The development of youth antisocial behavior across time and context: A systematic review and integration of person-centered and variable-centered research

Carroll, Sarah L.; Mikhail, Megan E.; Burt, S. Alexandra

doi:10.1016/j.cpr.2023.102253

Cited by 16 publications

(11 citation statements)

References 94 publications

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“…However, this gender difference was non-significant at age 18 (T7). Although we expected that males would have been overall higher than females in their levels of RB, this finding suggested that adolescent females engage in approximately similar levels of RB as their adolescent male counterparts, and is in accordance with previous findings on the diminishing sex-differences in adolescence [58,110]. According to Moffitt [110], while, during childhood, males are more likely to show higher levels of RB behaviors than females, during adolescence males and females engage in similar levels of RB as a way try to demonstrate autonomy from parents, win affiliation with peers, and hasten social maturation.…”

Section: Plos Onesupporting

confidence: 92%

“…However, previous research has shown that not all adolescents who display the one behavior display the other type, too [53,55,56]. First, there is meta-analytic evidence that AGG behaviors are more heritable, and thus more persistent than RB, whereas RB behaviors are more likely to be limited to adolescence and influenced by environmental influences than aggression [57,58]. In fact, starting from early adolescence, children begin to spend more unsupervised time with their peers, experiencing a social environment that provides increased chances to engage in RB [59].…”

Section: Rule-breaking Behaviors In the Transition To Late Adolescencementioning

confidence: 99%

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The developmental trends of parental self-efficacy and adolescents’ rule-breaking behaviors in the Italian context: A 7-wave latent growth curve study

Remondi,

Gerbino,

Zuffianò

et al. 2023

PLoS ONE

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Parental self-efficacy (PSE) captures parents’ beliefs in their ability to perform the parenting role successfully and to handle pivotal issues of specific developmental periods. Although previous studies have shown that, across the transition to adolescence, parents show decreasing levels of PSE while adolescents exhibit increasing engagement in rule-breaking (RB) behaviors, there is a paucity of studies investigating whether and how changes in PSE are related to late adolescents’ RB behaviors across development. The present study examined the developmental trends of PSE among Italian mothers and fathers over seven waves (representing children’s transition from late childhood to late adolescence; approximately from 9 to 18 years old) as well as the longitudinal associations between PSE and RB behaviors during late adolescence. Data were drawn from seven waves of the Parenting Across Cultures (PAC) project, a large-scale longitudinal, cross-cultural study, and included 200 Italian children (MAgeAtTime1 = 9.80, SD = 0.65; 50.5% girls) and their parents (200 mothers; 190 fathers). PSE was measured across all seven time-points (from T1 to T7), while adolescents’ RB behaviors were measured at the first and last assessment (T1 and T7). Results of univariate latent growth models showed a cubic trend of mothers’ PSE, which revealed a decreasing pattern characterized initially by a slight decline, followed by a rebound before continuously decreasing. By contrast, fathers’ PSE followed a linear decrease over time. Finally, our findings evidenced that only the slope of mothers’ PSE negatively predicted adolescents’ RB behaviors at T7, implying that mothers who maintained higher levels of PSE over time had children who later engaged in lower RB behaviors. The study implications are discussed.

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Section: Plos Onesupporting

confidence: 92%

Section: Rule-breaking Behaviors In the Transition To Late Adolescencementioning

confidence: 99%

The developmental trends of parental self-efficacy and adolescents’ rule-breaking behaviors in the Italian context: A 7-wave latent growth curve study

Remondi,

Gerbino,

Zuffianò

et al. 2023

PLoS ONE

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“…The serious consequences of conduct problems have led to the development of screening, prevention, and intervention programming delivered primarily in school settings (Bradshaw et al, 2008; Costello et al, 2014; Georgiades et al, 2019). Gender and sexual identity are relevant factors impacting both the developmental course of conduct problems and associated developmental outcomes (Carroll et al, 2023; Martin‐Storey et al, 2022). As such, researchers have called for a gender‐based lens (i.e., an approach that considers gender as a complex and multifaceted construct capturing identity, behaviors, and social roles) in understanding the consequences of conduct problems in general, and service usage for conduct problems in particular (Lanctôt, 2018; Moretti et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…As such, researchers have called for a gender‐based lens (i.e., an approach that considers gender as a complex and multifaceted construct capturing identity, behaviors, and social roles) in understanding the consequences of conduct problems in general, and service usage for conduct problems in particular (Lanctôt, 2018; Moretti et al, 2011). Despite demonstrated ways that gender and sexuality shape conduct problems and associated service usage (Carroll et al, 2023; Martin‐Storey et al, 2022; Snapp et al, 2015), no prior research has explored how youth with conduct problems link gender and sexuality to their service usage experiences. We conducted a thematic analysis of interviews with youth with early onset conduct problems who had extensive histories of service use at school to examine how these youth saw gender and sexuality as shaping their service usage experiences.…”

Section: Introductionmentioning

confidence: 99%

When we go to ask for help, they don't understand how to help us: Understanding how youth with childhood histories of conduct problems link sexuality and gender to school‐based service use

Chilliak,

Martin‐Storey,

Déry

et al. 2024

Psychology in the Schools

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Gender and, to a lesser extent, sexual identity, are relevant factors in understanding variance in the prevalence, consequences, and treatment of conduct problems. The current study uses thematic analysis to explore how youth with early‐onset conduct problems and extensive histories of school‐based service use perceive gender and sexuality as impacting their service use experiences. Qualitative analysis of interviews with 41 youth (17–21 years old; 53.7% women) yielded themes pertaining to gender, sexual identity, and discrimination in service use contexts. Identified themes included homophobia in service use and adjacent school contexts, stereotypes around masculinity and femininity as conditioning peer and school staff's behavior, and salience of sexuality across developmental stages and historical timeframes. Results suggest that increased school staff training and school‐based interventions be implemented to support gender and sexual diversity, both within services for conduct problems and more broadly in school contexts. In particular, the current findings highlight homophobia as a factor limiting boys' access to mental health services.

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“…Behavioral problems encompass a series of actions that may transgress and oppose socially accepted norms and values to more severe actions such as sexual offenses, robbery, and assault [1][2][3][4][5][6][7]. Nonetheless, behavioral problems that are associated with difficulties in conforming to social norms and values should be distinguished from antisocial disorder, which refers to a clinical diagnosis with a defined set of symptoms and is not a target population in this study [8].…”

Section: Introductionmentioning

confidence: 99%

Moral Disengagement in Adolescent Offenders: Its Relationship with Antisocial Behavior and Its Presence in Offenders of the Law and School Norms

Agudelo Rico,

Panesso Giraldo,

Arbeláez Caro

et al. 2024

Children

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This study focuses on understanding the relationship between moral disengagement mechanisms in adolescents who engage in law-breaking activities and those who violate school norms. To do so, we administered the Mechanisms of Moral Disengagement Scale (MMDS), which evaluates moral justification, euphemistic labeling, advantageous comparison, deflection of responsibility, diffusion of responsibility, distortion of consequences, dehumanization, and attribution of blame, to 366 adolescents (60.1% males (n = 220) and 39.9% females (n = 146)). Our results confirmed the hypothesis that law-breaking adolescents presented a higher degree of moral disengagement than those adolescents who violate school norms. Additionally, we found that adolescents who violated school norms displayed significantly higher levels of dehumanization than the controls, and law-breaking adolescents obtained the highest score in this domain. Our findings allow us to suggest that the presence of the dehumanization mechanism in adolescents who violate school norms could be used as an early indicator of the emergence of antisocial behaviors, since this was the only component of moral disengagement that significantly differentiated this group from the controls in the study.

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The development of youth antisocial behavior across time and context: A systematic review and integration of person-centered and variable-centered research

Cited by 16 publications

References 94 publications

The developmental trends of parental self-efficacy and adolescents’ rule-breaking behaviors in the Italian context: A 7-wave latent growth curve study

The developmental trends of parental self-efficacy and adolescents’ rule-breaking behaviors in the Italian context: A 7-wave latent growth curve study

When we go to ask for help, they don't understand how to help us: Understanding how youth with childhood histories of conduct problems link sexuality and gender to school‐based service use

Moral Disengagement in Adolescent Offenders: Its Relationship with Antisocial Behavior and Its Presence in Offenders of the Law and School Norms

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