Relationships between Social Information Processing and Aggression among Adolescent Girls with and without ADHD

This study investigated the relationship between social information processing (SIP) and both relational and overt, physical aggression in a longitudinally-followed sample of 228 adolescent girls (ages 11–18; 140 with ADHD and 88 comparison girls). During childhood, girls participated in naturalistic summer camps where peer rejection, overt physical aggression, and relational aggression were assessed via multiple informants and methods. Approximately 4.5 years later, these girls participated in follow-up assessments during which they completed a commonly-used vignette procedure to assess SIP; overt and relational aggression were again assessed through multiple informants. Correlations between (a) overt and relational aggression and (b) maladaptive SIP were modest in this female adolescent sample. However, relationships between aggression and SIP were stronger for the comparison girls than for the girls with ADHD. The relevance of SIP models for adolescent girls and clinical implications of findings are discussed.

Adolescent Siblings’ Looking Glass Self-Orientations: Patterns of Liabilities and Associations with Parenting

A looking glass self-orientation refers to the tendency to incorporate the opinions of social partners to form a self-representation and approve of one’s self. These orientations were assessed for two adolescent siblings in 438 families with surveys accessed on-line. Younger (M = 11.6 years, SD = 1.8) and older (M = 14.3, SD = 2.1) siblings and their mothers (82.7% European-American) participated. The siblings shared similar orientations in relying on either classmates or the other sibling for approval, prior to self approval. Relying on classmate approval was significantly associated with adjustment and academic performance as reported by both the self and mothers. Siblings were also identified as sources of approval with implications for adjustment, but the magnitude of the associations with adjustment were lower. Comparisons of the older and younger siblings revealed that both groups were equally as liable to poor outcomes when reflecting the opinions of classmates or siblings. The results of SEM analyses implicate parenting characterized as coercive, rejecting, and chaotic in association with the tendency to rely on others for approval. A mediating role for looking glass self-orientations in associations between parenting and depressive symptoms, anxiety or academic performance was also found.

When does the Gender Difference in Rumination Begin? Gender and Age Differences in the Use of Rumination by Adolescents

A cross-sectional non-clinical sample of 1,218 adolescents, aged 10–17 years, completed measures of stress, rumination, and depression to allow tests of the response style theory of S. Nolen-Hoeksema [J Res Adolesc 4:519–534, 1994] in adolescents, in particular whether increasing levels of stress and rumination in early adolescence are predictive of the onset of the gender difference in depression. Overall, females reported higher levels of stress, rumination, and depression than males. The onset of the gender differences in stress and depression occurred at age 13 years, and for rumination one year earlier at 12 years. Significantly, also from 13 years, rumination explained the gender difference in depression by showing that it significantly mediated the effect of gender on depression. Gender moderated the rumination to depression relationship; specifically the association was stronger for females than males. Developmental differences were noted in that rumination significantly mediated between stress and depression earlier in the age range for females than males. Results supported many of the predictions of Nolen-Hoeksema’s model of the emergence of a gender difference in adolescent depression.

Interpersonal Factors in the Risk for Sexual Victimization and its Recurrence during Adolescence

Being a victim of sexual aggression from a peer is a common experience among adolescents and poses a significant risk for various forms of psychopathology. Unfortunately, little is known concerning specific interpersonal factors that increase an adolescent’s risk for experiencing sexual aggression. The current study assessed the contribution made by several interpersonal factors both for the first and repeated experience of becoming a victim of sexual aggression from a peer. Data were collected annually from a longitudinal sample of 200 adolescents over a period of 4 years and were analyzed using multiple-spell, discrete-time survival analysis. Approximately 46% of the adolescents reported experiencing some form of sexual aggression by the end of wave 4. Further, 65% of victims reported experiencing a repeat incident of aggression. Females were at higher risk both for initial and repeated victimization, as were adolescents with more sexual experience and higher levels of rejection sensitivity. Results are discussed in terms of implications for future prevention efforts.

The Impact of Language Status as an Acculturative Stressor on Internalizing and Externalizing Behaviors among Latino/a Children: A Longitudinal Analysis from School Entry through Third Grade

This study examined the relationship between limited English proficiency status, and internalizing and externalizing behaviors among a sample of Latino/a children (N = 2,840) from the US Department of Education’s Early Childhood Longitudinal Study, Kindergarten (ECLS-K) data set. Results of cross sectional regression and hierarchical linear modeling (HLM) analyses suggest that there is a positive relationship between limited English proficiency and externalizing symptoms, particularly by third grade. Additionally, sex and place of birth also helped to explain externalizing behaviors at various time points in the models. Place of birth and family poverty were significantly associated with internalizing symptoms. Implications for future research and interventions related to internalizing and externalizing behavior among the Latino/a school aged population are discussed.

Relational Aggression at School: Associations with School Safety and Social Climate

The present study examines how exposure to relational aggression at school is associated with adolescents’ perceptions of, and participation in, a hostile school environment. Participants were 1,335 African American and European American adolescents in grades 7 through 12 (52% female, 49% African American). Results indicate that exposure to relational aggression is associated with several components of adolescents’ perceptions of the school climate. Adolescents exposed to high levels of relational aggression perceived their school to be less safe, and were less pleased with the general social atmosphere at school. Moreover, for males, but not females, exposure to relational aggression was associated with carrying a weapon to school. Implications and suggestions for future research are discussed in terms of working toward safer school environments for adolescents.

Self-Rated Pubertal Development,Depressive Symptoms and Delinquency: Measurement Issues and Moderation by Gender and Maltreatment

This cross-sectional study examined relationships between pubertal development, depressive symptoms and delinquency in a sample of 241 males and 213 females aged 9–13 years. Four objectives were set forth for this study: (1) to examine relationships between pubertal stage or timing and depressive symptoms and delinquency; (2) to compare continuous and categorical measures of pubertal timing; (3) to examine gender as a moderator of these relationships, and (4) to examine maltreatment as a moderator of these relationships. Results indicated that mature pubertal stage and early (continuous) pubertal timing were both related to higher delinquency whereas only early pubertal timing was related to depressive symptoms. Categorical timing was not related to depressive symptoms or delinquency. Neither gender nor maltreatment were found to be moderators. These findings provide evidence against equating pubertal stage, continuous timing, and categorical timing, and highlight the need to identify possible moderators in research on pubertal development.

Institutions and Development in Latin America: A Comparative Analysis

We review the theoretical literature on the concept of institutions and its relationship to national development, propose a definition of the concept, and advance six hypotheses about institutional adequacy and contributions to national development. We then present results of a comparative empirical study of existing institutions in three Latin American countries and examine their organizational similarities and differences. Employing the qualitative comparative method (QCA) proposed by Ragin, we then test the six hypotheses. Results converge in showing the importance of meritocracy, immunity to corruption, absence of “islands of power,” and proactivity in producing effective institutions. Findings strongly support Peter Evans’ theory of developmental apparatuses.

Same-sex Versus Other-sex Best Friendship in Early Adolescence: Longitudinal Predictors of Antisocial Behavior Throughout Adolescence

This study examines the relationship between having other-sex versus same-sex best friends and antisocial behavior throughout early adolescence. Participants (N = 955) were recruited in 6th grade and followed longitudinally through 7th, 8th, and 11th grades. Participants were 58% ethnically diverse youth and 48% girls. Results indicate that the frequency of other-sex best friendship remained stable from 6th to 7th grade but significantly increased from 8th to 11th grade. Higher rates of concurrent antisocial behavior were related to having other-sex best friends in 6th grade but not in 7th grade. In 8th grade, there was an interaction between friendship and the sex of friends. Boys with only same-sex best friends and girls with other-sex best friends endorsed higher rates of antisocial behavior. Having other-sex best friends predicted antisocial behavior from 6th to 7th grade and 8th to 11th grade, especially for girls. Implications for the development of early adolescent friendship and antisocial behavior are discussed.

Parental involvement in adolescent romantic relationships: patterns and correlates

This study examined dimensions of mothers’ and fathers’ involvement in adolescents’ romantic relationships when offspring were age 17. Using cluster analysis, parents from 105 White, working and middle class families were classified as positively involved, negatively involved, or autonomy-oriented with respect to their adolescents’ romantic relationships. Patterns of parental involvement were generally not associated with parent–offspring relationship quality at about adolescent age 13, but earlier parent–offspring relationship quality moderated the associations between parental involvement and adolescent romantic experiences at about age 18. Positive parent–offspring relationship quality buffered the effects of negative parental involvement, whereas poorer parent–offspring relationship quality was a more adaptive context for adolescents of autonomy-oriented parents. Discussion focuses on the importance of parenting practices in adolescent romantic relationships and the emotional climate of parent–offspring relationships as a developmental context for those practices.