Patterns and Correlates of Offender Versatility and Specialization Across a 23-Year Span for At-Risk Young Men

The authors examined patterns and correlates of offender specialization versus versatility, or more random offenses, among 206 at-risk men. Both official records and self-report data of offending from late childhood to ages 31–32 years old were used. Aggregate- and individual-level analyses indicated that the predominant offender pattern for this sample was versatility. Three correlates of offender versatility were examined (offense frequency, early onset, gang association). Aggregate-level findings consistently revealed offense frequency as a robust correlate of offender versatility, whereas individual-level findings differed among the three measures of offender versatility. The congruence of these findings with predictions from Patterson’s (1982) coercion model is discussed.     

The Origins of the European Coalition for Vision: Exploring the Formation of a Network

Despite growing interest in EU-level transnational networks, there is little understanding about how these form. This article investigates the formation of one network—the European Coalition for Vision (ECV). Using document analysis of 100 email exchanges, 12 semi-structured interviews, and observation of 5 ECV meetings, it identifies environmental and organizational triggers, most important to the creation of the ECV. Findings show that while environmental triggers played a role in ECV formation, organizational triggers were crucial. In particular, the presence of network leaders, a network entrepreneur and a network mentor were vital for the successful creation of the network.     

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The article focuses on the German‐Danish author and salonière Friederike Brun, née Münter (1765–1835), and her youngest daughter Ida des Bombelles (1792–1857), as they are portrayed in Friederike Brun's autobiography: Truth From Morning‐Dreams and the biography The Aesthetic Education of Ida. Inspired by Rousseau and his writings on education, the mother draws a picture of herself as a modern, split individual, and of her daughter as a traditional, ideal woman.     

Associations Between Suicidal High School Students’ Help-Seeking and Their Attitudes and Perceptions of Social Environment

Suicide is a leading cause of death among adolescents, many of whom fail to disclose suicide concerns to adults who might help. This study examined patterns and predictors of help-seeking behavior among adolescents who seriously considered suicide in the past year. 2,737 students (50.9?% female, 46.9?% male; racial distribution 79.5?% Caucasian, 11.9?% Hispanic/Latino, and 3.6?% Black/African-American) from 12 high schools in rural/underserviced communities were surveyed to assess serious suicide ideation (SI) in the past year, disclosure of SI to adults and peers, attempts to get help, attitudes about help-seeking, perceptions of school engagement, and coping support. Help-seeking was defined as both disclosing SI to an adult and perceiving oneself as seeking help. The relationship between adolescents' help-seeking disclosure and (1) help-seeking attitudes and (2) perceptions of social resources was examined among suicidal help-seeking youth, suicidal non-help-seeking youth, and non-suicidal youth. Of the 381 (14?%) students reporting SI, only 23?% told an adult, 29?% sought adult help, and 15?% did both. Suicidal help-seekers were similar to non-suicidal peers on all measures of help-seeking attitudes and social environment perceptions. Positive attitudes about help-seeking from adults at school, perceptions that adults would respond to suicide concerns, willingness to overcome peer secrecy requests, and greater coping support and engagement with the school were associated with students' increased disclosure of SI and help-seeking. This study supports prevention strategies that change student norms, attitudes and social environments to promote help-seeking among adolescents with SI. Promising intervention targets include increasing students' perceptions of the availability and capability of adults to help them, and strengthening students' understanding of how existing resources can help them cope.     

Associations Between Fifth Graders’ Gender Atypical Problem Behavior and Peer Relationships: A Short-Term Longitudinal Study

An accruing body of evidence supports associations between self-perceived gender typicality and peer relationship difficulties; however, researchers have yet to evaluate peers' perceptions of problem behaviors to gain insight into the social correlates of gender typicality. A short-term longitudinal study was conducted to evaluate associations between gender atypical problem behavior and subsequent peer relational difficulties for 2,076 fifth graders (M age= 10.27; 53% female). Peer nomination methodology was used to assess participants' classroom peer relationships, problem behaviors, and social-emotional characteristics. Findings showed that youth characterized by gender atypical, compared to gender typical, problem behavior (withdrawn boys/aggressive girls vs. withdrawn girls/aggressive boys, respectively) evidenced higher levels of subsequent peer difficulties; moreover, participation in a mutual friendship was associated with decreased risk for peer relationship maladjustment, particularly among youth characterized by gender atypical problem behavior. Results further revealed that, compared to friendless youth, friended youth earned higher prosocial and peer liking scores and, for withdrawn youth, lower emotional sensitivity scores. The present research contributes to our understanding of the potential short-term consequences of youth's gender atypical problem behavior. Findings underscore the need for supplemental conceptualizations of gender typicality as well as multifaceted interventions designed to promote the acceptance of gender nonnormativity, support the development of adaptive peer relationships, and reduce the occurrence of problem behaviors.     

Longitudinal Associations of Electronic Aggression and Victimization with Social Standing During Adolescence

Prior empirical work has documented that the dynamics of social standing can play a critical role in the perpetration and receipt of aggression during adolescence. Recently, investigators have emphasized the emergence of new, electronic modalities for aggressive acts. Our longitudinal project therefore considered electronic forms of aggression and victimization as correlates of social standing. We recruited 415 ninth grade students (53 % female) from a high school in Southern California. In the spring of two consecutive school years, participants completed peer nominations assessing their social standing, aggression, and victimization. More popular youths were concurrently more electronically aggressive and victimized than their peers. Popularity also was associated with increases in electronic aggression over time. In turn, electronic aggression was related to increases in popularity for girls and decreases for boys. We additionally found concurrent, positive associations between social acceptance and electronic forms of aggression and victimization, although these effects held only at the first time point. Among adolescent males, social acceptance also was related to increases in electronic victimization over time. Overall, our results suggest that adolescents may rely on electronic aggression to establish and maintain a privileged position in their peer hierarchy. Our results additionally highlight that popular and accepted youths, who likely possess a large, digitally-connected social network, may be at increased risk for electronic victimization.