Unique developmental trajectories of risk behaviors in adolescence and associated outcomes in young adulthood

This study aimed at assessing developmental trajectories of risk behaviors from adolescence into young adulthood and their associations with outcomes in young adulthood (i.e. education, employment). Data of the TRacking Adolescents' Individual Lives Survey (TRAILS) including 2,149 participants (mean age = 13.6, SD = 0.5, 51% girls) were used to examine the development of alcohol, cannabis, smoking, and externalizing behavior. The results showed that the associations between these risk behaviors varied with age, and revealed varying developmental patterns throughout adolescence. Most notably alcohol use did not covary strongly with the other risk behaviors. The often assumed peak in risk behavior in adolescence was only found in a small group, and only for alcohol (7.4%) and cannabis use (3.4%), but not for smoking or externalizing behavior. Most adolescents revealed only low involvement in risk behavior, with the largest differences between low and high trajectories emerging in late adolescence (> 19 years). Clustering of risk behavior throughout adolescence is rather the exception than the rule and depends on age and type of risk behavior. Differences in risk behavior between individuals become the largest in late adolescence, possibly influencing successful transition into adulthood visible in educational attainment and employment

Substance use by adolescents in special education and residential youth care institutions

This study examined substance use rates and related background factors among adolescents in special education (SE) and in residential youth care institutions (RYC). Information on substance use from 531 adolescents in RYC, 603 adolescents in SE for students with behavioral problems (SEB) and 1,905 adolescents in SE for students with learning disabilities (SEL) was compared with information from 7,041 adolescents who attended mainstream education. Results show that substance use rates are particularly high among adolescents in RYC and in SEB. For example, 22% of the 12–13 years old in RYC and 16% in SEB was a daily smoker compared with 1% of their counterparts in mainstream education. Background factors, including age, ethnic background and family situation, partly explained the differences in substance use between mainstream education on the one hand and SE and RYC on the other hand, but differences between the groups remained substantial and significant. Several interaction effects were found in the relation between SE/RYC and substance use that were all in line with the risk paradox: some subgroups that are normally at lower risk for problem behavior are at higher risk when they are subjected to high-risk indicators. The elevated risk of substance use among adolescents in RYC/SE was in some cases particularly marked for those who would normally be at lower risk for substance use (girls in SEB for heavy alcohol drinking and cannabis use, ethnic minority adolescents and adolescents with a stable family situation in RYC for respectively heavy weekly alcohol drinking and daily use of tobacco). Results of this study have important implications for health education and intervention programs for adolescents in RYC and SE

Информационные ресурсы Латвийской академической библиотеки: Проблемы создания и использования

Adolescents who attend special education for behavioural problems (SEB) and adolescents who live in a residential youth care institution (RYC) are characterised by behavioural disorders and problematic family backgrounds and have an increased risk for substance use. Though it is likely that the high rates of substance use in SEB/RYC settings might be inherent to the risk profile of these adolescents, little is known about the actual role the risk profile has in explaining substance use. The present study examined the extent to which the elevated risk of substance use in SEB/RYC can be explained by high levels of individual, family, and peer risk indicators that are known to characterise their risk profile. Self-report questionnaires from 531 adolescents in RYC (50 % male; mean age 14.7) and 603 adolescents in SEB (81 % male; mean age 14.1) were compared with information from 1,905 adolescents attending special education for students with learning disabilities (SEL) (56 % male; mean age 14.1). Results show that adolescents in SEB/RYC reported higher levels of daily smoking, weekly alcohol consumption, cannabis and hard drug use, as well as greater prevalence of individual, family and peer factors. Though individual, family and in particular peer risk indicators all explain some of the variance in substance use, the differences between adolescents in SEB/RYC compared with SEL remained significant and substantial, with the exception of heavy alcohol consumption. These findings suggest that deviant peer affiliation, in particular, plays a role in explaining high substance use levels in SEB/RYC and those factors relevant to the residential settings and special education schools might also contribute to substance use in these high-risk groups

Who Sets the Aggressive Popularity Norm in Classrooms? It's the Number and Strength of Aggressive, Prosocial, and Bi-Strategic Adolescents

Previous work has shown that during adolescence, classrooms vary greatly in the extent to which aggression is rewarded with popularity (the ‘popularity norm’). Aggressive popularity norms may promote the proliferation of aggression and negatively affect the classroom climate. It is, however, unknown how these norms emerge in the first place. This longitudinal study therefore investigated whether aggressive popularity norms can be predicted by the classroom composition of students. We examined whether the prevalence of six student types - socially and non-socially dominant prosocial, aggressive, and bi-strategic adolescents (adolescents who are both highly prosocial and aggressive) - contributed to the norm by establishing a popularity hierarchy: strong classroom asymmetries in popularity. We collected peer-nominated data at three secondary schools in the Netherlands (SNARE-study; Nstudents = 2843; Nclassrooms = 120; 51.4% girls; Mage = 13.2). Classroom-level regression analyses suggest that the classroom percentage of socially dominant aggressive and bi-strategic students predicted higher aggressive popularity norms, both directly and by enhancing the classrooms’ popularity hierarchy. Instead, the presence of non-socially dominant aggressive students and socially dominant prosocial students contributed to lower aggressive popularity norms. Socially dominant prosocial students also buffered against the role of socially dominant aggressive adolescents in the aggressive popularity norm (moderation), but not against bi-strategic adolescents’ role. Our findings indicate that interventions aimed at reducing aggressive popularity norms should first and foremost take the composition of classrooms at the start of the school year into account; and should not only encourage prosocial behavior, but also actively discourage aggression

Дослідження особливостей роботи кріплення у геомеханічних системах «рудний масив-нарізна виробка» і «рудний масив-бурова виробка» для умов ЗАТ «Запорізький ЗРК»

Приведены результаты лабораторного моделирования с использованием многокомпо- нентных эквивалентных материалов напряженно-деформированного состояния геомеханических систем «нарезная выработка-рудный массив-крепь» для условий ЗАО «Запорожский ЖРК».The results of laboratory modeling of the mode of deformation of the geomechanics systems a «ore mass-breakoff» and «ore mass-drilling working» for the terms of JSC «Zaporozhsky ZHRK» with the use of multicomponent equivalent materials are presented

Выставки. Конференции·

Background: Given the negative consequences of early alcohol use for health and social functioning, it is essential to detect children at risk of early drinking. The aim of this study is to determine predictors of early alcohol use that can easily be detected in Preventive Child Healthcare (PCH). Methods: We obtained data from the first two waves on 1261 Dutch adolescents who participated in TRAILS (TRacking Adolescents’ Individual Lives Survey) at ages 10–14 years and from the PCH records regarding ages 4–10 years. Early adolescence alcohol use (age 10–14 years) was defined as alcohol use at least once at ages 10–12 years (wave 1) and at least once in the previous 4 weeks at ages 12–14 years (wave 2). Predictors of early alcohol use concerned parent and teacher reports at wave 1 and PCH registrations, regarding the child’s psychosocial functioning, and parental and socio-demographic characteristics. Results: A total of 17.2% of the adolescents reported early alcohol use. Predictors of early alcohol use were teacher-reported aggressive behaviour [odds ratios (OR); 95% confidence interval (CI): 1.86; 1.11–3.11], being a boy (OR 1.80, 95%-CI 1.31–2.56), being a non-immigrant (OR 2.31, 95%CI 1.05–5.09), and low and middle educational level of the father (OR 1.71, 95%CI 1.12–2.62 and OR 1.77, 95%CI 1.16–2.70, respectively), mutually adjusted. Conclusion: A limited set of factors was predictive for early alcohol use. Use of this set may improve the detection of early adolescence alcohol use in PCH

Educational level and alcohol use in adolescence and early adulthood-The role of social causation and health-related selection-The TRAILS Study

Both social causation and health-related selection may influence educational gradients in alcohol use in adolescence and young adulthood. The social causation theory implies that the social environment (e.g. at school) influences adolescents’ drinking behaviour. Conversely, the health-related selection hypothesis posits that alcohol use (along other health-related characteristics) predicts lower educational attainment. From past studies it is unclear which of these mechanisms predominates, as drinking may be both a cause and consequence of low educational attainment. Furthermore, educational gradients in alcohol use may reflect the impact of ‘third variables’ already present in childhood, such as parental socioeconomic status (SES), effortful control, and IQ. We investigated social causation and health-related selection in the development of educational gradients in alcohol use from adolescence to young adulthood in a selective educational system. We used data from a Dutch population-based cohort (TRAILS Study; n = 2,229), including measurements of educational level and drinking at ages around 14, 16, 19, 22, and 26 years (waves 2 to 6). First, we evaluated the directionality in longitudinal associations between education and drinking with cross-lagged panel models, with and without adjusting for pre-existing individual differences using fixed effects. Second, we assessed the role of childhood characteristics around age 11 (wave 1), i.e. IQ, effortful control, and parental SES, both as confounders in these associations, and as predictors of educational level and drinking around age 14 (wave 2). In fixed effects models, lower education around age 14 predicted increases in drinking around 16. From age 19 onward, we found a tendency towards opposite associations, with higher education predicting increases in alcohol use. Alcohol use was not associated with subsequent changes in education. Childhood characteristics strongly predicted education around age 14 and, to a lesser extent, early drinking. We mainly found evidence for the social causation theory in early adolescence, when lower education predicted increases in subsequent alcohol use. We found no evidence in support of the health-related selection hypothesis with respect to alcohol use. By determining initial educational level, childhood characteristics also predict subsequent trajectories in alcohol use

The Role of Prosocial and Aggressive Popularity Norm Combinations in Prosocial and Aggressive Friendship Processes

Prior work has shown that popular peers can set a powerful norm for the valence and salience of aggression in adolescent classrooms, which enhances aggressive friendship processes (selection, maintenance, influence). It is unknown, however, whether popular peers also set a norm for prosocial behavior that can buffer against aggressive friendship processes and stimulate prosocial friendship processes. This study examined the role of prosocial and aggressive popularity norm combinations in prosocial and aggressive friendship processes. Three waves of peer-nominated data were collected in the first- and second year of secondary school (N = 1816 students; 81 classrooms; M-age = 13.06; 50.5% girl). Longitudinal social network analyses indicate that prosocial popularity norms have most power to affect both prosocial and aggressive friendship processes when aggressive popularity norms are non-present. In prosocial classrooms (low aggressive and high prosocial popularity norms), friendship maintenance based on prosocial behavior is enhanced, whereas aggressive friendship processes are largely mitigated. Instead, when aggressive popularity norms are equally strong as prosocial norms (mixed classrooms) or even stronger than prosocial norms (aggressive classrooms), aggression is more important for friendship processes than prosocial behavior. These findings show that the prosocial behavior of popular peers may only buffer against aggressive friendship processes and stimulate prosocial friendship processes if these popular peers (or other popular peers in the classroom) abstain from aggression.</p

Бюджет домохозяйств: сущность, финансовые ресурсы формирования, государственное регулирование

Цель статьи - теоретическое обоснование бюджета домашнего хозяйства и влияния на него со стороны государства, практический анализ формирования доходной и расходной частей бюджета домохозяйств

Финансово-экономические составляющие инвестиционного климата России при привлечении прямых иностранных инвестиций

В статье раскрываются финансово-экономические особенности с выделением реальных как благоприятных, так и неблагоприятных причин и факторов, способствующих развитию инвестиционного климата России при привлечении прямых иностранных инвестиций. Отражены факторы, реально сдерживающие качественное продвижение в российскую экономику иностранных инвестиций. Выделены конкретные правовые нарушения, способствующие сдерживать полноценную внешнеэкономическую деятельность предприятий сырьевой и перерабатывающей сферы. Сделан вывод, в котором выделены конкретные мероприятия, способствующие стабилизации инвестиционного климата в России.У статті розкриваються фінансово-економічні особливості з виділенням реальних як сприятливих, так і несприятливих причин і факторів, що сприяють розвитку інвестиційного клімату Росії при залученні прямих іноземних інвестицій. Відбиті фактори, що реально стримують якісне просування в російську економіку іноземних інвестицій. Виділено конкретні правові порушення, що сприяють стримувати повноцінну зовнішньоекономічну діяльність підприємств сировинної й переробної сфери. Зроблено висновок, у якому виділені конкретні заходи, що сприяють стабілізації інвестиційного клімату в Росії.Financial and economic peculiarities of Russia's investment climate development while attracting foreign direct investments are revealed with the definition of real positive and negative influential reasons and factors. Factors that restrain qualitative promotion of foreign investments into Russian economy are reflected. Specific juridical violations which restrain full-fledged foreign economic activity of companies in raw-material and processing industry are defined. Conclusions where specific actions to support stabilisation of investment climate in Russia are provided