Childhood peer rejection and aggression as predictors of adolescent girls' externalizing and health risk behaviors: a 6-year longitudinal study

This 6-year longitudinal study examined girls' peer-nominated social preference and aggression in childhood as predictors of self- and parent-reported externalizing symptoms, substance use (i.e. cigarette, alcohol, and marijuana use), and sexual risk behavior in adolescence. Participants were 148 girls from diverse ethnic backgrounds, who were initially assessed in Grades 4-6 and again in Grades 10-12. Results supported a moderator model, indicating that social preference changed the nature of the association between childhood aggression and adolescent outcomes. When accompanied by peer rejection, aggressive behavior was moderately stable over time and significantly associated with adolescent girls' substance use and sexual risk behavior. However, under conditions of peer acceptance, no significant association between childhood aggression and adolescent outcomes emerged.     

The specificity of childhood problem behavior for adolescent and young adult maladjustment

A longitudinal sample of 1130 low peer choice grade school children were followed through record sources into young adulthood. Specific childhood problem behavior clusters were examined in relationship to delinquency, adult criminality, and mental health treatment contact. Childhood aggression, in the context of peer rejection, was related significantly to delinquency for males, an antisocial diagnosis for both sexes, and differentiated subjects in the judicial system from those in the mental health system. A childhood "neurological" scale differentiated subjects with a schizophrenic spectrum diagnosis from other subjects with mental health treatment.     

Severity of Adolescent Delinquency Among Boys With and Without Attention Deficit Hyperactivity Disorder: Predictions From Early Antisocial Behavior and Peer Status

This study evaluated predictors of adolescent delinquency severity (11 to 17 years of age) among a diverse group of preadolescent boys with attention deficit hyperactivity disorder (ADHD; n = 100) and age-matched comparison boys (n = 75). During childhood, baseline assessments yielded diagnostic information, and naturalistic summer programs provided multimethod measures of overt aggression, covert antisocial behavior (ASB), and peer status. Five years later, multi-informant measures of ASB and delinquency were gathered and independently rated. Baseline ADHD, overt aggression, and peer status were not significantly related to adolescent delinquency severity. Observed noncompliance and an objective measure of covert ASB each independently predicted delinquency. Covert ASB predicted delinquency severity more strongly for comparison boys than for probands.     

Severity of adolescent delinquency among boys with and without attention deficit hyperactivity disorder: predictions from early antisocial behavior and peer status.

This study evaluated predictors of adolescent delinquency severity (11 to 17 years of age) among a diverse group of preadolescent boys with attention deficit hyperactivity disorder (ADHD; n=100) and age-matched comparison boys (n=75). During childhood, baseline assessments yielded diagnostic information, and naturalistic summer programs provided multimethod measures of overt aggression, covert antisocial behavior (ASB), and peer status. Five years later, multi-informant measures of ASB and delinquency were gathered and independently rated. Baseline ADHD, overt aggression, and peer status were not significantly related to adolescent delinquency severity. Observed noncompliance and an objective measure of covert ASB each independently predicted delinquency. Covert ASB predicted delinquency severity more strongly for comparison boys than for probands.     

Risk models of dating aggression across different adolescent relationships: a developmental psychopathology approach

The present study examined physical dating aggression in different adolescent relationships and assessed linear, threshold, and moderator risk models for recurrent aggressive relationships. The 621 participants (59% girls, 41% boys) were drawn from a 1-year longitudinal survey of Canadian high school youths ranging from Grade 9 through Grade 12. Approximately 13% of participants reported recurrent dating aggression across 2 different relationships. Using peer and dyadic risk factors from Time 1 of the study, the authors confirmed a linear risk model, such that adolescents in 2 different violent relationships had significantly more contextual risk factors than did adolescents in 1 or no violent relationship. Further, structural equation modeling assessing moderation of contextual risk factors indicated that, for adolescents with high acceptance of dating aggression, peer aggression and delinquency significantly predicted recurrent aggression in a new relationship. In comparison, for adolescents with low acceptance of dating aggression, negative relationship characteristics significantly predicted recurrent aggression. Acceptance did not moderate concurrent associations between risk factors and aggression in 1 relationship. Results support a developmental psychopathological approach to the understanding of recurrent aggression and its associated risk factors.     

Context-Specific Associations Between Harsh Parenting and Peer Rejection on Child Conduct Problems at Home and School

Although harsh parenting and peer rejection are independently associated with childhood conduct problems (CP), these patterns are often informant specific, suggesting that their associations across contexts (i.e., home and school) should be considered. In a sample of 142 children with and without attention-deficit/hyperactivity disorder (ADHD; ages 5–10; 66% male), we used structural equation modeling to evaluate the structure of multi-informant (parent, teacher) and multimethod (semi-structured interview, questionnaire) rated aggressive, rule-breaking, and oppositional behavior. Next, we explored context-specific associations by modeling harsh parenting and peer rejection as simultaneous and independent predictors of home and school CP. We observed several key findings: (a) the structure of parent- and teacher-reported CP was best accounted by context-specific CP (i.e., home vs. school) and a second-order general CP factor; (b) harsh punishment and peer rejection each independently predicted the second-order general CP factor; and (c) peer rejection was uniquely associated with school CP, whereas harsh punishment was associated only with the second-order general CP factor and did not exhibit specificity with home CP. Whereas harsh parenting and peer rejection were each independently associated with generalized CP, peer rejection showed an additional, unique context-specific association with CP exclusively expressed at school. We discuss potential explanatory mechanisms underlying context-specific associations of CP, as well as address etiological and clinical implications for understanding informant-discrepancies in CP.     

Peer rejection in childhood, involvement with antisocial peers in early adolescence, and the development of externalizing behavior problems

A longitudinal, prospective design was used to examine the roles of peer rejection in middle childhood and antisocial peer involvement in early adolescence in the development of adolescent externalizing behavior problems. Both early starter and late starter pathways were considered. Classroom sociometric interviews from ages 6 through 9 years, adolescent reports of peers' behavior at age 13 years, and parent, teacher, and adolescent self-reports of externalizing behavior problems from age 5 through 14 years were available for 400 adolescents. Results indicate that experiencing peer rejection in elementary school and greater involvement with antisocial peers in early adolescence are correlated but that these peer relationship experiences may represent two different pathways to adolescent externalizing behavior problems. Peer rejection experiences, but not involvement with antisocial peers. predict later externalizing behavior problems when controlling for stability in externalizing behavior. Externalizing problems were most common when rejection was experienced repeatedly. Early externalizing problems did not appear to moderate the relation between peer rejection and later problem behavior. Discussion highlights multiple pathways connecting externalizing behavior problems from early childhood through adolescence with peer relationship experiences in middle childhood and early adolescence.     

Applying depression-distortion hypotheses to the assessment of peer victimization in adolescents.

This study examined whether adolescents' depressive symptoms and aggressive behavior were associated with discrepancies between self- and peer-reports of peer victimization experiences. A sample of 203 10th-grade adolescents completed self-report measures of victimization and depressive symptoms as well as peer nominations of victimization and aggression. Residual scores were computed as a measure of discordance between peer- and self-reported peer victimization. Adolescents' aggressive behavior was associated with underestimations of peer victimization on self-reported measures, as compared to peer-reports, whereas depressive symptoms were associated with overestimations of peer victimization on self-report, as compared to peer-reports. Different patterns of findings were revealed for different forms of victimization (overt, relational, reputational) and by gender. Findings have implications for studies of adolescent peer victimization using multiple reporters and suggest that adolescents with high levels of depressive symptoms may be vulnerable to misperceptions of their social experiences among peers.     

Applying Depression-Distortion Hypotheses to the Assessment of Peer Victimization in Adolescents

This study examined whether adolescents' depressive symptoms and aggressive behavior were associated with discrepancies between self- and peer-reports of peer victimization experiences. A sample of 203 10th-grade adolescents completed self-report measures of victimization and depressive symptoms as well as peer nominations of victimization and aggression. Residual scores were computed as a measure of discordance between peer- and self-reported peer victimization. Adolescents' aggressive behavior was associated with underestimations of peer victimization on self-reported measures, as compared to peer-reports, whereas depressive symptoms were associated with overestimations of peer victimization on self-report, as compared to peer-reports. Different patterns of findings were revealed for different forms of victimization (overt, relational, reputational) and by gender. Findings have implications for studies of adolescent peer victimization using multiple reporters and suggest that adolescents with high levels of depressive symptoms may be vulnerable to misperceptions of their social experiences among peers.     

Criterion Validity and the Utility of Reactive and Proactive Aggression: Comparisons to Attention Deficit Hyperactivity Disorder,Oppositional Defiant Disorder,Conduct Disorder,and Other Measures of Functioning

Examined the criterion validity and the utility of Dodge and Coie's (1987) measure of reactive and proactive aggression. Participants were 405 children in kindergarten through 5th grade attending an urban elementary school. Examined criterion validity by testing whether reactive aggression or proactive aggression was significantly correlated with criterion measures of overall impairment as measured by the Impairment Rating Scale (Pelham, Gnagy, et al., 1996), classroom behavior as measured by a frequency count of classroom rule violations, and peer adjustment as measured by teacher ratings ofpeer behavior on the Pittsburgh Modified IOWA Conners (Pelham, Milich, Murphy, & Murphy, 1989). Examined utility by testing whether reactive aggression or proactive aggression was significantly correlated with criterion measures after controlling for each other and after controlling for attention deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder as measured by the Disruptive Behavior Disorder Rating Scales (Pelham, Gnagy, Greenslade, & Milich, 1992). Results showed good evidence of criterion validity for both reactive and proactive aggression, but mixed evidence for their utility.     

Predictors of Adolescent Functioning in Girls With Attention Deficit Hyperactivity Disorder (ADHD): The Role of Childhood ADHD,Conduct Problems,and Peer Status

Predictors of adolescent functioning were studied in an ethnically diverse sample of girls with attention deficit hyperactivity disorder (ADHD; n = 140) and age- and ethnicity-matched comparison girls (n = 88) who participated in naturalistic summer programs during childhood. Over a 5-year follow-up (sample retention = 92%; age range = 11.3–18.2 years), conduct problems were predicted by hyperactivity-impulsivity (HI) symptoms and noncompliance (NC). Academic achievement was predicted only by inattention symptoms, whereas school suspensions and expulsions were predicted by inattention symptoms (ADHD sample only), NC, and negative peer status. Substance use was predicted by NC and HI symptoms. Internalizing problems were predicted by HI symptoms, NC, and covert antisocial behavior. Finally, initial peer status was the only significant predictor of later negative social preference.     

Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in the Multimodal Treatment Study of Children With ADHD: developmental cascades and vicious cycles

We examined the developmental processes involved in peer problems among children (M age = 10.41 years) previously diagnosed with attention-deficit/hyperactivity disorder (ADHD) at study entry (N = 536) and a comparison group (N = 284). Participants were followed over a 6-year period ranging from middle childhood to adolescence. At four assessment periods, measures of aggression, social skills, positive illusory biases (in the social and behavioral domains), and peer rejection were assessed. Results indicated that children from the ADHD group exhibited difficulties in each of these areas at the first assessment. Moreover, there were vicious cycles among problems over time. For example, peer rejection was related to impaired social skills, which in turn predicted later peer rejection. Problems also tended to spill over into other areas, which in turn compromised functioning in additional areas across development, leading to cascading effects over time. The findings held even when controlling for age and were similar for males and females, the ADHD and comparison groups, and among ADHD treatment groups. The results suggest that the peer problems among children with and without ADHD may reflect similar processes; however, children with ADHD exhibit greater difficulties negotiating important developmental tasks. Implications for interventions are discussed.     

Exposure to Community Violence and Sexual Behaviors Among African American Youth: Testing Multiple Pathways

African American youth bear a disproportionate burden of sexually transmitted infections. A growing number of studies document that youth exposure to community violence and sexual behaviors are highly correlated. Despite such growing evidence, only a few studies have empirically tested conceptually driven pathways that may account for such relationships. This study seeks to address that gap by exploring multiple pathways linking exposure to community violence and youth sexual behaviors. Using an existing sample of 563 African American youth attending high school, we examined whether possible links between exposure to community violence and sexual activity, sexual risk behaviors were mediated by aggression, low student-teacher connectedness, and negative peer norms. Major findings indicated indirect relationships between exposures to community violence and both sexual activity and risky sex, mediated by aggression and negative peer norms with no significant differences based on gender or socioeconomic status. Overall findings also indicated a significant indirect effect of aggression to risky sex via negative peer norms and from community violence to risky peer norms via aggression. By illuminating ways that community violence, aggression, peer norms, and sexual behaviors are dynamically interrelated, these findings have significant implications for future research and intervention initiatives aimed at addressing the different pathways.     

Dating violence in mid-adolescence: theory, significance, and emerging prevention initiatives.

Adolescent dating violence is an important juncture in the developmental pathway to adult partnership violence. As a window of opportunity for positive change, the present review considers the theoretical and empirical work on adolescent dating and dating violence. A consideration of the scope of the problem, developmental processes, and theoretical formulations precede a review of six relationship violence prevention programs designed for and delivered to youth. Five programs are school-based and one operates in the community. Prevention is targeted toward both universal (e.g., all high school students) and selected adolescent populations (e.g., youths with histories of maltreatment, or problems with peer aggression). Programs addressed specific skills and knowledge that oppose the use of violent and abusive behavior toward intimate partners; one program addressed interpersonal violence more generally, and was also included in this review because of its implications for dating violence initiatives. Positive changes were found across studies in violence-related attitudes and knowledge, also, positive gains were noted in self-reported perpetration of dating violence, with less consistent evidence in self-reported victimization. However, these findings should be considered preliminary due to limited follow-up and generalizability. Conceptual and methodological issues are discussed with a view toward improving assessment methods and research design.     

Childhood ADHD Predicts Risky Sexual Behavior in Young Adulthood

This study compared young adults (ages 18 to 26) with and without childhood attention deficit hyperactivity disorder (ADHD) on self-reported risky sexual behaviors. Participants were 175 men with childhood ADHD and 111 demographically similar men without ADHD in the Pittsburgh ADHD Longitudinal Study (PALS). Childhood ADHD predicted earlier initiation of sexual activity and intercourse, more sexual partners, more casual sex, and more partner pregnancies. Although childhood conduct problems did contribute significantly to risky sexual behaviors among participants with ADHD, there was also an independent contribution of ADHD, suggesting that the characteristic deficits of the disorder or other associated features may be useful childhood markers of later vulnerability.     

Childhood ADHD predicts risky sexual behavior in young adulthood.

This study compared young adults (ages 18 to 26) with and without childhood attention deficit hyperactivity disorder (ADHD) on self-reported risky sexual behaviors. Participants were 175 men with childhood ADHD and 111 demographically similar men without ADHD in the Pittsburgh ADHD Longitudinal Study (PALS). Childhood ADHD predicted earlier initiation of sexual activity and intercourse, more sexual partners, more casual sex, and more partner pregnancies. Although childhood conduct problems did contribute significantly to risky sexual behaviors among participants with ADHD, there was also an independent contribution of ADHD, suggesting that the characteristic deficits of the disorder or other associated features may be useful childhood markers of later vulnerability.     

Impact of executive functioning and symptoms of attention deficit hyperactivity disorder on children's peer relations and school performance

This study examined the predictive relations from symptoms of Attention-deficit/hyperactivity disorder (ADHD) and executive functioning (EF) to social and school functioning in 112 (62 girls) school children. High levels of teacher and parent ratings of ADHD symptoms at the ages of 8-81/2 years, and poor EF measured at the age of 81/2, were associated with poor social functioning measured by peer nominations and poor teacher ratings of school functioning at the age of 91/2. ADHD symptoms independently predicted social and school functioning, whereas EF independently predicted only school functioning. Interaction effects between ADHD and EF and between EF and gender were found: At high levels of symptoms of inattention, the poorer the EF, the greater the need for special education. At high levels of symptoms of hyperactivity/impulsivity, the poorer the EF, the higher the levels of physical aggression. Girls with poor EF were less accepted by peers than equivalent boys.     

Sticks and stones may break my bones, but names will make me feel sick: the psychosocial, somatic, and scholastic consequences of peer harassment.

This study examined associations among peer victimization, psychosocial problems, physical symptoms, and school functioning across the 1st year in middle school. An ethnically diverse sample of urban 6th graders (N=1,526) reported on their perceptions of peer victimization, psychosocial adjustment, and physical symptoms during fall and spring. Objective measures of school functioning (i.e., grade point average and absences) were also collected. In Model 1, peer victimization in the fall was associated with spring psychosocial maladjustment and physical symptoms, which in turn predicted poor spring school functioning. Model 2 suggested that psychosocial difficulties increase the risk of victimization, although physical symptoms did not predict victimization. No sex or ethnic group (African American, Asian, European American, and Latino) differences were found in the model structure or the strength of the path coefficients for either model, suggesting that the process is the same for boys and girls and students from different ethnic groups.     

Impact of Executive Functioning and Symptoms of Attention Deficit Hyperactivity Disorder on Children's Peer Relations and School Performance

This study examined the predictive relations from symptoms of Attention-deficit/hyperactivity disorder (ADHD) and executive functioning (EF) to social and school functioning in 112 (62 girls) school children. High levels of teacher and parent ratings of ADHD symptoms at the ages of 8–81/2 years, and poor EF measured at the age of 81/2, were associated with poor social functioning measured by peer nominations and poor teacher ratings of school functioning at the age of 91/2. ADHD symptoms independently predicted social and school functioning, whereas EF independently predicted only school functioning. Interaction effects between ADHD and EF and between EF and gender were found: At high levels of symptoms of inattention, the poorer the EF, the greater the need for special education. At high levels of symptoms of hyperactivity/impulsivity, the poorer the EF, the higher the levels of physical aggression. Girls with poor EF were less accepted by peers than equivalent boys.     

家长对高中生异性交往的态度和做法

目的：研究家长对高中生异性交往的态度和做法，提高家长的指导子女异性交往的能力。方法：在广东番禺中学随机选取3个高中教学班，对学生家长(有效样本136个)采用自编问卷进行调查。结果：家长对高中生性心理特点的认识水平较低，对异性交往、青春期恋爱和婚前性行为的部分态度做法不当；相对年轻、受教育程度较高、相关认识正确的家长．在态度和做法上更加恰当；母亲比父亲做法更恰当。结论：家长的受教育水平、接受新事物的能力和富于母爱是恰当性教育的促进因素。