The Contribution of Callous and Unemotional Traits and Parenting Practices to Aggressive and Rule-breaking Behaviors

Individual differences, particularly callous and unemotional (C&U) traits, and parenting practices are some of the strongest predictors of externalizing behavior in adolescents. However, findings on the associations between C&U traits, parenting, and externalizing behaviors have been mixed, with studies often utilizing single scores to represent these multidimensional constructs. The current study used a developmental-contextual framework to examine how dimensions of C&U traits predict aggressive and non-aggressive rule-breaking behaviors through positive and negative parenting practices. The study used archival data from 174 pairs of adolescent males, ages 11-16 years old, and their mothers. Results showed that C&U traits influenced externalizing behaviors through parenting practices. Findings also showed specificities among these relationships. Particularly, the associations between Uncaring and aggressive, as well as non-aggressive rule-breaking, behaviors was mediated by negative parenting, whereas the association between Unemotional and rule-breaking behaviors was mediated by positive parenting practices. Research and clinical implications are discussed

Student Engagement in After-School Programs, Academic Skills, and Social Competence among Elementary School Students

Research on the relationship between after-school program participation and student outcomes has been mixed, and beneficial effects have been small. Most recent studies suggest that participation is best characterized as a multidimensional concept that includes enrollment, attendance, and engagement, which help explain differences in student outcomes. The present study uses data from a longitudinal study of after-school programs in elementary schools to examine staff ratings of student engagement and school outcomes. The factor structure of the staff-rated measure of student engagement was examined by exploratory factor analysis. Multiple regression analyses found that student engagement in academic, youth development, and arts after-school program activities was significantly related to changes in teacher ratings of academic skills and social competence over the course of the school year and that students with the greatest increase in academic skills both were highly engaged in activities and attended the after-school program regularly. The results of this study provide additional evidence regarding the benefits of after-school programs and the importance of student engagement when assessing student outcomes