Predictors of Adolescent Disorder

Coie, J. D.; Lochman, J. E.; Terry, R.; Hyman, C.

doi:10.1037/e324272004-007

Cited by 4 publications

(7 citation statements)

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“…In particular, children with early peer relationship problems were more frequently male, tended to be less intellectually able, and were more likely to have pervasive conduct and attentional problems compared to children without peer relationship problems. These results support a growing body of research suggesting that peer-rejected children tend to be less academically able, more aggressive and antisocial, have fewer prosocial skills, and more frequently have family backgrounds characterised by socioeconomic disadvantage and psychosocial adversity (Coie et al, 1992(Coie et al, , 1995Hinshaw, 1994 ;Hinshaw & Melnick, 1995 ;O'Neil et al, 1997 ;Pettit, Harrist, Bates, & Dodge, 1991 ;Pope, Bierman, & Mumma, 1991 ;Taylor, 1989 ;Vitaro, Gagnon, & Tremblay, 1990 ;Vitaro et al, 1994 ;Vuchinich, Bank, & Patterson, 1992 ;Wentzel & Caldwell, 1997 ;Woodward & Fergusson, 1999).…”

Section: The Role Of Confounding Child and Family Factorssupporting

confidence: 78%

“…Children who experience difficulty making friends and getting along with their peers have been shown to be at increased risk of a wide range of adverse psychosocial outcomes, spanning : conduct problems ; delinquency ; mental health problems ; and substance abuse (Bierman & Wargo, 1995 ;Coie, Lochman, Terry, & Hyman, 1992 ;Coie, Terry, Lenox, Lochman, & Hyman, 1995 ;DeRosier, Kupersmidt, & Patterson, 1994 ;Ollendick, Weist, Borden, & Greene, 1992 ;Parker & Asher, 1987 ;Woodward & Fergusson, 1999).…”

Section: Introductionmentioning

confidence: 99%

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Childhood Peer Relationship Problems and Later Risks of Educational Under‐achievement and Unemployment

Woodward

Fergusson

2000

Child Psychology Psychiatry

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This paper examines relations between the extent of children's peer relationship problems at age 9 and their later risks of educational under-achievement and unemployment by the age of 18 years. Results showed that children with high rates of early peer relationship problems were at increased risk of under-achievement and unemployment when compared with children with low rates of early peer relationship problems. These elevated educational and occupational risks were explained by two processes. First, associations between early peer difficulties and later disadvantage were in part noncausal, and arose because of the personal characteristics (IQ and attentional problems) and social backgrounds (socioeconomic adversity, exposure to parental change, and punitive parent-child interaction) of children with early peer problems. Second, problematic peer relations during childhood appeared to place young people at increased risk of a range of adolescent interpersonal and school-related difficulties, including weaker peer attachments, interpersonal problems with teachers, school truancy, suspension, and early school leaving. In turn, these experiences and behaviours served to reduce the educational and employment opportunities of children with early peer problems. Results highlight the importance of childhood peer relationships for academic and occupational success.

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Section: The Role Of Confounding Child and Family Factorssupporting

confidence: 78%

Section: Introductionmentioning

confidence: 99%

Childhood Peer Relationship Problems and Later Risks of Educational Under‐achievement and Unemployment

Woodward

Fergusson

2000

Child Psychology Psychiatry

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“…Attempts were made to include all children predictors of teen childbearing were assessed across two developmental periods, childhood with rejected status due to specific research questions pertaining to peer rejection (see and adolescence, making it possible to examine both long term and immediate anteced- Coie et al, 1992, for more detailed information on sample selection). In the current study, ents.…”

mentioning

confidence: 99%

“…in an extreme minority of a school population Method (Kupersmidt & Coie, 1990), only African American subjects were included in the longi-Subjects tudinal follow-up, although sociometric data was obtained for all children in the schools. Participants were part of a prospective, longitudinal study examining the development of school and personal adjustment from third Measures grade through young adulthood (Coie, Lochman, Terry, & Hyman, 1992; Coie, Terry, Sociometric survey. Group-administered sociometric surveys were conducted in class-Lenox, Lochman, & Hyman, 1995).…”

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confidence: 99%

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Motherhood during the teen years: A developmental perspective on risk factors for childbearing

et al. 1999

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The role of peer relations in childhood and behavioral and family characteristics in early adolescence as risk factors for adolescent childbearing was investigated. Sociometric surveys across third, fourth, and fifth grade and parent and child measures of behavioral and family functioning at sixth and eighth grade were collected in a lower income, urban sample of 308 African American females. Results replicated earlier findings on the role of childhood aggression as a predictor of teen motherhood. In addition, girls who displayed stable patterns of childhood aggression were at significantly higher risk not only to have children as teenagers but to have more children and to have children at younger ages. Results also indicated that females who were depressed in midadolescence were at greater risk to become parents between age 15 and 19 years. These findings demonstrate the need to take a differentiated approach to understanding teen childbearing and varying developmental pathways in the prediction of teen motherhood.

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A biopsychosocial model of the development of chronic conduct problems in adolescence.

Dodge¹,

Pettit²

2003

Developmental Psychology

941

796

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A biopsychosocial model of the development of adolescent chronic conduct problems is presented and supported through a review of empirical findings. This model posits that biological dispositions and sociocultural contexts place certain children at risk in early life but that life experiences with parents, peers, and social institutions increment and mediate this risk. A transactional developmental model is best equipped to describe the emergence of chronic antisocial behavior across time. Reciprocal influences among dispositions, contexts, and life experiences lead to recursive iterations across time that exacerbate or diminish antisocial development. Cognitive and emotional processes within the child, including the acquisition of knowledge and social-information-processing patterns, mediate the relation between life experiences and conduct problem outcomes. Implications for prevention research and public policy are noted.

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Predictors of Adolescent Disorder

Cited by 4 publications

References 0 publications

Childhood Peer Relationship Problems and Later Risks of Educational Under‐achievement and Unemployment

Childhood Peer Relationship Problems and Later Risks of Educational Under‐achievement and Unemployment

Motherhood during the teen years: A developmental perspective on risk factors for childbearing

A biopsychosocial model of the development of chronic conduct problems in adolescence.

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