Unaccompanied Migrant Adolescents in the Italian Context: Tailored Educational Interventions and Acculturation Stress

The migration experience is normally associated with acculturative stress; this condition assumes relevance when the migrant is a minor alone. The aim of this study was to explore perceptions about the migration process and educational interventions offered by host-community social workers. We conducted semi-structured interviews with 10 unaccompanied migrant adolescents that had finished their educational pathways in the traditional community centers. Interview results were analyzed using NVivo 9, based on the grounded theory. The main results of the study are related to the incompatibility between the educational intervention of host communities and minors’ projects and motivations.     

Individual in Context: The Role of Impulse Control on the Association between the Home,School, and Neighborhood Developmental Contexts and Adolescent Delinquency

Social ecological theories and decades of supporting research suggest that contexts exert a powerful influence on adolescent delinquency. Individual traits, such as impulse control, also pose a developmental disadvantage to adolescents through increasing risk of delinquency. However, such individual differences may also predispose some youth to struggle more in adverse environments, but also to excel in enriched environments. Despite the prominence of impulse control in both developmental and criminological literatures, researchers are only beginning to consider impulse control as an individual characteristic that may affect developmental outcomes in response to environmental input. Using a racially diverse (Latino 46?%; Black 37?%; White 15?%; other race 2?%) sample of 1,216 first-time, male, juvenile offenders from the longitudinal Crossroads Study, this study examined key interactions between baseline impulse control and the home, school, and neighborhood contexts in relation to delinquency within the following 6 months. The results indicated that even after accounting for prior delinquency, youth in more negative home, school, and neighborhood contexts engaged in the same amount of delinquency in the following 6 months regardless of their level of impulse control. However, the effects of positive home, school, and neighborhood contexts on delinquency were stronger for youth with moderate or high impulse control and minimally affected youth with low impulse control. The findings suggest two risk factors for delinquency: low impulse control as a dispositional vulnerability that operates independently of developmental context, and a second that results from a contextual vulnerability.     

Neighborhood, Family and Individual Influences on School Physical Victimization

Few studies on the correlates of school violence include school and neighborhood influences. We use ecological systems theory and social disorganization theory to simultaneously incorporate neighborhood (e.g., concentrated poverty, residential instability, and immigrant concentration), school, family, and individual predictors of physical school victimization longitudinally among a large socio-economically and ethnically diverse (49 % Hispanic; 34 % African American) sample of 6 and 9 year olds (49 % female) from the Project on Human Development in Chicago Neighborhoods. These children were followed up at Wave II at ages 8 and 11 (n = 1,425). Results of Hierarchical Generalized Linear Models reveal neighborhood residential instability increases school victimization net of family and individual correlates. Furthermore, cross-level interactions were also supported where residential family mobility has a stronger risk influence in areas of high residential instability. Also, the influence of residential family mobility is decreased in areas with higher levels of immigrant concentration. We also found cross-context connections where parent-to-child aggression in the home is connected to a higher risk of victimization at school. The role of neighborhood and family residential instability on victimization warrants further research.     

Family Functioning and School Success in At-Risk, Inner-City Adolescents

The relation between family functioning and school success was examined in 211 at risk, African American, inner city adolescents attending middle school (grades 6–8). Interviews with adolescents and caregivers yielded data on family cohesion, parental monitoring, and school engagement; school records provided data on grade point average. Results showed that both family cohesion and parental monitoring predicted school engagement, but neither family characteristic predicted GPA. Important gender differences also emerged. For boys only, the relation between family cohesion and school engagement was stronger when parental monitoring was high. For girls only, the effects of cohesion and monitoring on school engagement were additive: girls with both high family cohesion and high parental monitoring were most likely to be engaged in school. These findings extend the research base on family protective factors for antisocial behavior in young adolescents. Implications for future examination of family process characteristics in high-risk adolescents are discussed. This work is based on the dissertation research of the first author submitted to the Department of Psychology at Fordham University. Research Associate, Hudson Valley Cerebral Palsy, Patterson, NY. Professional Training: PhD, Developmental Psychology, Fordham University. Major interests include etiology and treatment research on developmental disabilities and psychological health problems in children and adolescents. Senior Research Associate, The National Center on Addiction and Substance Abuse (CASA) at Columbia University, New York, NY. Professional Training: PhD, Clinical Psychology, Temple University. Major interests include development of family-based interventions for adolescent drug use and delinquency, adherence and process research on family intervention models. Research Associate, National Clinical Assessment Authority, London, England. Professional Training: PhD, Developmental Psychology, Fordham University. Major interests include mental health services research and program evaluation. Professor and Director, Center for Treatment Research on Adolescent Drug Abuse, University of Miami School of Medicine, Miami, FL. Professional Training: EdD, Counseling Psychology and Family Therapy, Northern Illinois University. Major interests include developing, testing, and disseminating family-based treatment for adolescent substance abuse and related behvioral problems.     

The Role of Peer Groups in Adolescents’ Educational Expectations and Adjustment

The present study investigated to what extent the members of adolescents’ peer groups share similar educational expectations, and to what extent overall and school-related adjustment are associated with these expectations. Three hundred and ninety-four ninth-graders facing the transition to secondary education filled in questionnaires measuring their short-term and long-term educational expectations, and their academic achievement, learning difficulties, negative attitudes towards school, problem behavior, and self-esteem. Multilevel modeling showed that peer group members shared similar educational expectations. Among girls, adjustment typical of the peer group was associated with the group members’ educational expectations. By contrast, among boys, only problem behavior typical of the peer group was associated with the group members’ educational expectations.     

Gender Differences in Self-Perceptions and Academic Outcomes: A Study of African American High School Students

There is increasing divergence in the academic outcomes of African American males and females. By most accounts, males are falling behind their female peers educationally as African American females are graduating from high schools at higher rates and are going on to college and graduate school in greater numbers. Some have suggested that school completion and performance is associated with how students feel about themselves. The purpose of this study was to explore gender differences in the relationship between self-perceptions and 2 academic outcomes among a sample of 243 African American high school sophomores. The results suggest that, overall, females are more favorably oriented toward high school completion. Both male and female students with more positive self-perceptions have stronger intentions to complete the current year of high school. Higher grade point averages were more strongly associated with greater self-efficacy for females than for males. Given these findings, increased attention to educational programming, societal messages, and future research is warranted.     

Substance Use Attitudes among Urban Black Adolescents: The Role of Parent,Peer, and Cultural Factors

This study examined the influence of perceived parental, peer, and cultural factors on Black American adolescent attitudes toward substance use. One-hundred-eight Black American youth (grades 9–12) from economically disadvantaged urban neighborhoods of New York, completed self-report measures on: (a) parent-child involvement, parental supervision, and parent attitudes toward high risk behaviors; (b) peer bonds and peer attitudes toward high risk behaviors; and (c) ethnic identity, parental racial socialization, and extended family support. Youth disapproval of substance use was positively associated with higher perceived levels of peer and parental disapproval of high risk behaviors, parental supervision, and ethnic identity. Youth who reported parental messages about racial discrimination without balanced parental messages about racial pride and racial equality were more likely to approve substance use. Assistant Professor in the Department of Preventive Medicine and Community Health, State University of New York Downstate Medical Center. Her research interests include socio-cultural factors in the prevention of youth substance use, sexual risk, and violence. Director, Center for Ethics Education and Marie Ward Doty Professor of Psychology at Fordham University. Current research interests include research ethics with vulnerable populations, including children and adolescents.     

Dimensions of Emotional Intelligence and Their Relationships with Social Coping Among Gifted Adolescents in Hong Kong

Two hundred and fifty-nine gifted adolescents were assessed on their emotional intelligence and social coping strategies using the Emotional Intelligence Scale (N. S. Schutte et al., Personality and Individual Differences, 25, 167–177, 1998) and the Social Coping Questionnaire (M. A. Swiatek, Gifted Child Quaterly, 39, 154–161, 1995). An item factor analysis yielded four dimensions of emotional intelligence, leading to the construction of 4 empirical scales of emotional intelligence. Students scored most highly on Social Skills and Self-Management of Emotions, followed by Empathy, and Utilization of Emotions. In coping with their being gifted, students endorsed to different degrees their use of 6 coping strategies, which were Valuing Peer Acceptance, Involvement in Activities, Attempting Avoidance, Denying Giftedness, Prizing Conformity, and Discounting Popularity. Social Skills emerged as the most important component of emotional intelligence predicting the use of strategies of Valuing Peer Acceptance and Involvement in Activities. Implications of the findings for enhancing emotional intelligence of adolescents in coping with problems arising from their being gifted and the need for further studies using longitudinal data are discussed.     

Classroom Context,School Engagement,and Academic Achievement in Early Adolescence

Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a multidimensional approach to the measurement of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions of classroom context (instruction quality, social/emotional climate, and student–teacher relationship) and school engagement (psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants included 1,014 children (50% female) in 5th grade (mean age = 11). The majority of the participants were white (77%) and 23% were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom context and academic achievement for students without previous achievement difficulties. However, for students with previous achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and achievement for students with previous achievement difficulties. Additional strategies may be needed for these students.     

The Potential Protective Role of Peer Relationships on School Engagement in At-Risk Adolescents

Negative outcomes associated with adverse childhood experiences are well established, but little is known about protective factors that could promote positive adjustment among high-risk youth. This study examined the potential protective role of positive peer relationships in the association between adverse childhood experiences and school engagement among at-risk adolescents. Data were collected prospectively from birth until age 16 from 831 diverse adolescents (52.6% female; 54% African American, 24% Caucasian) who were at-risk for family violence and their caregivers. The significant and negative associations between adversities and school engagement outcomes at age 16 were mitigated by peer intimacy and companionship and exacerbated by peer conflict. The findings underscore the importance of fostering positive peer relationships for improving school engagement among at-risk adolescents.     

The Development of Ethnic/Racial Self-Labeling: Individual Differences in Context

Ethnic/racial self-labeling represents one’s knowledge of and preference for ethnic/racial group membership, which is related to, but distinguishable from, ethnic/racial identity. This study examined the development of ethnic/racial self-labeling over time by including the concept of elaboration among a diverse sample of 297 adolescents (Time 1 mean age 14.75, 67% female, 37.4% Asian or Asian American, 10.4% Black, African American, or West Indian, 23.2% Hispanic or Latinx, 24.2% White, 4.4% other). Growth mixture modeling revealed two distinct patterns—low and high self-labeling elaboration from freshman to sophomore year of high school. Based on logistic regression analyses, the level of self-labeling elaboration was generally low among the adolescents who were foreign-born, reported low levels of ethnic/racial identity exploration, or attended highly diverse schools. We also found a person-by-context interaction where the impact of school diversity varied for foreign-born and native-born adolescents (b?=?12.81, SE?=?6.30, p?<?0.05) and by the level of ethnic/racial identity commitment (b?=?14.32, SE?=?6.65, p?<?0.05). These findings suggest varying patterns in ethnic/racial self-labeling elaboration among adolescents from diverse backgrounds and their linkage to individual and contextual factors.     

Influences of Neighborhood Context,Individual History and Parenting Behavior on Recidivism Among Juvenile Offenders

This study examined the effects of neighborhood context on juvenile recidivism to determine if neighborhoods influence the likelihood of reoffending. Although a large body of literature exists regarding the impact of environmental factors on delinquency, very little is known about the effects of these factors on juvenile recidivism. The sample analyzed includes 7,061 delinquent male juveniles committed to community-based programs in Philadelphia, of which 74% are Black, 13% Hispanic, and 11% White. Since sample youths were nested in neighborhoods, a hierarchical generalized linear model was employed to predict recidivism across three general categories of recidivism offenses: drug, violent, and property. Results indicate that predictors vary across the types of offenses and that drug offending differs from property and violent offending. Neighborhood-level factors were found to influence drug offense recidivism, but were not significant predictors of violent offenses, property offenses, or an aggregated recidivism measure, despite contrary expectations. Implications stemming from the finding that neighborhood context influences only juvenile drug recidivism are discussed.     

Social-Demographic,School, Neighborhood,and Parenting Influences on the Academic Achievement of Latino Young Adolescents

Using data from a national sample of 388 Latino young adolescents, this study identified the social-demographic characteristics, influences in the broader social environment, and parenting practices that predict youth academic achievement. Youths who were Mexican American, older, and had an English language problem had lower levels of reading and mathematics achievement. Youths of mothers who began childbearing at older ages, had higher levels of intellectual abilities, and reported no English language problem scored better on both types of achievement tests, but poverty was related only to reading achievement. Attendance in higher-rated schools was associated with higher reading and mathematics scores, but residence in better quality neighborhoods was related only to reading achievement. Three parenting practices—providing cognitive stimulation, parent–youth conflict, and academic involvement—predicted both types of achievement. The effect of poverty on reading achievement was explained by residence in lower quality neighborhoods, lower levels of cognitive stimulation, and parent–youth conflict.Associate Professor, University of Illinois at Urbana-Champaign. Received PhD in Social Welfare from the University of Wisconsin – Madison. Research interests include examining the effects of poverty and other risk factors on the well-being of children, adolescents, and families.     

The Effects of Neighborhood Context on Exposure to Adverse Childhood Experiences (ACE) Among Adolescents Involved in the Juvenile Justice System: Latent Classes and Contextual Effects

Adverse childhood experiences (ACEs) have been identified as a key risk factor associated with a wide range of negative life outcomes, including juvenile delinquency. Much less work has explored whether certain combinations of ACEs, or typologies of trauma, exist, and whether or not these subgroups are differentially associated with certain youth-level and/or community-level characteristics. The current study uses latent class analysis to examine ACE typologies among a sample of over 92,000 juvenile offenders between the ages of 10 and 18 in the state of Florida (52% male, 37.3% White, 46.8% Black, 15.9% Hispanic). Multilevel multinomial logistic regression is used to assess the relationship between both individual- and community-level factors and class membership. The findings suggest that a total of five distinct ACE typologies exist among the sample of juvenile offenders, and age, race, and sex were significantly associated with class membership. Additionally, controlling for individual-level characteristics, community-level measures of immigrant concentration, residential instability, and two separate measures of concentrated disadvantage and affluence were significantly related to class membership. This study contributes to the understanding of adverse childhood experiences, and adds to existing knowledge regarding the relationship between contextual factors and childhood abuse, maltreatment, and trauma. The identification of ACE subgroups with distinct characteristics may help guide prevention strategies and tailor treatment provided by the juvenile justice system.     

Risk-Taking Behavior Among Male Adolescents: The Role of Observer Presence and Individual Self-Control

Journal of Youth and Adolescence - A number of studies have focused on the same-sex peer effect on and the developmental difference in adolescent risk-taking in terms of the dual systems model....     

Weighing in on the Issue: A Longitudinal Analysis of the Influence of Selected Individual Factors and the Sports Context on the Developmental Trajectories of Eating Pathology Among Adolescents

Eating disorders, and related issues (e.g., body dissatisfaction, weight control behaviors), represent pressing and prevalent health problems that affect American adolescents with alarming frequency and potentially chronic consequences. However, more longitudinal research is needed to elucidate the developmental processes that increase or maintain risk for, and that protect against, eating- and weight-related problems among adolescents. Accordingly, the current study used longitudinal data from 1,050 male and female (68.0 %) adolescents (Grades 9–11)—the majority of whom were European Americans (72.2 %)—who participated in the 4-H Study of Positive Youth Development to (a) describe trajectories of adolescents’ eating pathology and body dissatisfaction, (b) identify individual and contextual correlates of these pathways, (c) examine whether trajectories of eating pathology and body dissatisfaction related to adolescents’ depressive symptoms, and (d) elucidate whether sports participation moderated associations between specific trajectories of eating pathology and body dissatisfaction and adolescents’ depressive symptoms. Results suggest that the diverse pathways of eating pathology and body dissatisfaction that exist across middle adolescence, in combination with adolescents’ sports participation, have important implications for the positive and problematic development of our youth. In addition, the findings underscore the need to evaluate the interindividual differences that exist in regard to how sports participation may relate positively and negatively to developmental outcomes.     

The Individual Characteristics,Ethnic Identity,and Cultural Orientation of Successful Secondary School Students of Turkish and Moroccan Background in The Netherlands

The present study focuses on the individual characteristics, cultural orientation, and ethnic identity of academically successful 17-year-old adolescents of Turkish and Moroccan background in the Netherlands. One hundred and six successful and less successful adolescents of Turkish, Moroccan, and Dutch background participated in the study. The successful ethnic minority students were expected to be highly motivated and determined to succeed. They were thought to have more problems with their ethnic identity as well. It was concluded that success might be explanable in terms of a more positive attitude toward the Dutch society. The successful students did not need to be highly motivated to be academically successful. Although the successful Turkish and Moroccan background students had somewhat more doubts and more negative feelings about belonging to their ethnic group, this does not seem to lead to identity problems.