The influence of deviant peers on the development of boys' disruptive and delinquent behavior: A temporal analysis

1995 ◽  
Vol 7 (4) ◽  
pp. 715-726 ◽  
Author(s):  
Kate Keenan ◽  
Rolf Loeber ◽  
Quanwu Zhang ◽  
Magda Stouthamer-Loeber ◽  
Welmoet B. van Kammen
Keyword(s):  
Behavior Problems ◽  
Disruptive Behavior ◽  
Peer Influence ◽  
Parenting Practices ◽  
Community Sample ◽  
Delinquent Behavior ◽  
Temporal Analysis ◽  
Peer Influences ◽  
Deviant Peers ◽  
Moderating Effects

AbstractThe concurrent and predictive influence of deviant peers on boys' disruptive and delinquent behavior was examined in a community sample of fourth- and seventh-grade boys, who were followed-up over six data waves. Analyses were conducted separately for three different types of behavior problems: authority conflict, covert, and overt disruptive behavior. Consistent with the existing literature, concurrent relations between peers' and boys' disruptive behavior were expected to be significant. A more informative test, however, was whether exposure to deviant peers resulted in boys' subsequent initiation of disruptive behavior. Although peer influences were expected in the predictive analyses, the relations were hypothesized to differ by type of behavior. The potential moderating effects of hyperactivity and poor parenting practices were also examined to test the hypothesis that boys who are already at risk for behavior problems will be more susceptible to deviant peer influence. Results supported the significant concurrent and predictive relation between exposure to deviant peers and boys' engagement in disruptive and delinquent behavior. There were no significant moderating effects of attention-deficit hyperactivity disorder (ADHD) or parenting practices on peer influence.

The Differential Relationship between Self-Control and Peer Influences over Time: Toward an Integrative Model of Offending Using a Dual-Systems Approach

2020 ◽  
pp. 001112872097744
Author(s):  
Ha-Neul Yim
Keyword(s):  
Peer Influence ◽  
Systems Approach ◽  
Self Control ◽  
Peer Influences ◽  
Integrative Model ◽  
Deviant Peers ◽  
Dual Systems ◽  
Alternative Approach ◽  
Pathways To Desistance ◽  
Systems Framework

The purpose of this study is to explore an alternative approach to unravel how both self-control and peer influence relate to offending. Deriving from a dual-systems framework, this study hypothesizes that individuals with varying levels of self-control will be differentially susceptible to the effects of both exposure to deviant peers and informal socializing with peers. Analyses are based on a sample of serious youthful offenders from the Pathways to Desistance Study. The results indicate that exposure to deviant peers has a stronger impact on offending for individuals with higher self-control, consistent with the hypothesis. However, individuals with higher self-control are more vulnerable to unstructured and unsupervised socializing with peers than those lower in self-control, which counters the hypothesis.

scholarly journals “Since his birth, I’ve always been old” the experience of being parents to children displaying disruptive behavior problems: a qualitative study

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Britt-Marie Ljungström ◽  
Elisabeth Kenne Sarenmalm ◽  
Ulf Axberg
Keyword(s):  
Mental Health ◽  
Behavior Problems ◽  
Parent Training ◽  
Disruptive Behavior ◽  
Parenting Practices ◽  
Mental Health Problems ◽  
Disruptive Behavior Problems ◽  
Oppositional Defiant ◽  
Outpatient Group ◽  
Adolescent Mental Health Service

Abstract Background Being parents of children who display disruptive behavior problems (DBP) can pose several challenges. Interventions for children with DBP are primarily outpatient group parent training (PT) programs. The purpose of this study was to explore how parents of children with disruptive behavior problems, diagnosed with oppositional defiant disorder (ODD), describe the difficulties they face in their family and parenting situations. Methods Nineteen parents of children aged 3 to 8 years who had searched for help and signed up for a parent training program provided by Child and Adolescent Mental Health Service participated in the study. Semi-structured diagnostic interviews and a modified background interview adapted for the purpose of the study were conducted before parents entered the program. All children included in the study met the DSM criteria for ODD. The interviews were audiotaped and transcribed. Thematic analysis was used to examine, identify, and report patterns of meaning in the data. The analysis was conducted inductively using a contextual approach. Results Parents described their own vulnerability, how they were affected by the parent-child interaction, and the challenges they perceived in their parenting practices. The study contributes to an understanding of the complexity that parents of children with ODD perceive in everyday life. Conclusions The parents in the study highlight the need to address parents’ own mental health problems, parental alliance, capacity for emotion regulation, perceived helplessness as parents, lack of parental strategies, sense of isolation, and absence of supportive social networks. All these factors could be important when tailoring interventions aimed to help and support parents of children who display DBP, and specifically ODD.

scholarly journals Family sociodemographic resources moderate the path from toddlers’ hard-to-manage temperament to parental control to disruptive behavior in middle childhood

2020 ◽  
pp. 1-13 ◽  
Author(s):  
Sanghag Kim ◽  
Grazyna Kochanska
Keyword(s):  
Behavior Problems ◽  
Disruptive Behavior ◽  
Middle Childhood ◽  
Low Income ◽  
Child Outcomes ◽  
Community Sample ◽  
Parental Control ◽  
Sociodemographic Characteristics ◽  
Mediation Analyses ◽  
Parental Ratings

Abstract Research inspired by ecological perspectives has amply documented broad effects of the family's sociodemographic resources on children's outcomes, with parents’ young age, low education, and low income considered risk factors. Typically, sociodemographic characteristics have been studied as influencing child outcomes either directly or indirectly through parenting. We tested a more nuanced longitudinal model in a community sample of 102 infants, mothers, and fathers. We conceptualized family sociodemographic resources, measured as a composite of parents’ ages, education, and income, as moderating developmental cascades from children's hard-to-manage temperament to parental power-assertive control to children's disruptive behavior problems. Children's temperament measures encompassed proneness to anger and inability to delay, observed at 2 and 3 years in standard laboratory episodes. We observed parents’ control at 4.5 and 5.5 years in lengthy naturalistic prohibition paradigms, and obtained parental ratings of children's disruptive behavior at 6.5 and 8 years. As expected, moderated mediation analyses, covarying stability of children's difficulty and parental control, revealed that the cascade from hard-to-manage temperament to child behavior problems, mediated by parental power-assertive control, was present in families with relatively more disadvantaged sociodemographic characteristics, or fewer resources, but absent in families with more advantageous sociodemographic features, or more resources. The findings were parallel for mother– and father–child dyads.

Psychometric Analysis of the Catalan Version of the Alabama Parenting Questionnaire (APQ) in a Community Sample

2011 ◽  
Vol 14 (2) ◽  
pp. 944-955 ◽  
Author(s):  
Beatriz Molinuevo ◽  
Yolanda Pardo ◽  
Rafael Torrubia
Keyword(s):  
Behavior Problems ◽  
Externalizing Problems ◽  
Parenting Practices ◽  
Discriminant Validity ◽  
Community Sample ◽  
Positive Parenting ◽  
Psychometric Analysis ◽  
External Variable ◽  
Alabama Parenting Questionnaire ◽  
Convergent And Discriminant Validity

The aim of this study was to adapt to Catalan the parents' and children's global report forms of the Alabama Parenting Questionnaire (APQ), using a community sample of 364 children between 10 and 15 years old and their families. Sociodemographic information (from parents) and the presence of externalizing problems (from parents and teachers) were collected. The results suggest a 3-factor structure corresponding to the scales of Positive Parenting Practices (PPP), Inconsistent and Negative Discipline (IND) and Poor Monitoring/Supervision (PMS). The internal consistency is acceptable in all the scales, except for the IND in the children's format. The scales also present good convergent and discriminant validity, and the relations with the external variable studied pointed in the expected direction: inefficient parenting practices are related to the presence of more behavior problems in children. To sum up, the Catalan version of the parents' and children's global report forms of the APQ are considered suitable for use in the area of children's and adolescents' behavior problems.

Is attachment theory ready to contribute to our understanding of disruptive behavior problems?

1993 ◽  
Vol 5 (1-2) ◽  
pp. 215-224 ◽  
Author(s):  
Everett Waters ◽  
German Posada ◽  
Judith Crowell ◽  
Keng-Ling Lay
Keyword(s):  
Behavior Problems ◽  
Social Development ◽  
Attachment Theory ◽  
Recent Work ◽  
Disruptive Behavior ◽  
Disruptive Behavior Problems ◽  
Data Point ◽  
Established Firm ◽  
Prevention And Therapy

AbstractAttachment theory and research have traditionally been subspecialties in infant social development. Recent work has extended the relevance of attachment theory and assessments well into childhood and has established firm ties to work with adults. Many of the same variables associated with the development of disruptive behavior problems also influence the development of attachment. In addition, recent data point to consistent relations between attachment status and disruptive behavior problems. This paper reviews attachment theory, summarizes mechanisms through which attachment might be related to disruptive behavior problems, and discusses the relevance of attachment theory to prevention and therapy. We emphasize the diversity of possible relations between attachment and disruptive behavior problems and the fact that incorporating attachment theory into research on disruptive behavior problems does not mean interpreting every disruptive behavior as attachment related or every attachment-related disruption as serving the same function.

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