Top

Research on Child and Adolescent Psychopathology

Gepubliceerd in:

04-09-2015

Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships

Auteurs: L. Christian Elledge, Allison R. Elledge, Rebecca A. Newgent, Timothy A. Cavell

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 4/2016

Abstract

Children not accepted or actively rejected by peers are at greater risk for peer victimization. We examined whether a positive teacher-student relationship can potentially buffer these children from the risk of peer victimization. Participants were 361 elementary school children in the 4th or 5th grade. Peer-report measures were used to assess teacher-student relationship quality (TSRQ), social preference, and rejected sociometric status; peer victimization was assessed via self-, peer-, and teacher-reports. As expected, social preference assessed in the fall semester was a significant negative predictor of self- and peer-reported victimization measured in the spring, controlling for prior levels of peer victimization. TSRQ in the fall was not a significant unique predictor of self-, peer-, or teacher-reported victimization the following spring, controlling for fall victimization and social preference scores. We found a significant interaction between social preference and TSRQ in predicting self-, peer-, and teacher-reported peer victimization: Social preference significantly predicted peer victimization, but only for those children with relatively poor student-teacher relationships. Subgroup analysis revealed that children actively rejected by peers in the fall reported significantly less peer victimization in the spring (controlling for fall victimization scores) when their fall TSRQ scores were at or above the sample mean compared to rejected children whose TSRQ scores were low (i.e., < −0.5 SD below the mean). Findings offer preliminary support for the notion that teacher-student relationship quality can buffer children at social risk for continued peer victimization.

vorige artikel Comorbid Development of Disruptive Behaviors from age 1½ to 5 Years in a Population Birth-Cohort and Association with School Adjustment in First Grade

volgende artikel Testing for Plausibly Causal Links Between Parental Bereavement and Child Socio-Emotional and Academic Outcomes: A Propensity-Score Matching Model

Asher, S. R., & Dodge, K. A. (1986). Identifying children who are rejected by their peers. Developmental Psychology, 22, 444–449. doi:10.1037/0012-1649.22.4.444.CrossRef

Babad, E. (1990). The teacher’s pet phenomenon: rate of occurrence, correlates, and psychological costs. Journal of Educational Psychology, 82, 637–645. doi:10.1037/0022-0663.82.4.637.CrossRef

Bauman, S., & Del Rio, A. (2006). Preservice teachers' responses to bullying scenarios: comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98, 219–231. doi:10.1037/0022-0663.98.1.219.CrossRef

Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238–246.CrossRefPubMed

Boivin, M., Hymel, S., & Hodges, E. V. E. (2001). Toward a process view of peer rejection and harassment. In J. Juvonen, & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 265–289). New York, NY: Guilford Press.

Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed., ). New York:The Guilford Press.

Buhs, E. S. (2005). Peer rejection, negative peer treatment, and school adjustment: self-concept and classroom engagement as mediating processes. Journal of School Psychology, 43, 407–424. doi:10.1016/j.jsp.2005.09.001.CrossRef

Card, N. A., & Hodges, E. V. E. (2008). Peer victimization among schoolchildren: correlations, causes, consequences, and considerations in assessment and intervention. School Psychology Quarterly, 23, 451–461. doi:10.1037/a0012769.CrossRef

Card, N. A., Isaacs, J., & Hodges, E. V. E. (2007). Correlates of school victimization: implications for prevention and intervention. In J. E. Zins, M. J. Elias, & C. A. Maher (Eds.), Bullying, victimization, and peer harassment: A handbook of prevention and intervention (pp. 339–368). New York: Haworth Press.

Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimension and types of social status: a cross-age perspective. Developmental Psychology, 18, 557–570. doi:10.1037/0012-1649.18.4.557.CrossRef

Coie, J. D., Dodge, K. A., & Kupersmidt, J. B. (1990). Peer group behavior and social status. In S. R. Asher, & J. D. Coie (Eds.), Peer rejection in childhood (pp. 17–59). New York, NY: Cambridge University Press.

Craig, W. M., & Pepler, D. J. (1997). Observations of bullying and victimization in the school yard. Canadian Journal of School Psychology, 13, 41–59. doi:10.1177/082957359801300205.CrossRef

Darwich, L., Hymel, S., & Waterhouse, T. (2012). School avoidance and substance use among lesbian, gay, bisexual, and questioning youths: the impact of peer victimization and adult support. Journal of Educational Psychology, 104, 381–392. doi:10.1037/a0026684.CrossRef

Davidson, L. M., & Demaray, M. K. (2007). Social support as a moderator between victimization and internalizing-externalizing distress from bullying. School Psychology Review, 36, 383–405.

Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: what have we learned and where do we go from here? School Psychology Review, 32, 365–383.

Estell, D. B., Farmer, T. W., Irvin, M. J., Akos, P., Boudah, D. J., & Crowther, A. (2009). Students with exceptionalities and the peer group context of bullying and victimization in late elementary school. Journal of Child and Family Studies, 18, 136–150. doi:10.1007/s10826-008-9214-1.CrossRef

Gazelle, H., & Ladd, G. (2002). Interventions for children victimized by peers. In P. Schewe (Ed.), Preventing violence in relationships: Interventions across the life span (pp. 55–78). Washington, DC: American Psychological Association. doi:10.1037/10455-003.CrossRef

Gest, S. D., Sesma, A., Masten, A. S., & Tellegen, A. (2006). Childhood peer reputation as a predictor of competence and symptoms 10 years later. Journal of Abnormal Child Psychology, 34, 509–526. doi:10.1007/s10802-006-9029-8.CrossRefPubMed

Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638. doi:10.1111/1467-8624.00301.CrossRefPubMed

Hamre, B. K., & Pianta, R. C. (2006). Student-teacher relationships. In G. G. Bear (Ed.), Children’s needs III: Development, prevention, and intervention (pp. 59–71). Washington, DC: National Association of School Psychologists.

Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. J. (2008). Teachers' perceptions of conflict with young students: looking beyond problem behavior. Social Development, 17, 115–136.

Hanish, L. D., Kochenderfer-Ladd, B., Fabes, R. A., Martin, C. L., & Denning, D. (2004). Bullying among young children: the influence of peers and teachers. In D. L. Espelage, & S. M. Swearer (Eds.), Bullying in American schools: A social-ecological perspective on prevention and intervention (pp. 141–159). Mahwah, NJ: Lawrence Erlbaum Associates.

Hawker, D., & Boulton, M. (2000). Twenty years' research on peer victimization and psychosocial maladjustment: a meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41, 441–455. doi:10.1111/1469-7610.00629.CrossRefPubMed

Hirschstein, M. K., Van Schoiack Edstrom, L., Frey, K. S., Snell, J. L., & MacKenzie, E. P. (2007). Walking the talk in bullying prevention: teacher implementation variables related to initial impact of the steps to respect program. School Psychology Review, 36, 3–21.

Hodges, E. V. E., Boivin, M., Vitaro, F., & Bukowski, W. M. (1999). The power of friendship: protection against an escalating cycle of peer victimization. Developmental Psychology, 35, 94–101. doi:10.1037/0012-1649.35.1.94.CrossRefPubMed

Hodges, E. V. E., Malone, M. J., & Perry, D. G. (1997). Individual risk and social risk as interacting determinants of victimization in the peer group. Developmental Psychology, 33, 1032–1039. doi:10.1037/0012-1649.33.6.1032.CrossRefPubMed

Horne, A., Swearer, S. M., Givens, J., & Meints, C. (2010). Bully busters: reducing bullying by changing teacher and student behavior. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 507–516). New York: Routledge.

Howes, C., Hamilton, C. E., & Matheson, C. C. (1994). Children’s relationships with peers: differential associations with aspects of the teacher-child relationship. Child Development, 65, 253–263. doi:10.2307/1131379.CrossRefPubMed

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria verus new alternatives. Structural Equation Modeling, 6, 1–55. doi:10.1080/10705519909540118.CrossRef

Hughes, J. N. (2011). Longitudinal effects of teacher and student perceptions of teacher-student relationship qualities on academic adjustment. The Elementary School Journal, 112, 38–60. doi:10.1086/660686.CrossRefPubMedPubMedCentral

Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of teacher-student relationships on childhood conduct problems: a prospective study. Journal of Clinical Child Psychology, 28, 173–184. doi:10.1207/s15374424jccp2802_5.CrossRefPubMed

Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39, 289–301. doi:10.1016/S0022-4405(01)00074-7.CrossRef

Hughes, J. N., & Chen, Q. (2011). Reciprocal effects of student-teacher and student-peer relatedness: effects on academic Self efficacy. Journal of Applied Developmental Psychology, 32, 278–287. doi:10.1016/j.appdev.2010.03.005.CrossRefPubMedPubMedCentral

Hughes, J. N., & Kwok, O. (2006). Classroom engagement mediates the effect of teacher-student support on elementary students' peer acceptance: a prospective analysis. Journal of School Psychology, 43, 465–480. doi:10.1016/j.jsp.2005.10.001.CrossRefPubMedPubMedCentral

Kallestad, J. H., & Olweus, D. (2003). Predicting teachers' schools' implementation of the Olweus Bullying Prevention Program: A multilevel study. Prevention and Treatment, 6, np. doi:10.1037/1522-3736.6.1.621a

Kärnä, A., Voeten, M., Little, T. D., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A large-scale evaluation of the KiVa antibullying program: grades 4–6. Child Development, 82(1), 311–330. doi:10.1111/j1467-8624.2010.01557.x.CrossRefPubMed

Kishton, J. M., & Widaman, K. F. (1994). Unidimensional versus domain representative parceling of questionnaire items: an empirical example. Educational and Psychological Measurement, 54, 757–765.CrossRef

Kochenderfer-Ladd, B. J. (2004). Peer victimization: the role of emotions in adaptive and maladaptive coping. Social Development, 13, 329–349. doi:10.1111/j.1467-9507.2004.00271.x.CrossRef

Kochenderfer, B., & Ladd, G. W. (1996). Peer victimization: cause or consequence of school maladjustment? Child Development, 67, 1305–1317. doi:10.2307/1131701.CrossRefPubMed

Kochenderfer, B. J., & Ladd, G. W. (1997). Victimized children’s responses to peers' aggression: behaviors associated with reduced versus continued victimization. Development and Psychopathology, 9, 59–73. doi:10.1017/S0954579497001065.CrossRefPubMed

Kochenderfer-Ladd, B., & Wardrop, J. L. (2001). Chronicity and instability of children’s peer victimization experiences as predictors of loneliness and social satisfaction trajectories. Child Development, 72, 134–151. doi:10.1111/1467-8624.00270.CrossRefPubMed

Ladd, B., & Kochenderfer-Ladd, G. W. (2002). Identifying victims of peer aggression from early to middle childhood: analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims. Psychological Assessment, 14(1), 74–96. doi:10.1037/1040-3590.14.1.74.CrossRefPubMed

Li, Y., Hughes, J. N., Kwok, O., & Hsu, H. (2012). Evidence of convergent and discriminant calidity of child, teacher, and peer reports of teacher-student support. Psychological Assessment, 24, 54–65. doi:10.1037/a0024481.CrossRefPubMedPubMedCentral

Little, T. D. (2013). Longitudinal structural equation modeling. New York:Guilford Press.

Little, R. J. A. (1995). Modeling the drop-out mechanism in longitudinal studies. Journal of the American Statistical Association, 90, 1112–1121.CrossRef

Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To parcel or not to parcel: exploring the question, weighing the merits. Structural Equation Modeling, 9, 151–173. doi:10.1207/S15328007SEM0902_1.CrossRef

Little, T. D., Rhemtulla, M., Gibson, K., & Schoemann, A. M. (2013). Why the items versus parcels controversy needn’t be one. Psychological Methods, 18, 285–300. doi:10.1037/a0033266.CrossRefPubMedPubMedCentral

Little, T. D., Slegers, D. W., & Card, N. A. (2006). A non-arbitrary method of identifying and scaling latent variables in SEM and MACS models. Structural Equation Modeling, 13, 59–72. doi:10.1207/s15328007sem1301_3.CrossRef

Ma, L., Phelps, E., Lerner, J. V., & Lerner, R. M. (2009). The development of academic competence among adolescents who bully and who are bullied. Journal of Applied Developmental Psychology, 30, 628–644. doi:10.1016/j.appdev.2009.07.006.CrossRef

Masten, A. S., Morison, P., & Pellegrini, D. S. (1985). A revised class play method of peer assessment. Developmental Psychology, 21, 523–533. doi:10.1037/0012-1649.21.3.523.CrossRef

Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher-student relationships as compensatory resources for aggressive children. Child Development, 74, 1145–1157. doi:10.1111/1467-8624.00598.CrossRefPubMed

Mikami, A. Y., Griggs, M. S., Reuland, M. M., & Gregory, A. (2012). Teacher practices as predictors of children’s classroom social preference. Journal of School Psychology, 50, 95–111. doi:10.1016/j.jsp.2011.08.002.CrossRefPubMed

Moore, C. C., Shoulberg, E. K., & Murray-Close, D. (2012). The protective role of teacher preference for at-risk children’s social status. Aggressive Behavior, 38, 481–493. doi:10.1002/ab.21446.CrossRefPubMed

Newgent, R. A., Lounsbery, K. L., Keller, E. A., Baker, C. R., Cavell, T. A., & Boughfman, E. M. (2009). Differential perceptions of bullying in the schools: a comparison of student, parent, teacher, school counselor, and principal reports. Journal of School Counseling, 7(38) Retrieved from http://www.jcs.montana.edu/articles/v7n38.pdf.

Newman-Carlson, D., & Horne, A. M. (2004). Bully busters: a psychoeducational intervention for reducing bullying behavior in middle school students. Journal of Counseling and Development, 82, 259–267.CrossRef

Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA:Blackwell.

Olweus, D., & Limber, S. P. (2010). Bullying in school: evaluation and dissemination of the olweus bullying prevention program. American Journal of Orthopsychiatry, 80, 124–134. doi:10.1111/j.1939-0025.2010.01015.x.CrossRefPubMed

Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: are low-accepted children at risk? Psychological Bulletin, 102, 357–389. doi:10.1037/0033-2909.102.3.357.CrossRefPubMed

Pellegrini, A. D., & Long, J. D. (2002). A longitudinal study of bullying, dominance, and victimization during the transition from primary to secondary school. British Journal of Developmental Psychology, 20, 259–280. doi:10.1348/026151002166442.CrossRef

Perry, D. G., Hodges, E. V. E., & Egan, S. K. (2001). Determinants of chronic victimization by peers: a review and new model of family influence. In J. Juvonen, & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 73–104). New York: Guilford Press.

Perry, D. G., Kusel, S. J., & Perry, L. C. (1988). Victims of peer aggression. Developmental Psychology, 24, 807–814. doi:10.1037/0012-1649.24.6.807.CrossRef

Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC:American Psychological Association. doi:10.1037/10314-000.CrossRef

Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33, 444–458.

Preacher, K. J., Curran, P. J., & Bauer, D. J. (2006). Computational tools for probing interaction effects in multiple linear regression, multilevel modeling, and latent curve analysis. Journal of Educational and Behavioral Statistics, 31, 437–448.CrossRef

Reavis, R. D., Keane, S. P., & Calkins, S. D. (2010). Trajectories of peer victimization: the role of multiple relationships. Merrill-Palmer Quarterly, 56, 303–332. doi:10.1353/mpq.0.0055.CrossRefPubMedPubMedCentral

Reijntjes, A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. (2010). Peer victimization and internalizing problems in children: a meta-analysis of longitudinal studies. Child Abuse and Neglect, 34(4), 244–252.CrossRefPubMed

Rigby, K., & Slee, P. (1999). Suicidal ideation among adolescent school children involvement in bully-victim problems, and perceived social support. Suicide and Life-threatening Behavior, 29, 119–130.PubMed

Rodkin, P. C., & Hodges, E. V. E. (2003). Bullies and victims in the peer ecology: four questions for psychologists and school professionals. School Psychology Review, 32, 384–400.

Roland, E., & Galloway, D. (2002). Classroom influences on bullying. Educational Research, 44, 299–312. doi:10.1080/0013188022000031597.CrossRef

Rutter, M., Maughan, B., Mortimore, P., Ouston, J., & Smith, A. (1979). Fifteen thousand hours: Secondary schools and their effects on children. Cambridge, MA:Harvard University Press.

Salmivalli, C. (2010). Bullying and the peer group: a review. Aggression and Violent Behavior, 15, 112–120. doi:10.1016/j.avb.2009.08.007.CrossRef

Salmivalli, C., Huttunen, A., & Lagerspetz, K. M. J. (1997). Peer networks and bullying in schools. Scandinavian Journal of Psychology, 38, 305–312. doi:10.1111/1467-9450.00040.CrossRef

Salmivalli, C., & Voeten, M. (2004). Connections between attitudes, group norms, and behaviour in bullying situations. International Journal of Behavioral Development, 28, 246–458. doi:10.1080/01650250344000488.CrossRef

Schwartz, D., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2000). Friendship as a moderating factor in the pathway between early harsh home environment and later victimization in the peer group. Developmental Psychology, 36, 646–662. doi:10.1037/0012-1649.36.5.646.CrossRefPubMedPubMedCentral

Shin, Y., & Kim, H. Y. (2008). Peer victimization in Korean preschool children: the effects of child characteristics, parenting behaviours, and teacher-child relationships. School Psychology International, 29, 590–605. doi:10.1177/0143034308099203.CrossRef

Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: a synthesis of evaluation research. School Psychology Review, 33, 547–560.

Snell, J., MacKenzie, E., & Frey, K. (2002). Bullying prevention in elementary schools: the importance of adult leadership, peer group support, and student social-emotional skills. In M. R. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 351–372). Washington, DC: National Association of School Psychologists.

Spilt, J. L., Hughes, J. N., Wu, J., & Kwok, O. (2012). Dynamics of teacher–student relationships: stability and change across elementary school and the influence on children’s academic success. Child Development, 83, 1180–1195. doi:10.1111/j.1467-8624.2012.01761.x.CrossRefPubMedPubMedCentral

Taylor, A. R. (1989). Predictors of peer rejection in early elementary grades: roles of problem behavior, academic achievement, and teacher preference. Journal of Clinical Child Psychology, 18, 360–365. doi:10.1207/s15374424jccp1804_10.CrossRef

Terry, R. (2000). Recent advances in measurement theory and the use of sociometric techniques. In A. H. N. Cillessen, & W. M. Bukowski (Eds.), Recent advances in the measurement of acceptance and rejection in the peer system (pp. 27–53). San Francisco, CA: Jossey–Bass.

Thompson, G. G. (1960). Children’s Groups. In P. H. Mussen (e.d.), Handbook of Research Methods in Child Development (pp. 821–853). New York: Wiley.

Troop-Gordon, W., & Kopp, J. (2011). Teacher–child relationship quality and children’s peer victimization and aggressive behavior in late childhood. Social Development, 20, 536–561. doi:10.1111/j.1467-9507.2011.00604.x.CrossRef

Troop-Gordon, W., & Kuntz, K. J. (2013). The unique and interactive contributions of peer victimization and teacher-child relationships to children’s school adjustment. Journal of Abnormal Child Psychology, 41, 1191–1202. doi:10.1007/s10802-013-9776-2.CrossRefPubMed

Troop-Gordon, W., & Ladd, G. W. (2013). Teachers' victimization-related beliefs and strategies: associations with students' aggressive behavior and peer victimization. Journal of Abnormal Child Psychology. doi:10.1007/s10802-013-9840-y.PubMed

Troop-Gordon, W., & Quenette, A. (2010). Children’s perceptions of their teacher’s responses to students' peer harassment. Merrill-Palmer Quarterly, 56, 333–360. doi:10.1353/mpq.0.0056.CrossRef

Twemlow, S. W., & Fonagy, P. (2005). The prevalence of teachers who bully students in schools with differeing levels of behavioral problems. The American Journal of Psychiatry, 162, 2387–2389. doi:10.1176/appi.ajp.162.12.2387.CrossRefPubMed

Twemlow, S. W., Fonagy, P., Sacco, F. C., & Brethour, J. R. (2006). Teachers who bully students: A hidden trauma. International Journal of Social Psychiatry, 52, 187–198. doi:10.1177/0020764006067234.CrossRefPubMed

Waasdorp, T., Pas, E. T., O’Brennan, L. M., & Bradshaw, C. P. (2011). A multilevel perspective on the climate of bullying: discrepancies among students, school staff, and parents. Journal of School Violence, 10, 115–132. doi:10.1080/15388220.2010.539164.CrossRefPubMedPubMedCentral

Wu, J., Hughes, J. N., & Kwok, O. (2010). Teacher–student relationship quality type in elementary grades: effects on trajectories for achievement and engagement. Journal of School Psychology, 48, 357–387. doi:10.1016/j.jsp.2010.06.004.CrossRefPubMedPubMedCentral

Yeung, R., & Leadbeater, B. (2010). Adults make a differences: the protective effects of parent and teacher emotional support on emotional and behavioral problems of peer-victimized adolescents. Journal of Community Psychology, 38, 80–98. doi:10.1002/jcop.20353.CrossRef

Yoneyama, S., & Naito, A. (2003). Problems with the paradigm: the school as a factor in understanding bullying (with special reference to japan). British Journal of Sociology of Education, 24, 315–330. doi:10.1080/01425690301894.CrossRef

Titel: Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships
Auteurs: L. Christian Elledge
Allison R. Elledge
Rebecca A. Newgent
Timothy A. Cavell
Publicatiedatum: 04-09-2015
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 4/2016
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-015-0074-z

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 4/2016

Grey Matter Volumes in Children with Conduct Problems and Varying Levels of Callous-Unemotional Traits

Health Anxiety in Preadolescence - Associated Health Problems, Healthcare Expenditure, and Continuity in Childhood

Dual Trajectories of Reactive and Proactive Aggression from Mid-childhood to Early Adolescence: Relations to Sensation Seeking, Risk Taking, and Moral Reasoning

Sluggish Cognitive Tempo and ADHD Inattention as Predictors of Externalizing, Internalizing, and Impairment Domains: A 2-Year Longitudinal Study

The Phenomenology of Non-Aggressive Antisocial Behavior During Childhood

Testing for Plausibly Causal Links Between Parental Bereavement and Child Socio-Emotional and Academic Outcomes: A Propensity-Score Matching Model