Nationale und globale Ungleichheit

The impact of globalization on the structure of social inequality is controversial discussed in actual debates. The national focused research is challenged by globalists. The article concentrates on the problem of order and shows how this is solved by the national structures of social inequality. In the next step the reasons for and against the national solution are presented. Finally the possibility of transnational constituting structures of social inequality is examined. How probable is the structuration of global inequality if basic elements of order are missing on this level?     

The Role of Perceived Parental Knowledge on Emerging Adults’ Risk Behaviors

The purpose of this study was to gain a clearer understanding of the relation between parents’ knowledge of their emerging-adult children and emerging adults’ risk behaviors. Participants included 200 undergraduate students between the ages of 18 and 25 (121 women, 78 men; M _age = 19.59, SD = 1.62) and both of their parents. Results revealed that knowledge of the emerging-adult child’s activities varied as a function of parent- and child-reports, and that child outcomes associated with parental knowledge were generally positive, including less drinking, drug use, and risky sexual behavior (although this varied as a function of reporter). The links between maternal knowledge and lower drug and alcohol use were particularly strong in the presence of maternal closeness. Implications for understanding the parent–child relationship during the transition to adulthood were discussed.

A Multi-mediation Model on the Relations of Bullying,Victimization, Identity,and Family with Adolescent Depressive Symptoms

This study investigated a multi-mediation model of the relationship between bullying behavior, peer victimization, personal identity, and family characteristics to adolescent depressive symptoms in 194 high school students, 12–18 years of age. In the first model, peer victimization mediated the relation between bullying behavior and depressive symptoms. In the second model, personal identity mediated the relation between peer victimization and depressive symptoms. In the final model, the two mediation models were combined. The relative influence of family characteristics on all variables in the two mediation models was studied using structural equation modeling. The results supported both mediation models and confirmed the influence of family characteristics on all variables in the mediation models. This study indicates that victimization by one’s peers has consequences for adolescents’ psychological health when their personal identity is affected. In addition, the study was able to model several processes in which family characteristics were related to adolescent depressive symptoms. Moreover, the final combined model (in which the two mediation models and the influence of family characteristics on all variables were confirmed) explained half of the variance in adolescent depressive symptoms.

Predicting Children’s Depressive Symptoms from Community and Individual Risk Factors

Community, demographic, familial, and personal risk factors of childhood depressive symptoms were examined from an ecological theoretical approach using hierarchical linear modeling. Individual-level data were collected from an ethnically diverse (73% African-American) community sample of 197 children and their parents; community-level data were obtained from the U.S. Census regarding rates of community poverty and unemployment in participants’ neighborhoods. Results indicated that high rates of community poverty and unemployment, children’s depressive attributional style, and low levels of self-perceived competence predict children’s depressive symptoms, even after accounting for demographic and familial risk factors, such as parental education and negative parenting behaviors. The effect of negative parenting behaviors on depressive symptoms was partially mediated by personal variables like children’s self-perceived competence. Recommendations for future research, intervention and prevention programs are discussed.

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.