Opportunities and peer support for aggression and delinquency during adolescence in nine countries

Abstract

This study tested culture-general and culturespecific aspects of adolescent developmental processes by focusing on opportunities and peer support for aggressive and delinquent behavior, which could help account for cultural similarities and differences in problem behavior during adolescence. Adolescents from 12 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States) provided data at ages 12, 14, and 15. Variance in opportunities and peer support for aggression and delinquency, as well as aggressive and delinquent behavior, was greater within than between cultures. Across cultural groups, opportunities and peer support for aggression and delinquency increased from early to mid-adolescence. Consistently across diverse cultural groups, opportunities and peer support for aggression and delinquency predicted subsequent aggressive and delinquent behavior, even after controlling for prior aggressive and delinquent behavior. The findings illustrate ways that international collaborative research can contribute to developmental science by embedding the study of development within cultural contexts.

A series of realist evaluations of multi-component programmes with disengaged young people: What works, for whom, and in what contexts?

“…Similar to both Cho et al's (2005) and Dishion et al's (2001) results, the findings from this study revealed that by aggregating students with similar backgrounds and behavioural challenges, there was an increase and enhancement of deviant and disruptive behaviours. These findings are similar to those reported in the literature on 'deviancy training' and deviant peer contagion (Dishion et al, 1999;Lansford et al, 2020), in that, TACKLE provided disengaged students with the opportunity to socialise with other deviant peers. Consequently, it became a setting that was conducive to the development of deviant behaviours and resulted in a perception between students that such behaviours were desirable and the norm.…”

“…These findings can be interpreted within dual systems theory (Steinberg, 2008;. Specifically, this theory suggests that the parts of the brain that respond to rewards develop during early adolescence (i.e., aged 10 -14 years old) (Lansford et al, 2020). In contrast, the parts of the brain that are responsible for response inhibition, cognitive, and behavioural control develop gradually throughout adolescence and early adulthood (Casey, Heller, Gee, & Cohen, 2019;Cohen et al, 2016;Steinberg, 2008).…”

“…In contrast, the parts of the brain that are responsible for response inhibition, cognitive, and behavioural control develop gradually throughout adolescence and early adulthood (Casey, Heller, Gee, & Cohen, 2019;Cohen et al, 2016;Steinberg, 2008). As such, when students perceive that their peers are accepting of deviant and disruptive behaviours, the rewards in relation to peer support and affiliation may outweigh students' capacity to assess risks, evaluate consequences, and control their behaviours (Lansford et al, 2020;Rudolph et al, 2017). Consequently, concurring with Dishion, Dodge, and Lansford (2006), within the context of younger students, the findings from this study support the need for experienced facilitators who command authority and respect, effective behaviour management strategies, increased supervision and monitoring during activities, careful arrangement of pairs and groups (e.g., the separation of students who already have deviant affiliations), and the establishment of a pro-social culture that facilitates and enforces positive and supportive peer relationships.…”

“…Interestingly, previous research has highlighted concerns that placing high-risk young people together for a protracted period of time may create unintended iatrogenic consequences, which may have a detrimental effect upon a young person's developmental outcomes and life trajectory (Cho, Hallfors, & Sanchez, 2005;Dishion, McCord, & Poulin, 1999;. Unintended negative effects may be due to 'deviancy training' and deviant peer contagion, whereby there is an encouragement and modelling of deviant and disruptive behaviour among young people creating a perception that such problematic behaviour is desirable and normative (Dishion et al, 1999;Jacob & Lefgren, 2003;Lansford et al, 2020). Studies have reported an association between deviancy training and increases in violent, anti-social behaviours (Capaldi et al, 2001;Dishion, Andrews, & Crosby, 1995;Dishion et al, 1997;Gottfredson, 1987), substance abuse (Dishion, Capaldi, Spracklen, & Li, 1995;Duan, Chou, Andreeva, & Pentz, 2009), and lower levels of emotional and behavioural school engagement (Li, Lynch, Kalvin, Liu, & Lerner, 2011).…”

Transition & Development

“…Karataş et al (2020) present, and comparatively discuss, two empirical studies conducted in two independent cultural contexts that sought to understand acculturation orientations of adolescents from migrant families, according to their parents own acculturation orientations and classmates' acculturation preferences. Lansford et al (2020) illustrate the benefits of embedding the study of development within cultural contexts through large-scale international collaborative research. They report on an empirical study among 12 cultural groups of adolescents that highlights culture-general and culture-specific aspects of adolescent developmental processes and risk for aggression and delinquency.…”