Associations of Neighborhood and Family Factors with Trajectories of Physical and Social Aggression During Adolescence

Adolescents develop within multiple contexts that synergistically influence their behavior and health. To understand the simultaneous influence of neighborhood and family contexts on adolescents, this study examined relationships of neighborhood socioeconomic disadvantage, neighborhood social disorganization, family conflict, parent–child bonding and parental control with trajectories of physical and social aggression. The sample included 5,118 adolescents between ages 11 and 18 (50 % female, 52 % Caucasian) living in predominantly rural areas. Multilevel growth curve models showed an interaction between neighborhood disadvantage, family conflict and gender on the physical aggression trajectories. The interaction suggested more rapid processes of both increase in and desistance from physical aggression over time for boys with high neighborhood disadvantage and high family conflict, as well as a higher starting point, more gradual increase and slower process of desistance over time for girls in similar neighborhood and family contexts. Less parent–child bonding and less parental control also were associated with higher initial levels of physical aggression. For social aggression, an interaction between family conflict and gender showed girls with high family conflict had the highest initial levels of social aggression, with a more gradual increase over time for these girls compared to their male counterparts in high-conflict families or their female counterparts in low-conflict families. Less parent–child bonding was associated with higher initial levels and a faster increase over time of social aggression, and less parental control was associated with higher initial levels of social aggression. The findings suggest early family-based interventions may help prevent perpetration of both physical and social aggression during adolescence.     

A Longitudinal Path Analysis of Peer Victimization, Threat Appraisals to the Self, and Aggression, Anxiety, and Depression Among Urban African American Adolescents

Threat appraisals—individuals’ perceptions of how stressful situations may threaten their well-being—are an important but understudied mechanism that could explain links between peer victimization and adjustment. The goal of the present study was to examine relationships between physical and relational victimization by peers, threats to the self, and aggression, anxiety, and depression to better understand the cognitive evaluations that make youth vulnerable to negative adjustment. The sample comprised two cohorts of African American adolescents (N = 326; 54 % female; M = 12.1; SD = 1.6) and their maternal caregivers, who participated in three waves of a longitudinal study. Path models revealed significant direct effects from Time 1 relational victimization, but not physical victimization, to Time 2 threat appraisals (i.e., negative self-evaluations and negative evaluations by others), controlling for Time 1 threat appraisals. Significant direct effects were found from Time 2 threats of negative evaluations by others to Time 3 youth-reported aggression, controlling for Time 1 and Time 2 aggression. Significant direct effects also were found from Time 2 threats of negative self-evaluations to T3 youth-reported depression, controlling for Time 1 and Time 2 depression. Overall, findings highlight the need to consider the role of threats to the self in pathways from peer victimization to adjustment and the implications these appraisals have for youth prevention and intervention efforts.     

The Intersectionality of Discrimination Attributes and Bullying Among Youth: An Applied Latent Class Analysis

Discrimination is commonly experienced among adolescents. However, little is known about the intersection of multiple attributes of discrimination and bullying. We used a latent class analysis (LCA) to illustrate the intersections of discrimination attributes and bullying, and to assess the associations of LCA membership to depressive symptoms, deliberate self harm and suicidal ideation among a sample of ethnically diverse adolescents. The data come from the 2006 Boston Youth Survey where students were asked whether they had experienced discrimination based on four attributes: race/ethnicity, immigration status, perceived sexual orientation and weight. They were also asked whether they had been bullied or assaulted for these attributes. A total of 965 (78 %) students contributed to the LCA analytic sample (45 % Non-Hispanic Black, 29 % Hispanic, 58 % Female). The LCA revealed that a 4-class solution had adequate relative and absolute fit. The 4-classes were characterized as: low discrimination (51 %); racial discrimination (33 %); sexual orientation discrimination (7 %); racial and weight discrimination with high bullying (intersectional class) (7 %). In multivariate models, compared to the low discrimination class, individuals in the sexual orientation discrimination class and the intersectional class had higher odds of engaging in deliberate self-harm. Students in the intersectional class also had higher odds of suicidal ideation. All three discrimination latent classes had significantly higher depressive symptoms compared to the low discrimination class. Multiple attributes of discrimination and bullying co-occur among adolescents. Research should consider the co-occurrence of bullying and discrimination.     

Detection of Inflicted Bruises by Alternate Light: Results of a Randomized Controlled Trial

Bruises are often difficult to detect on victims of violence, potentially impacting investigation and prosecution. The purpose of our randomized controlled trial was to measure the effectiveness of an alternate light source (ALS) within visible and long ultraviolet spectrums at improving bruise detection compared to white light over time. We also examined the effects of skin color, age, gender, localized fat, and injury mechanism on bruise detection. Participants included 157 healthy adults with balanced sampling across six skin color categories. Bruises were created under the controlled application of a paintball pellet and dropped weight to one upper and lower arm, respectively. Using a crossover design, both bruises were examined 21 times over 4 weeks. Ten different wavelength (350–535 nm) and filter (yellow, orange, red) combinations were used. Multilevel models were used to analyze 2903 examinations on both upper and lower arms. Results in multivariable models showed after controlling for other covariates 415 and 450 nm using a yellow filter had greater odds of detecting evidence of bruising than white light (Upper Arm: 415 nm: OR = 5.34, 95% CI: 4.35–6.56; 450 nm: OR = 4.08, 95% CI: 3.36–4.96). Under either light source, being female and having more localized fat had increased odds of detecting bruises created by the dropped weight (female: OR = 2.96, 95% CI: 2.37–3.70; fat: OR = 1.21, 95% CI: 1.09–1.34). Our results support ALS as an appropriate tool to enhance concurrent physical assessment of bruises in the presence of known history of injury. Future development and evaluation of clinical practice guidelines for ALS application are needed.     

A Two Decade Examination of Historical Race/Ethnicity Disparities in Academic Achievement by Poverty Status

Research on achievement gaps by race/ethnicity and poverty status typically focuses on each gap separately, and recent syntheses suggest the poverty gap is growing while racial/ethnic gaps are narrowing. In this study, we used time-varying effect modeling to examine the interaction of race/ethnicity and poverty gaps in math and reading achievement from 1986–2005 for poor and non-poor White, Black, and Hispanic students in three age groups (5–6, 9–10, and 13–14). We found that across this twenty-year period, the gaps between poor White students and their poor Black and Hispanic peers grew, while the gap between non-poor Whites and Hispanics narrowed. We conclude that understanding the nature of achievement gaps requires simultaneous examination of race/ethnicity and income.