Overt and covert antisocial behavior: Child and family characteristics among psychiatric inpatient children

1992 ◽  
Vol 1 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Alan E. Kazdin
Keyword(s):  
Antisocial Behavior ◽  
Psychiatric Inpatient ◽  
Family Characteristics ◽  
Covert Antisocial Behavior

Multimethod assessment of covert antisocial behavior in children: Laboratory observations, adult ratings, and child self-report.

1995 ◽  
Vol 7 (2) ◽  
pp. 209-219 ◽  
Author(s):  
Stephen P. Hinshaw ◽  
Cassandra Simmel ◽  
Tracy L. Heller
Keyword(s):  
Antisocial Behavior ◽  
Self Report ◽  
Multimethod Assessment ◽  
Covert Antisocial Behavior

Relations between self-serving cognitive distortions and overt vs. covert antisocial behavior in adolescents

1998 ◽  
Vol 24 (5) ◽  
pp. 335-346 ◽  
Author(s):  
Albert K. Liau ◽  
Alvaro Q. Barriga ◽  
John C. Gibbs
Keyword(s):  
Antisocial Behavior ◽  
Cognitive Distortions ◽  
Covert Antisocial Behavior

scholarly journals Prosocial and antisocial behavior in preadolescence: Teachers' and parents' perceptions of the behavior of girls and boys

2008 ◽  
Vol 32 (3) ◽  
pp. 243-251 ◽  
Author(s):  
René Veenstra ◽  
Siegwart Lindenberg ◽  
Albertine J. Oldehinkel ◽  
Andrea F. De Winter ◽  
Frank C. Verhulst ◽  
...  
Keyword(s):  
Academic Performance ◽  
Antisocial Behavior ◽  
Peer Relations ◽  
Effortful Control ◽  
Large Population ◽  
Population Sample ◽  
Family Characteristics ◽  
The Other ◽  
Teachers And Parents ◽  
Peer Nominations

There has been recent emphasis on the importance of investigating prosocial and antisocial behavior simultaneously owing to doubts about whether examining one automatically gives information about the other. However, there has been little empirical research into this question. The present study (based on a large population sample of preadolescents, N = 2,230) simultaneously examines prosocial and antisocial behavior, explicitly including the possibility that children might show prosocial behavior according to one informant and antisocial behavior according to another. When parents and teachers agreed in their judgments, children were distinctly profiled and differed clearly in effortful control, intelligence, academic performance, and several peer nominations and family characteristics. The correlates were more rater-specific for children that were prosocial according to one informant and antisocial according to the other informant. Teachers and parents used different context-dependent criteria for judging children to be prosocial or antisocial. Academic performance and peer relations were related to the teacher's judgment of prosocial and antisocial behavior. By contrast, children's being problematic at home (and thus causing stress for the parents) was related to the parents' judgment.

Covert antisocial behavior, peer deviancy training, parenting processes, and sex differences in the development of antisocial behavior during childhood

2012 ◽  
Vol 24 (3) ◽  
pp. 1117-1138 ◽  
Author(s):  
James J. Snyder ◽  
Lynn P. Schrepferman ◽  
Lisha Bullard ◽  
Amber D. McEachern ◽  
Gerald R. Patterson
Keyword(s):  
Antisocial Behavior ◽  
Peer Rejection ◽  
Fourth Grade ◽  
First Grade ◽  
Relative Role ◽  
Deviancy Training ◽  
School Year ◽  
Overt Antisocial Behavior ◽  
Covert Antisocial Behavior

AbstractTwo longitudinal studies were used to examine the occurrence and consequences of peer deviancy training during childhood and the relative role of early covert antisocial behavior in risk for antisocial behavior in early adolescence. Peer deviancy training was apparent in a sample of at-risk first grade children, and it showed persistence and increased prevalence across the school year. Peer deviancy training, peer rejection, and unskilled parenting made additive contributions to the development of antisocial behavior during kindergarten and first grade and to antisocial behavior in fourth grade. Skilled parenting partially mitigated the association of peer deviancy training with antisocial behavior for boys. The appearance and growth of covert antisocial behavior was a predictor of fourth grade antisocial for boys and girls, more so than aggressive and overt antisocial behavior. Peer deviancy training and early covert antisocial behavior were key pathways to girls' antisocial behavior in fourth grade, and they complemented the roles of peer rejection and overt antisocial behavior for boys. The relationships of parenting and peer processes to trajectories of antisocial behavior were similar for boys and girls; but boys showed higher levels of antisocial behavior, were more involved in peer deviancy training, and were more likely to experience peer rejection.

scholarly journals Parental monitoring and knowledge: Testing bidirectional associations with youths’ antisocial behavior

2016 ◽  
Vol 28 (3) ◽  
pp. 623-638 ◽  
Author(s):  
Jasmin Wertz ◽  
Kate Nottingham ◽  
Jessica Agnew-Blais ◽  
Timothy Matthews ◽  
Carmine M. Pariante ◽  
...  
Keyword(s):  
Antisocial Behavior ◽  
Twin Study ◽  
Parental Monitoring ◽  
Parental Knowledge ◽  
Cholesky Decomposition ◽  
Family Characteristics ◽  
Twin Model ◽  
Bidirectional Associations ◽  
Longitudinal Twin Study ◽  
Children's Activities

AbstractIn the present study, we used separate measures of parental monitoring and parental knowledge and compared their associations with youths’ antisocial behavior during preadolescence, between the ages of 10 and 12. Parental monitoring and knowledge were reported by mothers, fathers, and youths taking part in the Environmental Risk (E-Risk) Longitudinal Twin Study that follows 1,116 families with twins. Information on youths’ antisocial behavior was obtained from mothers as well as teachers. We report two main findings. First, longitudinal cross-lagged models revealed that greater parental monitoring did not predict less antisocial behavior later, once family characteristics were taken into account. Second, greater youth antisocial behavior predicted less parental knowledge later. This effect of youths’ behavior on parents’ knowledge was consistent across mothers’, fathers’, youths’, and teachers’ reports, and robust to controls for family confounders. The association was partially genetically mediated according to a Cholesky decomposition twin model; youths’ genetically influenced antisocial behavior led to a decrease in parents’ knowledge of youths’ activities. These two findings question the assumption that greater parental monitoring can reduce preadolescents’ antisocial behavior. They also indicate that parents’ knowledge of their children's activities is influenced by youths’ behavior.

Sign in / Sign up

Export Citation Format

Share Document