Friendship Quality, Peer Group Affiliation, and Peer Antisocial Behavior as Moderators of the Link Between Negative Parenting and Adolescent Externalizing Behavior

Lansford, Jennifer E.; Criss, Michael M.; Pettit, Gregory S.; Dodge, Kenneth A.; Bates, John E.

doi:10.1111/1532-7795.1302002

Cited by 200 publications

(173 citation statements)

References 59 publications

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“…In some cases, the quality of peer relationships can attenuate or exacerbate the ill effects of family characteristics on adolescent outcomes (Lansford, Criss, Pettit, Dodge, & Bates, 2003 ). In other cases, family functioning serves to moderate associations between peer experiences and adolescent adjustment.…”

Section: Family Influencesmentioning

confidence: 99%

Peer Relationships in Adolescence

Brown

Larson

2009

Handbook of Adolescent Psychology

840

829

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Section: Family Influencesmentioning

confidence: 99%

Peer Relationships in Adolescence

Brown

Larson

2009

Handbook of Adolescent Psychology

840

829

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“…Parenting behaviors are also important examples of protective and vulnerability factors. These include positive parenting and parental monitoring (Patterson, Reid, & Dishion, 1992), which appear to be protective factors, and physical discipline (Gershoff, 2002) and unilateral parental decision making during adolescence (Lansford, Criss, Pettit, Dodge, & Bates, 2003), which seem more likely to be vulnerability factors.…”

Section: Protective and Vulnerability Factorsmentioning

confidence: 99%

“…Parents rated 16 items on a 4-point scale (1 = child decides, 2 = joint decision, 3 = discuss but parent has final say, 4 = parent decides; Lansford et al, 2003). Items were averaged to create the final unilateral parental decision making score (α = .72).…”

Section: Procedures and Measuresmentioning

confidence: 99%

“…Parenting behaviors are also important examples of protective and vulnerability factors. These include positive parenting (Pettit, Bates, & Dodge, 1997) and parental monitoring (Patterson, Reid, & Dishion, 1992), which appear to be protective factors, and physical discipline (Gershoff, 2002) and unilateral parental decision making during adolescence (Lansford, Criss, Pettit, Dodge, & Bates, 2003), which seem more likely to be vulnerability factors.Overall, research supports the intuitive claim that children who have positive relationships with their parents have far better outcomes than children whose relationships with their parents are marked by negative interactions (e.g., Darling & Steinberg, 1993). However, the more relevant question for the present study is how parenting and similar environmental factors may act as protective or vulnerability factors specifically for children who have been physically abused.…”

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confidence: 99%

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Developmental trajectories of externalizing and internalizing behaviors: Factors underlying resilience in physically abused children

Lansford

Malone

Stevens

et al. 2006

Develop. Psychopathol.

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112

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Using a multisite community sample of 585 children, this study examined how protective and vulnerability factors alter trajectories of teacher-reported externalizing and internalizing behavior from kindergarten through Grade 8 for children who were and were not physically abused during the first 5 years of life. Early lifetime history of physical abuse (11.8% of sample) was determined through interviews with mothers during the prekindergarten period; mothers and children provided data on vulnerability and protective factors. Regardless of whether the child was abused, being African American; being male; having low early social competence, low early socioeconomic status (SES), and low adolescent SES; and experiencing adolescent harsh discipline, low monitoring, and low parental knowledge were related to higher levels of externalizing problems over time. Having low early social competence, low early SES, low adolescent SES, and low proactive parenting were related to higher levels of internalizing problems over time. Furthermore, resilience effects, defined as significant interaction effects, were found for unilateral parental decision making (lower levels are protective of externalizing outcomes for abused children), early stress (lower levels are protective of internalizing outcomes for abused children), adolescent stress (lower levels are protective of internalizing outcomes for abused children), and hostile attributions (higher levels are protective of internalizing outcomes for abused children). The findings provide a great deal of support for an additive or main effect perspective on vulnerability and protective factors and some support for an interactive perspective. It appears that some protective and vulnerability factors do not have stronger effects for physically abused children, but instead are equally beneficial or harmful to children regardless of their abuse status.Research indicates that individuals who have been physically abused early in life are at greater risk than are their nonabused peers for demonstrating externalizing behaviors such as aggression (Lansford et al., 2002), conduct disorders (Lynch & Cicchetti, 1998), and delinquency (Stouthamer-Loeber, Loeber, Homish, & Wei, 2001). It also demonstrates that physically abused children are at greater risk for displaying internalizing emotional distress including symptoms of depression (Toth, Manly, & Cicchetti, 1992), anxiety (Johnson et al., 2002), and maladaptive peer relationships NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptDespite the developmental risks of physical abuse, several studies suggest that some individuals exposed to early childhood abuse are able to develop with few if any difficulties (Cicchetti & Rogosch, 1997;Cicchetti, Rogosch, Lynch, & Holt, 1993;Egeland & Farber, 1987;Luthar, 1991;Luthar, Cicchetti, & Becker, 2000;McGloin & Widom, 2001;Moran & Eckenrode, 1992). Why are some children able to develop well despite experiencing negative events in early childhood? What is it about individ...

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“…The data, however, are also consistent with the notion that coercive peer interactions reflect a degree of reciprocity (e.g. Snyder, 1992), as well as research that has found that peers who engage in antisocial behaviors contribute to their friend's high levels of aggression through lack of appropriate social skills training, deviancy training, and exposure to aggressive social encounters (c.f., Capaldi, Dishion, Stoolmiller, & Yoerger, 2001;Lansford, Criss, Pettit, Dodge, & Bates, 2003;Snyder, 1992). That is, the child reports of peer's harsh reactions could reflect assortative friendships, with children who are physically aggressive establishing friendships with other children who are also physically aggressive, which can then lead to rejection from non-aggressive peers.…”

Section: Discussionmentioning

confidence: 99%

Contingent responses of mothers and peers to indirect and direct aggression in preschool and school‐aged children

Valles

Knutson

2008

Aggressive Behavior

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The primary goal of the study was to determine whether mother and peer's responses to direct and indirect aggression would contribute to children's use of direct and indirect aggression. Using adaptations of the Direct and Indirect Aggression Scale, a multi-informant strategy, and a sample of disadvantaged families, data were collected from 296 mothers of children ages 4-11; 237 children ages 6-11; and 151 teachers of those children. Mothers and peers were reported to react more harshly in response to direct aggression compared to indirect aggression, and higher rates of direct aggression were associated with reduced popularity. These findings were seen as being consistent with the hypothesis that different forms of aggression result in differential responding by mothers and peers, as well as the notion that direct aggression is a higher cost option than indirect aggression. Results also replicated previous findings that boys tend to use physical aggression more than girls, but girls use indirect aggression more than boys. Finally, low IQ was correlated with higher direct aggression in girls but had no relation with aggression in boys.In an attempt to understand the different ways in which children express aggression, factors influencing the use of indirect aggression have received increased attention. Indirect aggression was originally defined as "a type of behavior in which the perpetrator attempts to inflict pain in such a manner that he or she [often] makes it seem as though there has been no intention to hurt at all" (Björkqvist, Lagerspetz, & Kaukiainen, 1992, p.118), and was distinguished from direct aggression, characterized by "straightforward attacks that are often visible, disruptive, and frightening even to the spectators" (Salmivalli, Kaukiainen, & Lagerspetz, 2000, p.18). Indirect aggression included such acts as gossiping, excluding a child from the play group, or writing critical notes about a targeted child. In indirect aggression, the aggressor often uses others in the social group to harm the target and may avoid direct confrontation, whereas in direct aggression, the aggressor either physically or verbally confronts the target. Closely related to indirect aggression are forms of aggression labeled relational aggression (c.f. Crick & Grotpeter, 1995) or social aggression (c.f. Glen & Underwood, 1997), which have been operationalized as children using the peer group to damage another child's social relationships or social standing. Although subtle differences in the conceptual frameworks underlying indirect, relational, and social aggression have been offered (e.g., Underwood, 2003), based on an integrated review of the literature, Archer and Coyne (2005) concluded that indirect aggression was the preferred superordinate category and that knowledge of aggression would be better advanced by focusing on the common essential features of indirect aggression. Thus, the present study focused on indices of indirect aggression.Early research concluded that indirect aggression was predominantly...

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Friendship Quality, Peer Group Affiliation, and Peer Antisocial Behavior as Moderators of the Link Between Negative Parenting and Adolescent Externalizing Behavior

Cited by 200 publications

References 59 publications

Peer Relationships in Adolescence

Peer Relationships in Adolescence

Developmental trajectories of externalizing and internalizing behaviors: Factors underlying resilience in physically abused children

Contingent responses of mothers and peers to indirect and direct aggression in preschool and school‐aged children

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