Centers for Disease Control and Prevention, 2010). …”

mentioning

confidence: 99%

Examining Factors Associated with (In)Stability in Social Information Processing Among Urban School Children: A Latent Transition Analytic Approach

Goldweber

Bradshaw

Goodman

et al. 2011

Journal of Clinical Child & Adolescent Psychology

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There is compelling evidence for the role of social information processing (SIP) in aggressive behavior. However, less is known about factors that influence stability vs. instability in patterns of SIP over time. Latent transition analysis (LTA) was used to identify SIP patterns over one year and examine how community violence exposure, aggressive behavior, and behavior regulation relate to (in)stability in SIP. Participants were 429 urban children (ages 7-13, M = 9.58; 86% African American). LTA indicated four SIP profiles: stable low, decreasing, increasing, and stable high. Children with consistently high aggressive SIP reported the greatest community violence exposure and aggressive behavior. Compared to children who remained high on aggressive SIP, children whose aggressive SIP declined reported greater behavior regulation, suggesting that individual differences in executive function may account for stability in aggressive SIP during mid to late childhood.

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mentioning

confidence: 99%

Examining Factors Associated with (In)Stability in Social Information Processing Among Urban School Children: A Latent Transition Analytic Approach

Goldweber

Bradshaw

Goodman

et al. 2011

Journal of Clinical Child & Adolescent Psychology

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“…However, it is important to note that neuroscience should not be given the credit, for example, for establishing that decision making and self-regulation are critical to academic and social success [51]. A long line of social science research has been dedicated to these areas, and the applied neuroscience research has helped to validate these findings [1].…”

Section: Implications and Future Research Directionsmentioning

confidence: 98%

Infusing Developmental Neuroscience Into School-based Preventive Interventions: Implications and Future Directions

Bradshaw

Goldweber

Fishbein

et al. 2012

Journal of Adolescent Health

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“…The CDC emphasized the importance of reducing risk factors and increasing protective factors to minimize the chances of youth becoming perpetrators of violence. Sullivan et al (2008) presented a series of necessary core competencies for youth violence prevention. One of these competencies was an emphasis on the protective factor of "prosocial connectedness," which initially centered on looking at the role of secure attachment and family support.…”

Section: Predicting Violence Vs Preventing Violencementioning

confidence: 99%

“…In other words, students may be more likely to break the "code of silence" with a trusted adult. Sullivan et al (2008) suggested that the concept of prosocial connectedness can be generalized to broader systems, such as schools and communities. Furthermore, Nation et al's (2003) review of principles of effective prevention programs found that it was critical for children and adolescents to have at least one strong relationship with an adult.…”

Section: Predicting Violence Vs Preventing Violencementioning

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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Core competencies and the prevention of youth violence

Cited by 26 publications

References 58 publications

Examining Factors Associated with (In)Stability in Social Information Processing Among Urban School Children: A Latent Transition Analytic Approach

Examining Factors Associated with (In)Stability in Social Information Processing Among Urban School Children: A Latent Transition Analytic Approach

Infusing Developmental Neuroscience Into School-based Preventive Interventions: Implications and Future Directions

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

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