Early predictors of adolescent violence

Abstract

OBJECTIVES: This study sought to identify early predictors of adolescent violence and to assess whether they vary by sex and across different types and levels of violence. METHODS: Data from a 5-year longitudinal self-report survey of more than 4300 high school seniors and dropouts from California and Oregon were used to regress measures of relational, predatory, and overall violence on predictors measured 5 years earlier. RESULTS: Deviant behavior in grade 7, poor grades, and weak bonds with middle school predicted violent behavior 5 years later. Attending a middle school with comparatively high levels of cigarette and marijuana use was also linked with subsequent violence. Early drug use and peer drug use predicted increased levels of predatory violence but not its simple occurrence. Girls with low self-esteem during early adolescence were more likely to hit others later on; boys who attended multiple elementary schools were also more likely to engage in relational violence. CONCLUSIONS: Violence prevention programs for younger adolescents should include efforts to prevent or reduce troublesome behavior in school and poor academic performance. Adolescent girls may also profit from efforts to raise self-esteem; adolescent boys may need extra training in resisting influences that encourage deviant behavior. Programs aimed at preventing drug use may yield an added violence-reduction bonus.

Does school suspension affect subsequent youth non‐violent antisocial behaviour? A longitudinal study of students in Victoria, Australia and Washington State, United States

“…A consistent finding in several studies is that the best predictor of current behaviour is past behaviour; that is, there is continuity across time for NVAB (Ellickson & McGuigan, 2000; Farrington, 1998; Farrington & Loeber, 2000). Additional influences on NVAB are student alcohol and tobacco use (Arnett, 1996; Pfefferbaum & Wood, 1994), along with the student having attitudes favourable to engaging in antisocial behaviour (Hawkins et al, 1992; Loeber, Stouthamer-Loeber, Van Kammen, & Farrington, 1991; Simcha Fagan, Gersten, & Langner, 1986; Smart et al, 2003).…”

“…Additional influences on NVAB are student alcohol and tobacco use (Arnett, 1996; Pfefferbaum & Wood, 1994), along with the student having attitudes favourable to engaging in antisocial behaviour (Hawkins et al, 1992; Loeber, Stouthamer-Loeber, Van Kammen, & Farrington, 1991; Simcha Fagan, Gersten, & Langner, 1986; Smart et al, 2003). Low commitment to school and difficulties at school have been consistently related to NVAB (Ellickson & McGuigan, 2000; Smart et al, 2003). Within the family domain, poor family management, family conflict, and poor child-parent relationships have been shown to influence NVAB (Hawkins et al, 1992; Loeber et al, 1991; Simcha Fagan et al, 1986; Smart et al, 2003).…”

Teorías sobre el inicio de la violencia filio-parental desde la perspectiva parental: un estudio exploratorio

“…En este contexto, se ha relacionado con diversas variables relevantes como los sentimientos de inadecuación personal, la indefensión y la soledad, la baja autonomía personal, la empatía y la autoestima (Hong, Kral, Espelage y Allen-Meares, 2012;Ibabe, Jaureguizar y Díaz, 2007;Paulson, Coombs y Landsverk, 1990), la ideación y los intentos de suicidio (Kennedy, Edmonds, Dann y Burnett, 2010), los problemas de adaptación y el rendimiento escolar, el absentismo y la violencia escolar (Ibabeet al, 2007;Romero, Melero, Cánovas y Antolín, 2005;Sempere, Losa, Pérez, Esteve y Cerdá, 2005), el consumo de alcohol y de otras drogas (Ellickson y McGuigan, 2000) y la relación con grupos de iguales violentos (Cottrell y Monk, 2004;Valois, MacDonald, Bretous, Fischer y Drane, 2002).…”

Victimización, clima familiar y el manejo de la culpa-vergüenza en el acoso escolar

“…De forma particular afecta a los actores directamente involucrados, ya que las víctimas experimentan una pérdida del sentido de pertenencia a la escuela (Brockenbrough, cornell & loper, 2002), un bajo autoconcepto social (lucas, pulido & Solbes, 2011), trastornos emocionales e intentos de suicidio, entre otros efectos negativos (McDougall & Vaillancourt, 2015;o'Brennan, Bradshaw & Sawyer, 2009). En el estudiantado con conductas de agresión, que son el objeto del presente estudio, este comportamiento se asocia a dificultades de adaptación a la escuela, naturalización de la violencia, dificultades en el desarrollo moral y problemas de conducta en la vida adulta (Ellickson & Mcguigan, 2000;perren & Alsaker, 2006).…”