Peer Antisocial Behavior Measure--Age 10

Dishion, T. J.; Patterson, G. R.; Stoolmiller, M.; Skinner, M. L.

doi:10.1037/t16188-000

Cited by 47 publications

(70 citation statements)

References 0 publications

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“…When a child's interpersonal skills are aggressive and inconsistent with those normatively displayed by his or her peers, this child will be rejected by peers (Dishion, Patterson, Stoolmiller, & Skinner, 1991;Dodge, 1983). Such rejection, coupled with continued parental reinforcement of coercive interpersonal skills (Cohen & Brook, 1995;Dishion, Andrews, & Crosby, 1995), will limit future opportunities for learning constructive means of relating to others.…”

Section: Theoretical Model Of Partner Violence Riskmentioning

confidence: 99%

“…Such rejection, coupled with continued parental reinforcement of coercive interpersonal skills (Cohen & Brook, 1995;Dishion, Andrews, & Crosby, 1995), will limit future opportunities for learning constructive means of relating to others. 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).…”

Section: Theoretical Model Of Partner Violence Riskmentioning

confidence: 99%

See 1 more Smart Citation

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

Ehrensaft¹,

Cohen²,

Brown³

et al. 2003

Journal of Consulting and Clinical Psychology

895

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%

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

895

730

View full text Add to dashboard Cite

show abstract

“…These variables can be categorized as child characteristics (child problem behaviors, child attitudes), school achievement and leisure activities, and social factors such as peers, family factors, and neighborhood-demographic characteristics (Bronfenbrenner, 1979;Dishion, Patterson, Stoolmiller, & Skinner 1991;R. Sampson & Laub, 1993;Tolan & Guerra, 1994).…”

mentioning

confidence: 99%

Risk and promotive effects in the explanation of persistent serious delinquency in boys.

Stouthamer‐Loeber¹,

Loeber²,

Wei³

et al. 2002

Journal of Consulting and Clinical Psychology

292

263

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Risk and promotive effects were investigated as predictors of persistent serious delinquency in male participants of the Pittsburgh Youth Study (R. Loeber, D. P. Farrington, M. Stouthamer-Loeber, & W. B. van Kammen, 1998), living in different neighborhoods. Participants were studied over ages 13-19 years for the oldest sample and 7-13 years for the youngest sample. Risk and promotive effects were studied in 6 domains: child behavior, child attitudes, school and leisure activities, peer behaviors, family functioning, and demographics. Regression models improved when promotive effects were included with risk effects in predicting persistent serious delinquency. Disadvantaged neighborhoods, compared with better neighborhoods, had a higher prevalence of risk effects and a lower prevalence of promotive effects. However, predictive relations between risk and promotive effects and persistent serious delinquency were linear and similar across neighborhood socioeconomic status.

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“…In the present study, 81% of students with disabilities (n = 161) were identified as being in a peer group within their classroom social network. High levels of association with antisocial peers has been shown to increase the risk for aggressive and violent behavior, substance abuse, criminal behavior, and adult adjustment problems (Bagwell et al, 1998;Cairns & Cairns, 1994;Dishion, Eddy, Haas, Li, & Spracklen, 1997;Dishion et al, 1991;Elliott, Huizinga, & Ageton, 1982;Fergusson & Horwood, 1996). Thus, many students with disabilities were successfully finding their way into social groups within their classrooms.…”

Section: Discussionmentioning

confidence: 99%

“…In both elementary and secondary school settings, students sort themselves into networks of distinct peer groups (Cairns, Perrin, & Cairns, 1985;Kinney, 1993). Affiliating with deviant peers may support the development of problem behavior, conduct disorder, and other adjustment problems in adolescence and early adulthood (Bagwell, Coie, & Angold, 1998;Cairns & Cairns, 1994;Dishion, Patterson, Stoolmiller, & Skinner 1991;Fergusson & Horwood, 1996). Group members tend to be similar on several dimensions, including problem behavior.…”

Section: Social Network and Problem Behaviormentioning

confidence: 99%

Social Networks and Peer-Assessed Problem Behavior in Elementary Classrooms

Farmer

Acker

Pearl

et al. 1999

Remedial and Special Education

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P eer-assessed problem behavior was examined in relation to peer group membership and social network centrality (social prominence) in 59 fourth-, fifth-, and sixth-grade classes.Differences among students with and without disabilities were explored. Peer assessments for Starts Fights, Gets in Trouble, and Disruptive were used to identify students with high levels of problem behavior. Students with high peer-assessed problem behavior tended to associate with peers who shared their behavioral features, and they were as socially prominent as students with low problem behavior. Most students with high peer-assessed problem behavior were students without disabilities, but students with disabilities were overrepresented at the highest levels of problem behavior. Within prominent problem behavior peer groups, students without disabilities tended to have higher prominence than students with disabilities. Implications for school services are discussed.

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Peer Antisocial Behavior Measure--Age 10

Cited by 47 publications

References 0 publications

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

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

Risk and promotive effects in the explanation of persistent serious delinquency in boys.

Social Networks and Peer-Assessed Problem Behavior in Elementary Classrooms

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