Swipe om te navigeren naar een ander artikel
A clearer understanding of the promotive factors that reduce adolescents’ involvement in aggression and the protective factors that mitigate the influence of risk factors that emerge during adolescence is needed to inform prevention efforts. This study examined the promotive and protective influences of family factors on physical aggression using data collected from aggressive and socially-influential adolescents (N = 537; 35 % female) at the beginning of sixth grade and at three subsequent waves across the following 3 years. Family characteristics (i.e., better family functioning, higher perceived parental support for nonviolence, and lower parental support for fighting) at the start of the sixth grade exerted promotive effects that reduced levels of aggression at subsequent waves. Some support was also found for protective influences. A foundation of good family functioning at the start of sixth grade buffered adolescents from the risks from delinquent peers, from the spring of sixth grade to the spring of seventh grade. Low parental support for fighting reduced risks associated with witnessing community violence, from the fall to the spring of sixth grade, but at low levels of risk only. These findings suggest that interventions targeting high-risk adolescents might benefit by enhancing both promotive and protective family factors.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Barnes, H. L., & Olson, D. H. (1985). Parent–adolescent communication and the circumplex model. Child Development, 56, 438–447. CrossRef
Bernburg, J. G., & Thorlindsson, T. (2005). Violent values, conduct norms, and youth aggression: A multi-level study in Iceland. Sociological Quarterly, 46, 457–478. CrossRef
Bronfenbrenner, U., & Morris, P. (1998). The ecology of developmental processes. In R. M. Lerner (Ed.), Theoretical models of human development: Volume 1 of the handbook of child psychology (5th ed., pp. 993–1028). New York: Wiley.
Centers for Disease Control and Prevention. 2015. Youth risk behavior surveillance—United States. Surveillance Summaries, June 13, 2014. MMWR 2014;63 (No. SS-4):1–168. Retrieved October 15, 2015, from http://www.cdc.gov/mmwr/pdf/ss/ss6304.pdf.
Coard, S. I., Foy-Watson, S., Zimmer, C., & Wallace, A. (2007). Considering culturally relevant parenting practices in intervention development and adaptation: A randomized controlled trial of the Black Parenting Strengths and Strategies (BPSS) Program. The Counseling Psychologist, 35, 797–820. doi: 10.1177/0011000007304592. CrossRef
Collins, W. A., & Roisman, G. I. (2006). The influence of family and peer relationships in the development of competence during adolescence. In S. Clarke-Stewart & J. Dunn (Eds.), Families count: Effects on child and adolescent development (pp. 79–103). New York: Cambridge. CrossRef
Crockett, L. J., & Crouter, A. C. (Eds.). (1995). Pathways through adolescence: An overview. In L. J. Crockett & A. C. Crouter (Eds.), Pathways through adolescence: Individual development in relation to social contexts (pp. 1–12). Mahwah, NJ: Erlbaum.
Cushing, L. S., Horner, R. H., & Barrier, H. (2003). Validation and congruent validity of a direct observation tool to assess student social climate. Journal of Positive Behavior Interventions, 5, 225–237. CrossRef
David-Ferdon, C., & Simon, T. R. (2014). Preventing youth violence: Opportunities for action. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.
De Los Reyes, A., Goodman, K. L., Kliewer, W., & Reid-Quinones, K. (2008). Whose depression relates to discrepancies? Testing relations between informant characteristics and informant discrepancies from both informants’ perspectives. Psychological Assessment, 20, 139–149. doi: 10.1037/1040-35220.127.116.11. CrossRefPubMed
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Iver, D. M. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48, 90–101. doi: 10.1037/0003-066X.48.2.90. CrossRefPubMed
Farrell, A. D., Sullivan, T. N., Goncy, E. A., & Le, A. H. (2015). Assessment of adolescents’ victimization, aggression, and problem behaviors: Evaluation of the problem behavior frequency scale. Psychological assessment. Advance online publication. Retrieved from http://psycnet.apa.org/index.cfm?fa=browsePA.ofp&jcode=pas.
Garbarino, J., Kostelny, K., & Barry, F. (1997). Value transmission in an ecological context: The high-risk neighborhood. In J. E. Grusec & L. Kuczynksi (Eds.), Parenting and children’s internalization of values: A handbook of contemporary theory (pp. 307–332). New York: Wiley.
Garcia Coll, C. G., & Pachter, L. M. (2002). Ethnic and minority parenting. In M. H. Bornstein (Ed.), Handbook of parenting: Volume 4, Social conditions and applied parenting (2nd ed., pp. 1–20). Mahwah, NJ: Lawrence Erlbaum Associates.
Gorman-Smith, D., Henry, D. B., & Tolan, P. H. (2004). Exposure to community violence and violence perpetration: The protective effects of family functioning. Journal of Child Clinical and Adolescent Psychology, 33, 439–449. CrossRef
Hawkins, J. D., Herrenkohl, T. I., Farrington, D. P., Brewer, D., Catalano, R. F., Harachi, T. W., et al. (2000, April). Predictors of youth violence. Juvenile Justice Bulletin. (NCJ Pub No. 179065). Washington, DC: U.S. Department of Justice.
Henry, D. B., Miller-Johnson, S., Simon, T., Schoeny, M., & The Multisite Violence Prevention Project. (2006). Validity of teacher nominations and ratings for selecting influential high risk students for a targeted intervention. Prevention Science, 7, 31–41. doi: 10.1007/s11121-005-0004-3. CrossRefPubMedPubMedCentral
Huizinga, D. (1995). Developmental sequences in delinquency. In L. J. Crockett & A. C. Crouter (Eds.), Pathways through adolescence: Individual development in relation to social contexts (pp. 15–34). Mahwah, NJ: Erlbaum.
Hurley, S. M. (2000). Things your friends have done (Technical Report) [On-line]. http://www.fasttrackproject.org/.
Ikeda, R. M., Farrell, A. D., Horne, A. M., Rabiner, D. L., Tolan, P. H., & Reid, J. (2004). Prevention of youth violence: The multisite violence prevention project. American Journal of Preventive Medicine, 26(1S), 1–81.
Kelder, S. H., Orpinas, P., McAlister, A., Frankowski, R., Parcel, G. S., & Friday, J. (1996). The Students for Peace Project: A comprehensive violence-prevention program for middle school students. American Journal of Preventive Medicine, 12(5), 22–30. PubMed
Kliewer, W., Cunningham, J. N., Diehl, R., Parrish, K. A., Walker, J. M., Atiyeh, C., et al. (2004). Violence exposure and adjustment in inner-city youth: Child and caregiver emotion regulation skill caregiver-child relationship quality, and neighborhood cohesion as protective factors. Journal of Clinical Child and Adolescent Psychology, 33, 477–487. CrossRefPubMed
Magnusson, D., & Stattin, H. (2006). The person in context: A holistic–interactionistic approach. In R. M. Lerner & W. Damon (Eds.), Theoretical models of human development (pp. 400–464). Mahwah, NJ: Wiley.
Malek, M. K., Chang, B., & Davis, T. C. (1998). Fighting and weapon-carrying among seventh-grade students in Massachusetts and Louisiana. Journal of Adolescent Health, 2, 94–102. CrossRef
Mazefsky, C. A., & Farrell, A. D. (2005). The role of parenting practices and family support in aggression in rural adolescents: An examination of mediating and moderating effects. The Journal of Child and Family Studies, 14, 71–85. CrossRef
Multisite Violence Prevention Project. (2004a). Description of measures: Targeted parent survey. Available from the Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Atlanta, GA (Unpublished).
Multisite Violence Prevention Project. (2004b). Description of measures: Targeted student survey. Available from the Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Atlanta, GA (Unpublished).
Multisite Violence Prevention Project. (2009). The ecological effects of universal and selective violence prevention programs for middle school students: A randomized trial. Journal of Consulting and Clinical Psychology, 77, 526–542. CrossRef
Muthén, L. K., & Muthén, B. O. (2012). Mplus: Statistical analysis with latent variables (V 7). Los Angeles, CA: Muthén & Muthén.
Nansel, T. R., Overpeck, M. D., Haynie, D. L., Ruan, W. J., & Scheidt, P. C. (2003). Relationships between bullying and violence among U.S. youth. Archives of Pediatric Adolescent Medicine, 157, 348–353. CrossRef
Olweus, D. (1993). Bullying at school. Cambridge, MA: Blackwell.
Ozer, E. J. (2005). The impact of violence on urban adolescents: Longitudinal effects of perceived school connection and family support. Journal of Adolescent Research, 20, 167–192. CrossRef
Reynolds, C. R., & Kamphaus, R. W. (1992). Behavior assessment system for children: Manual. Circle Pines, MN: American Guidance Service.
Sameroff, A. J. (2006). Identifying risk and protective factors for healthy child development. In A. Clarke-Steward & J. Dunn (Eds.), Families count: Effects on child and adolescent development (pp. 53–78). New York: Cambridge University Press. CrossRef
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Pearson.
Tolan, P. H., Gorman-Smith, D., Huesmann, L. R., & Zelli, A. (1997). Assessment of family relationship characteristics: A measure to explain risk for antisocial behavior and depression among urban youth. Psychological Assessment, 9, 212–223. CrossRef
U.S. Department of Health and Human Services. (2001). Youth violence: A report of the Surgeon General. Washington, DC: United States Department of Justice.
Werner, N. E., & Grant, S. (2009). Mothers’ cognitions about relational aggression: Associations with discipline responses, children’s normative beliefs, and peer competence. Social Development, 18, 77–98. CrossRef
Zimmerman, M. A., Steinman, K. J., & Rowe, K. J. (1998). Violence among urban African American adolescents: The protective effects of parental support. In X. B. Arriaga & S. Oskamp (Eds.), Addressing community problems: Psychological research and interventions (pp. 78–103). Thousand Oaks, CA: SAGE.
- The Promotive and Protective Effects of Family Factors in the Context of Peer and Community Risks for Aggression
Alison M. Kramer-Kuhn
Albert D. Farrell
- Springer US