test bank abnormal child psychology mash free 7th edition

Research has shown that there are specific types of parenting behaviors that are positively associated with lower levels of adolescent conduct problems, namely monitoring, warmth, and behavioral control ( Brown & Bakken, 2011). Parenting behaviors have been found to influence conduct problems directly and indirectly as well. The protective influence of effective parenting behavior on conduct problems is well supported in the literature (e.g., Granic & Patterson, 2006 McMahon & Kotler, 2006). In this report, we explore influences on conduct problems observed in the school setting. Longitudinal studies have found that individuals with high levels of teacher-reported conduct problems display multiple social and health impairments throughout adult life ( Colman et al., 2009 Fergusson, Boden, & Horwood, 2009). Students who demonstrate conduct problems at school are at risk for failure in the classroom setting and for developing later antisocial behavior ( Stage & Quiroz, 1997). Partially because of these changes, conduct problem prevalence rates increase during early adolescence, prior to leveling off and decreasing thereafter ( Lahey et al., 2000). The period of early to mid-adolescence is important developmentally, as adolescents are experiencing multiple life changes and new sources of stress, including physical and sexual maturation, increased autonomy, and growing peer influences ( Wolfe & Mash, 2006). A unique component of the study was the evaluation of parent-child gendered dyads that is, the evaluation of effects separately by both parent and child gender.Overview of the Current Study The study also included evaluation of reciprocal effects among adolescents, parents, and peers, as well as interactions between parent and peer influences. This study examined parent and peer influences on conduct problems in a rural general population sample across two developmental stages-early and mid-adolescence-with the expectation that peer influences would increase as students transitioned from middle school into high school ( Snyder, 2002). The two major socializing influences on children and adolescents are parent and peer relationships ( Vandell, 2000). Considering the disruptive influences and negative sequelae of conduct problems, it is crucial to understand the important developmental predictors of these sets of behaviors, in part to guide the design of preventive interventions and treatments ( Kimonis & Frick, 2006 Lansford et al., 2006). Subsequent problems include later-life antisocial behavior or criminal activity, family instability, and poor educational and health outcomes ( Maughan & Rutter, 2001). Concurrent problems include poor academic performance, truancy, and school dropout ( Furlong, Morrison, & Jimerson, 2004), as well as substance misuse ( Angold & Costello, 2001).

They typically escalate in early adolescence and may be associated with both concurrent and subsequent adjustment problems. Although varying by parent and adolescent gender or adolescent age, results generally supported the protective effects of parenting on their children’s conduct problems during early to mid adolescence.Ĭonduct problems refer to a broad range of externalizing or “acting-out” behaviors, including aggression, rule-breaking, and other discipline problems ( Connor, 2002).

Analyses also evaluated bi-directional longitudinal effects among adolescents, parents, and peers. From eighth to ninth grade (i.e., transition into high school), fathers’ effective parenting buffered the effects of deviant peer association on their daughters’ conduct problems, whereas both fathers’ and mothers’ influence was stronger for sons when deviant peer associations were lower. From seventh to eighth grade, effective parenting by both mothers and fathers buffered the effect of higher levels of peer deviance on conduct problems across adolescent gender. Both effective parenting and association with deviant peers influenced later conduct problems however, the pattern of influence varied across time and between fathers and mothers, with complex patterns of interactions between effective parenting and peer deviance. Data were from a sample of 226 rural adolescents ( n=112 boys n=107 girls n=7 gender unknown), their parents, and teachers. We investigated the influence of effective parenting behaviors (father and mother reports) and deviant peer association (adolescent reports) on subsequent young adolescent conduct problems (teacher reports) during grades 7–9, using structural equation modeling.

Test bank abnormal child psychology mash free 7th edition