Chronic Childhood Peer Rejection is Associated with Heightened Neural Responses to Social Exclusion During Adolescence

This functional Magnetic Resonance Imaging (fMRI) study examined subjective and neural responses to social exclusion in adolescents (age 12-15) who either had a stable accepted (n = 27; 14 males) or a chronic rejected (n = 19; 12 males) status among peers from age 6 to 12. Both groups of adolescents reported similar increases in distress after being excluded in a virtual ball-tossing game (Cyberball), but adolescents with a history of chronic peer rejection showed higher activity in brain regions previously linked to the detection of, and the distress caused by, social exclusion. Specifically, compared with stably accepted adolescents, chronically rejected adolescents displayed: 1) higher activity in the dorsal anterior cingulate cortex (dACC) during social exclusion and 2) higher activity in the dACC and anterior prefrontal cortex when they were incidentally excluded in a social interaction in which they were overall included. These findings demonstrate that chronic childhood peer rejection is associated with heightened neural responses to social exclusion during adolescence, which has implications for understanding the processes through which peer rejection may lead to adverse effects on mental health over time.Pathways through Adolescenc

Developmental pathways linking childhood temperament with antisocial behavior and substance use in adolescence : explanatory mechanisms in the peer environment

This study investigated three developmental pathways involving the peer environment that may explain how certain temperamental dispositions in childhood may become manifested in later antisocial behavior and substance use. A total of 411 (52% boys) Canadian children were followed annually from ages 6 to 15 years. The study tested whether the temperamental traits approach, negative reactivity and attention (assessed at ages 6-7 years), were associated with overt antisocial behavior, covert antisocial behavior and illicit substance use (assessed at ages 14-15 years), via poor social preference among peers, inflated social self-perception and antisocial behavior of peer-group affiliates (assessed throughout ages 8-13 years). Results indicated that negative reactivity was indirectly associated with overt antisocial behavior and substance use via poor social preference. Specifically, negative reactivity in earlier childhood predicted poor social preference in later childhood and early adolescence. This poor social standing among peers, in turn, predicted more engagement in overt antisocial behavior but less substance use in later adolescence. Over and above the influence of social preference, negative reactivity predicted engagement in all three outcomes via children’s antisocial behavior in childhood and early adolescence. Inflated social self-perception and antisocial behavior of peergroup affiliates did not mediate the link between temperament and the outcomes under scrutiny. No sex differences in developmental pathways from temperament to the outcomes were found. To further our understanding of the developmental link between childhood temperament and later antisocial behavior and substance use, we need to recognize the role of peer environmental factors, specifically poor preference among peers

Onset of antisocial behavior, affiliation with deviant friends, and childhood maladjustment: A test of the childhood- and adolescent-onset models

Predictors and concurrent correlates of childhood-onset and adolescent-onset antisocial behavior were studied in a sample of 165 boys and 151 girls, followed from age 6 to age 15. An integrated general growth mixture model was used to determine the number and shape of developmental trajectories of antisocial behavior exhibited by boys and girls. Associations of these trajectories with trajectories of attention-deficit/hyperactivity (ADH) problems and deviant peer affiliation were examined. A childhood-onset, an adolescent-onset, and a low antisocial behavior trajectory were identified. A minority of the sample (11%), mostly males, followed the childhood-onset trajectory. This trajectory was predicted by prior membership in the high ADH trajectory in childhood. The adolescent-onset trajectory (46%) was associated with increases in friends' antisocial behavior but not with ADH problems. Most females (60%) followed the low antisocial trajectory. A substantial proportion of females, however, followed the childhood (5%) and adolescent-onset trajectories (35%). The male-female ratios in the childhood and adolescent-onset trajectories were similar. The results largely supported theories that distinguish between childhood and adolescent onsets of antisocial behavior, but they did not suggest that boys and girls differ in the age of onset of antisocial behavior. © 2007 Cambridge University Press

The Role of Friends’ Disruptive Behavior in the Development of Children’s Tobacco Experimentation: Results from a Preventive Intervention Study

Having friends who engage in disruptive behavior in childhood may be a risk factor for childhood tobacco experimentation. This study tested the role of friends’ disruptive behavior as a mediator of the effects of a classroom based intervention on children’s tobacco experimentation. 433 Children (52% males) were randomly assigned to the Good Behavior Game (GBG) intervention, a universal preventive intervention targeting disruptive behavior, and facilitating positive prosocial peer interactions. Friends’ disruptive behavior was assessed from age 7–10 years. Participants’ experimentation with tobacco was assessed annually from age 10–13. Reduced rates in tobacco experimentation and friends’ disruptive behavior were found among GBG children, as compared to controls. Support for friends’ disruptive behavior as a mediator in the link between intervention status and tobacco experimentation was found. These results remained after controlling for friends’ and parental smoking status, and child ADHD symptoms. The results support the role of friends’ disruptive behavior in preadolescents’ tobacco experimentation

Developmental links between trajectories of physical violence, vandalism, theft, and alcohol-drug use from childhood to adolescence

Differences in developmental trajectories of physical violence, vandalism, theft, and alcohol-drug use from ages 10 to 15 were studied. For females and for males, three trajectories of theft and of alcohol-drug use increased from 10 years to 15 years, while only the high trajectory of vandalism increased from ten to 14. All trajectories of physical violence decreased. Children who engaged in the high trajectories of vandalism, theft, and alcohol-drug use had a high probability of also being high in physical violence. Compared to males, females were less likely to be on the high trajectory of physical violence, and their trajectories of other antisocial behaviors were less strongly associated with high levels of physical violence. The results suggest that physical violence during pre-adolescence and adolescence has a different developmental pattern than other forms of antisocial behavior, and that its relation to these other forms of antisocial behavior differs by se

Associations among the parent–adolescent relationship, aggression and delinquency in different ethnic groups: a replication across two Dutch samples

Background: The aim of the present study is to examine whether the patterns of association between the quality of the parent-adolescent relationship on the one hand, and aggression and delinquency on the other hand, are the same for boys and girls of Dutch and Moroccan origin living in the Netherlands. Since inconsistent results have been found previously, the present study tests the replicability of the model of associations in two different Dutch samples of adolescents. Method: Study 1 included 288 adolescents (M age = 14.9, range 12-17 years) all attending lower secondary education. Study 2 included 306 adolescents (M age = 13.2, range = 12-15 years) who were part of a larger community sample with oversampling of at risk adolescents. Results: Multigroup structural analyses showed that neither in Study 1 nor in Study 2 ethnic or gender differences were found in the patterns of associations between support, autonomy, disclosure, and negativity in the parent-adolescent relationship and aggression and delinquency. The patterns were largely similar for both studies. Mainly negative quality of the relationship in both studies was found to be strongly related to both aggression and delinquency. Discussion: Results show that family processes that affect adolescent development, show a large degree of universality across gender and ethnicity

Trajectories of peer nominated aggression: Risk status, predictors and outcomes

Developmental trajectories of peer-nominated aggression, risk factors at baseline, and outcomes were studied. Peer nominations of aggression were obtained annually from grades 1 to 3. Three developmental trajectories were identified: an early-onset/increasers trajectory with high levels of peer-nominated aggression at elementary school entry and increasing levels throughout follow-up; a moderate-persistent trajectory of aggression in which children were characterized by moderate levels of physical aggression at baseline; and a third trajectory with stable low levels of aggression. Children following the early-onset/increasers trajectory showed physical forms of aggression at baseline. Male gender and comorbid attention deficit/hyperactivity problems, oppositional defiant problems and poor prosocial behavior plus negative life events predicted which children would follow the early-onset/increasers trajectory of aggression. The outcomes associated with the early-onset/increaser children suggest high risk for chronically high levels of aggressive behavior. © 2005 Springer Science+Business Media, Inc

The role of teacher behavior management in the development of disruptive behaviors: an intervention study with the good behavior game

Abstract The role of teacher behavior management for children’s disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and children’s on-task and off-task classroom behavior and peer reports of hyperactive and oppositional behavior were available. Results showed that the reduced use of negative remarks of intervention teachers predicted children’s increase in on-task behavior and decrease in talking-out behavior. These improved children’s classroom behaviors in turn mediated the impact of the intervention on the development of hyperactive and oppositional behavior over the studied period. These results were similar for girls and boys. The results underscore the role of teachers’ classroom management strategies in improving children’s classroom behavior, which, in turn is an important component in the reduction of disruptive behavior development