Friendships and Violent Behavior During Adolescence

Dishion, Thomas J.; Eddy, J. Mark; Haas, Eric M.; Li, Fuzhong; Spracklen, Kathleen

doi:10.1111/1467-9507.00034

Cited by 93 publications

(114 citation statements)

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“…The principal reason is that the child will gravitate toward a deviant peer group by early adolescence (Dishion et al, 1991). The deviant peer group serves as a training ground for antisocial and violent behavior from middle to late adolescence (Dishion, Andrews, Kavanagh, & Soberman, 1996;Dishion, Eddy, Haas, Li, & Spracklen, 1997). Deviant peer groups further increase the risk of substance abuse (Dishion, Capaldi, Spracklen, & Li, 1995), which has been strongly linked to partner violence in adults (Murphy, O'Farrell, Fals-Stewart, & Feehan, 2001).…”

Section: Theoretical Model Of Partner Violence Riskmentioning

confidence: 99%

Intergenerational transmission of partner violence: A 20-year prospective study.

Ehrensaft¹,

Cohen²,

Brown³

et al. 2003

Journal of Consulting and Clinical Psychology

896

730

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An unselected sample of 543 children was followed over 20 years to test the independent effects of parenting, exposure to domestic violence between parents (ETDV), maltreatment, adolescent disruptive behavior disorders, and emerging adult substance abuse disorders (SUDs) on the risk of violence to and from an adult partner. Conduct disorder (CD) was the strongest risk for perpetrating partner violence for both sexes, followed by ETDV, and power assertive punishment. The effect of child abuse was attributable to these 3 risks. ETDV conferred the greatest risk of receiving partner violence; CD increased the odds of receiving partner violence but did not mediate this effect. Child physical abuse and CD in adolescence were strong independent risks for injury to a partner. SUD mediated the effect of adolescent CD on injury to a partner but not on injury by a partner. Prevention implications are highlighted.

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Section: Theoretical Model Of Partner Violence Riskmentioning

confidence: 99%

Intergenerational transmission of partner violence: A 20-year prospective study.

Ehrensaft¹,

Cohen²,

Brown³

et al. 2003

Journal of Consulting and Clinical Psychology

896

730

View full text Add to dashboard Cite

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“…Specific domains of peer deficits for maltreated children and foster children that have been investigated include having fewer friends and having friends that are significantly younger then they are (Salzinger, Feldman, Hammer, & Rosario, 1993), having more conflictual and less intimate peer relations (Parker & Herrera, 1996), having fewer positive and more negative peer nominations (Salzinger et al, 1993), and exhibiting disruptive social behavioral patterns that affect friendship formation (Cicchetti & Lynch, 1995). Using observational methodology, Parker and Herrera (1996) found that maltreated children displayed less intimacy and more conflict when interacting with their best friend compared to nonmaltreated children with their best friend.One issue that has not been fully developed in prior research is whether poor peer relations are a simply a biproduct of foster children's behavior problems, as studies of biologically reared youth would suggest (Dishion, Eddy, Haas, Li, & Spracklen, 1997). This is perhaps the most parsimonious explanation of the poor peer relations in foster children.…”

mentioning

confidence: 99%

“…The study involved a sample of maltreated foster children and nonmaltreated, biologically reared community children studied pre-and post-school entry. Because behavior problems are a common precursor to peer rejection and peer difficulties (Dishion et al, 1997), and because rates of behavior problems in foster children are considerably higher than in non-foster children, we controlled for the effects of behavior problems on peer relations to examine the unique outcomes of foster care status. Given girls' differential interaction styles, we hypothesized that foster care status would be more strongly associated with compromised peer relations for girls than for boys.…”

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confidence: 99%

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Peer Relations at School Entry: Sex Differences in the Outcomes of Foster Care

Leve¹,

Fisher²,

DeGarmo³

2007

Merrill-Palmer Quarterly

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Converging research indicates that foster children with maltreatment histories have more behavior problems and poorer peer relations than biologically reared, nonmaltreated youth. However, little is known about whether such deficits in peer relations work independently or as a result of increased behavior problems, and whether outcomes for foster children differ by sex. To address these questions, multiagent methods were used to assess peer relations at school entry among maltreated foster children and a comparison sample of low-income, nonmaltreated, biologically reared children (N = 121). Controlling for caregiver-reported behavior problems prior to school entry, results from a multigroup SEM analysis suggested that there were significant relationships between foster care status and poor peer relations at school entry and between foster care status and the level of behavior problems prior to school entry for girls only. These Sex × Foster care status interactions suggest the need for gender-sensitive interventions with maltreated foster children. Keywordsfoster care; maltreatment; peer relations; sex differences; school entry When children enter formal educational settings, they are expected to possess competencies that make it possible for them to respond to the demands of the school environment. Children who lack basic social skills and fail to develop successful peer relations during school entry are at greater risk for conduct problems, peer rejection, and academic failure throughout childhood and adolescence (Brendgen, Vitaro, Bukowski, Doyle, & Markiewicz, 2001;Dishion 1990;Snyder et al., 2005). Foster children are at particularly high risk for difficulties in this area. There are currently more than 500,000 foster care children in the United States, with more than 230,000 children entering foster care yearly (U.S. Department of Health & Human Services, 2000). Beginning in early childhood, foster children show deficits on indicators of behavioral and mental health (Pilowsky, 1995). Early placement in foster careprior to age 5-appears to be particularly detrimental to later outcomes (Keiley, Howe, Dodge, Bates, & Pettit, 2001). Once foster children enter school, they show more behavior problems than nonmaltreated, biologically reared children and fare worse than their peers on indicators of school performance, including achievement, peer competence, high school completion rates, and special education service needs (Wodarski, Kurtz, Gaudin, & Howing, 1990). Though extensive behavioral and educational disparities among foster children have been well documented, few studies have examined whether behavior problems that emerge during the preschool period lead to subsequent poor outcomes or whether foster care elicits unique effects on peer relations over and above those associated with behavior problems.Correspondence regarding this paper should be addressed to Dr. Leslie D. Leve, Oregon Social Learning Center, 160 East 4 th Avenue, Eugene, OR 97401-2426. E-mail: lesliel@oslc.org. Landsverk, Ganger, ...

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“…The anti-social talk and positive affective response were conceptualized as delinquency training, by which delinquent peers encouraged each other to engage in new types of delinquent behavior and reinforced and maintained on-going delinquent behavior. In addition to escalating delinquency, delinquency training has been associated with increases in violent behaviors and substance use (Dishion, Capaldi, Spracklen, & Li, 1995;Dishion, Eddy, Haas, Li, & Spracklen, 1997;Dishion et al, 1996). …”

mentioning

confidence: 99%

The Role of Adolescent Friends, Romantic Partners, and Siblings in the Emergence of the Adult Antisocial Lifestyle.

Shortt¹,

Capaldi²,

Dishion³

et al. 2003

Journal of Family Psychology

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This study investigated the contribution of social processes in boys' adolescent relationships in 3 key domains-same-sex friends, cross-sex romantic partners, and younger siblings-to continued association with delinquent peers in young adulthood and, therefore, to continuance of an antisocial lifestyle. It was hypothesized that levels of negative interaction and antisocial talk observed during problem-solving discussions would be associated across the 3 domains. The influences of negative interactions and antisocial talk in the adolescent relationships on youngadult delinquent peer association were compared in 2 mediational models. It was posited that antisocial talk would be more predictive of continued association with delinquent peers than would negative interactions. Hypotheses were tested on an at-risk sample of young men (the Oregon Youth Study). Findings were generally in keeping with the hypotheses.Involvement with delinquent peers plays a critical role in the developmental trajectories of conduct-disordered children, regardless of age of onset of their problem behaviors (Moffitt, 1993;Patterson, Capaldi, & Bank, 1991), and has been associated with escalating delinquent behaviors (Elliott, Huizinga, & Ageton, 1985;Keenan, Loeber, & Green, 1999;Simons, Whitbeck, Conger, & Conger, 1991) and related problems such as substance abuse in adolescence (Dishion & Andrews, 1995). Thus far, little is known about the continuity of delinquent peer association and antisocial behavior from adolescence into young adulthood and the social processes that influence its continuity. The prevalence of delinquent behavior declines in late adolescence and young adulthood; however, continued interactions with delinquent peers have been associated with persistence in offending in young adulthood (Wiesner & Capaldi, 2001) and characterize a delinquent style of life (West & Farrington, 1977). Understanding the processes related to continued offending in adulthood is a critical issue and one for which we have sparse information. In this study, we investigated social processes embedded within key adolescent relationships that may influence the continuance of social risk context into adulthood and also continued association with delinquent peers. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptThe influences of two different social processes in these relationships, namely negative interactions (as previously learned within the family) and delinquency training (as previously learned within the peer group), were examined for their effect on young-adult delinquent peer association. Family NegativityChildren learn many of their social behaviors in their family of origin (e.g., Maccoby & Martin, 1983); thus, the family plays an important role in the development of peer relations (e.g., Parke & Ladd, 1992). Children socialized in family environments characterized by coercive exchanges and poor family management behaviors (e.g., inconsistent, ineffective discipline; poor monitoring and supervision), in which...

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Friendships and Violent Behavior During Adolescence

Cited by 93 publications

References 0 publications

Intergenerational transmission of partner violence: A 20-year prospective study.

Intergenerational transmission of partner violence: A 20-year prospective study.

Peer Relations at School Entry: Sex Differences in the Outcomes of Foster Care

The Role of Adolescent Friends, Romantic Partners, and Siblings in the Emergence of the Adult Antisocial Lifestyle.

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