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.
Danielle H. DallaireEmail:
Dr. Danielle H. Dallaire
is an Assistant Professor in the Psychology Department at The College of William and Mary. She received her Ph.D. from Temple
University in 2003. Her major research interests include children’s social and emotional development and promoting resiliency
in children and families in high risk environments, particularly children and families dealing with parental incarceration.
Dr. David A. Cole
is a Professor in the Department of Psychology and Human Development at Vanderbilt University. He received his Ph.D. from
The University of Houston in 1983. His major research interests center around developmental psychopathology in general and
childhood depression in particular.
Dr. Thomas M. Smith
is an Assistant Professor of Public Policy and Education at Vanderbilt University, Peabody College. He received his Ph.D.
in 2000 from The Pennsylvania State University. Professor Smith’s current research agenda focuses on the organization of teaching
quality, exploring relationships between educational policy (national, state, district, and school level), school organization,
teacher commitment, and the quality of classroom instruction.
Dr. Jeffrey A. Ciesla
is an Assistant Professor in the Psychology Department at Kent State University. He received his Ph.D. from The State University
of New York at Buffalo in 2004. His major research interests include the effects of ruminative thought and stressful life
events on depressive disorders.
Beth LaGrange,
M.S., is a Doctoral candidate in Clinical Psychology in the Department of Psychology and Human Development at Vanderbilt University.
Her current research interests include depression and the development of depressive cognitive style in children and adolescents.
Dr. Farrah M. Jacquez
is a Postdoctoral fellow in pediatric psychology at the Mailman Center for Child Development at the University of Miami.
She received her Ph.D. from Vanderbilt University in 2006. Her major research interests include parenting in the context of
poverty and developing community-based interventions for underserved children and families.
Ashley Q. Pineda,
M.S., is a Doctoral candidate in Clinical Psychology in the Department of Psychology and Human Development at Vanderbilt University
and is currently completing her internship at the Children’s Hospital at Stanford University. Her major research interests
include examining the reciprocal relations between parenting behaviors, depressive cognitions, and childhood depression.
Alanna E. Truss,
M.S., is a Doctoral candidate in the Department of Psychology and Human Development at Vanderbilt University. Her major research
and clinical interests include developmental factors in internalizing disorders in children and adolescents and the effects
of trauma on children and families.
Amy S. Folmer
is a graduate student in the Department of Psychology and Human Development at Vanderbilt University. She received her B.A.
from The University of Texas in 2003. Her major research interests include cognitive developmental factors that influence
the applicability of adult cognitive models of depression to children. 相似文献
Many studies have documented the ways in which shyness can be a barrier to personal well-being and social adjustment throughout
childhood and adolescence; however, less is known regarding shyness in emerging adulthood. Shyness as experienced during emerging
adulthood may continue to be a risk factor for successful development. The purpose of this study was to compare shy emerging
adults with their non-shy peers in (a) internalizing behaviors, (b) externalizing behaviors, and (c) close relationships.
Participants included 813 undergraduate students (500 women, 313 men) from a number of locations across the United States.
Results showed that relatively shy emerging adults, both men and women, had more internalizing problems (e.g., anxious, depressed,
low self-perceptions in multiple domains), engaged in fewer externalizing behaviors (e.g., less frequent drinking), and experienced
poorer relationship quality with parents, best friends, and romantic partners than did their non-shy peers.
Larry J. NelsonEmail:
Larry J. Nelson
is an Associate Professor in the School of Family Life at Brigham Young University. He received his Ph.D. in 2000 from the
University of Maryland, College Park. His major research interests are in social and self development during early childhood
and emerging adulthood.
Laura M. Padilla-Walker
is an Assistant Professor in the School of Family Life at Brigham Young University. She received her Ph.D. in 2005 from the
University of Nebraska—Lincoln. Her major research interests center on the parent-adolescent relationship as it relates to
adolescents’ moral and prosocial behaviors and internalization of values.
Sarah Badger
received her Ph.D. in 2005 from Brigham Young University. Her major research interests are marriage formation and development
as well as emerging adulthood and marriage readiness.
Carolyn McNamara Barry
is an Assistant Professor of Psychology at Loyola College in Maryland. She received her Ph.D. in 2001 from the University
of Maryland, College Park. Her major research interests are in social and self development during adolescence and emerging
adulthood.
Jason S. Carroll
is an Associate Professor in the School of Family Life at Brigham Young University. He received his Ph.D. in 2001 from the
University of Minnesota. His major research interests are in marriage formation and development as well as emerging adulthood
and marriage readiness.
Stephanie D. Madsen
is an Associate Professor of Psychology at McDaniel College. She received her Ph.D. in 2001 from the Institute of Child Development,
University of Minnesota. She is particularly interested in how relationships with significant others impact child and adolescent
development. 相似文献
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; Mage = 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.
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.
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.
Sheara A. WilliamsEmail:
Beverly Araújo Dawson
is an assistant professor in the School of Social Work at Adelphi University, New York. She received her doctoral and master’s
degree from the University of Michigan and a B.A. in psychology from Hunter College. Her research interests focus on the impact
of psychosocial stressors on the mental health of Latino/a immigrants.
Sheara Williams
is an assistant professor in the Graduate College of Social Work at the University of Houston. She received her Ph.D. from
the University of North Carolina, Chapel Hill; an M.S.W. from Louisiana State University; and a B.S. from Southern University,
A & M. Her research interests focus on psychosocial factors related to school behavior and academic achievement for poor and
minority children. 相似文献
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.
Elizabeth A. Stormshak (Corresponding author)Email:
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.
In 2005 Indonesian and European institutes joined to start the first step for the implementation of an Ocean Operational System
in the Indonesian archipelago. The system will support the decision making process for the sustainable use of marine resources,
providing useful information and added value products as well as a service for an improved management of the sea with high
business impact to targeted groups as public authorities and commercial operators (coastal managers, fishermen, shipping companies).
In this paper the System is shortly described with its potential benefits and economic and social impacts.
The increasing complexity of policy problems, coupled with the political desire to base new policies on the foundation of firm evidence, has accelerated the development of policy assessment tools. These range from complex computer models and cost benefit analysis through simple checklists and decision trees. In the last decade, many governments have established formal policy assessment systems to harness these tools in order to facilitate more evidence-based policy making. These tools are potentially widely available, but to what extent are they used by policy makers and what becomes of the evidence that they generate? This paper addresses these questions by studying the empirical patterns of tool use across 37 cases in three European countries and the European Commission. It uses a simple classification of tools into advanced, formal and simple types. It finds that even when tools are embedded in policy assessment systems, their use is differentiated and on the whole very limited, in particular when it comes to more advanced tools. It then explores these patterns from contrasting theoretical perspectives to shed light on why, when and how different policy assessment tools are used in the policy process. 相似文献