Association of Normative Beliefs and Anger with Aggression and Antisocial Behavior in Russian Male Juvenile Offenders and High School Students

Examined the association of anger experience and two types of normative beliefs with physical aggression and nonaggressive antisocial behavior in 361 juvenile offenders and 206 high school students in Russia. All participants were male and ranged in age from 14 to 18 years. Higher frequency of aggressive acts was significantly associated with higher levels of anger and stronger beliefs that physical aggression is an appropriate course of action in conflicts. After statistically controlling for nonaggressive antisocial behavior, the relationship between physical aggression and antisocial beliefs was not significant. Similarly, with physical aggression controlled, nonaggressive antisocial behavior was uniquely associated with approval of deviancy, but not with anger or beliefs legitimizing aggression. Juvenile offenders reported higher levels of anger experience and higher frequency of aggression and antisocial behavior compared to high school students. There were no differences in normative beliefs between these two groups. This specificity of association of social-cognitive and emotion-regulation processes to aggressive and nonaggressive forms of antisocial behavior may be relevant to understanding the mechanisms of cognitive-behavioral therapy for conduct disorder and antisocial behavior.     

Aggression and Fire: Antisocial Behavior in Firesetting and Nonfiresetting Juvenile Offenders

This study examined the association between firesetting and antisocial behavior in 219 juvenile offenders. The study showed, through a series of a priori model comparisons using confirmatory factor analysis, that reliable data on both firesetting (n = 85) and nonfiresetting (n = 134) juvenile offenders best fit a 3-factor model composed of aggressive, nonaggressive, and oppositional antisocial behavior. Although the same general structure of antisocial behavior best fit the data for both groups, the firesetting group exhibited a significantly higher variety and frequency of aggressive and total antisocial acts and an earlier age of index arrest. It is argued that results from this study support a conceptualization of firesetting as accompanying serious and versatile antisocial behavior. Consistency with an early starter pattern of antisocial behavior among firesetting offenders is noted, and evidence suggesting that firesetting is indicative of developmentally advanced, serious, and varied antisocial behavior among troubled youth is discussed.     

Relations between self-serving cognitive distortions, psychopathic traits, and antisocial behavior in a non-clinical sample of adolescents

The aim of the present study was to assess the relative contributions self-serving cognitive distortions and psychopathic traits to adolescent antisocial behavior. Participants were 972 high-school students who completed self-report questionnaires. Hierarchical multiple regression analyses showed that self-serving cognitive distortions, psychopathic traits, as well as their interaction term were significant predictors of antisocial behavior in both genders after adjustment for the main other cognitive, psychopathological and sociofamilial variables. High levels of self-serving cognitive distortions were associated with more extensive antisocial behavior among participants with higher scores on psychopathic traits. This result may have implications for prevention and treatment.     

饥饿对认知与社会行为的影响及其机制

从心理学视角综述了饥饿对个体认知与社会行为的广泛影响。饥饿会损害一般认知功能,潜在导致决策与认知偏差,并引发道德判断标准降低、社会态度改变以及攻击行为增加等现象。在以往研究的基础上,总结出饥饿影响认知与社会行为内在机制的三种假说:自我损耗说、认知激活说以及协调机制说。最后,指出当前研究存在着饥饿主观感受差异、测量方法不够准确等问题,未来研究需要提高饥饿的测量效度,从生理、心理、社会等多个层面对饥饿影响的机制进行深入探讨。     

More Alike than Different? Comparison of Formerly Incarcerated Youth with and Without Disabilities

We describe and compare the demographic characteristics of incarcerated youth with and without disabilities. These data were gathered as part of a 5-year longitudinal study that examined the experiences of 531 incarcerated youth from Oregons juvenile justice system as they left the correctional system on parole and returned to the community. Data on the demographic characteristics of the sample were gathered from files and through interviews conducted while the sample was still in state custody. We compared the two groups on 22 selected variables. Statistical comparisons indicated that the two groups were similar on most variables. The final statistical model indicated that participants with disabilities were more likely to have flunked a grade while in school, been committed to the juvenile correctional system for a person-related crime, and to have been last adjudicated for a felony in an urban setting. The implications of these findings for research and practice are discussed.     

THE EFFECTS OF TOKEN REINFORCEMENT ON THE BEHAVIOR OF DELINQUENTS IN COTTAGE SETTINGS1

A token economy designed to modify the behavior of 125 adolescent males committed to a state correctional institution was implemented in the boys' cottages, focusing on social behavior (peer interaction), rule following, and task completion. The program was sequentially introduced in a multiple-baseline design in three independent cottages; a fourth group served as a comparison cottage. Appropriate behavior increased when the token program was introduced in each cottage. Data were collected for 14 months. Thus, the long-term effects of initial behavior change were assessed.     

Cognitive competencies and aggressive behavior: A developmental study

A number of studies have demonstrated that increased socially related cognitive skills are associated with decreases in aggressive behavior. However, the link between aggression and intelligence or academic skills is less evident. While some research indicates that poor academic performance is related to aggression, it is unclear which components of intellectual ability and performance are critical to the management of aggressive behaviors. In two independent longitudinal studies of elementary school-age children, the relationship among several aspects of cognitive competence and several aspects of aggressive behavior were examined. The results of the first study showed that aggressive behavior observed in kindergarten children was more closely related to academic performance in the first and second grades than to general cognitive ability (IQ). The results of the second study, a comprehensive three-year investigation of upper elementary school-age children, indicated that teachers' assessments of aggression and parents' ratings of cruelty were consistent over time for boys, but not for girls. The intercorrelations among aggression measures within each of the three years also revealed stable sex differences. Boys identified as aggressive in the classroom were more likely to be perceived as aggressive, cruel, and/or delinquent at home, but for girls, there was little correlation between aggression at school and in the home. The analyses relating measures of cognitive functioning to indices of aggressive behavior made clear the importance of discriminating among various facets of these psychological constructs. IQ had a negligible relationship with aggression and a weak inverse relationship to delinquency. An overall index of cognitive functioning was a somewhat more consistent negative correlate of aggression, cruelty, and delinquency, especially for boys. A similar pattern was found for the correlates of academic performance. Academic disability was strongly related to delinquency in boys, and to a lesser degree to aggression in boys. Of the several cognitively related factors that were explored, Low Need Achievement manifested the strongest and most consistent relationships with the different facets of aggression and antisocial behavior, especially in boys. The implications of these results for psychological interventions in the school are discussed.     

社会认同理论视野下的社会认同威胁

社会认同威胁是指,在社会比较的情况下,由于群体地位的差异,某一群体的个体在认知、情感上,对自我、所属群体身份的不承认,而产生的一种心理上的疏离感和剥夺感、自卑感。社会认同威胁的结果包括3类：脱离群体、改变群体的状态、接受消极的社会认同结果。外显“社会威胁”的测量方法以问卷调查为主。测量“社会威胁”的内隐方法则以心脏血压和平均动脉血压作为测量指标。社会认同威胁的实验研究将群体分化为内群体和外群体,操纵群体地位的差异,通过模拟社会游戏来了解群体的社会认同威胁及其生理反应。未来的研究将重点关注下述问题：对社会认同威胁概念的建构、跨文化研究及其内隐过程的分析     

儿童对伤害情境的意图认知与反应倾向关系的发展研究

儿童对他人行为意图的认知,是如何发展变化并如何影响行为反应？该研究旨在从会认知的角度,探讨６—１３岁中国儿童在不同伤害情境中对同伴造成伤害性后果的行为的意图认知和反应倾向特点。     

Longitudinal Correlates of Arrest Status Among At-Risk Males

We examined the longitudinal adjustment, from grade 4 to grade 11, of a sample (n = 76) of boys judged to be at-risk for developing antisocial behavior patterns. We also examined subgroups of the sample differentiated by risk status and arrest records at grade 11. Antisocial behavior patterns exhibited by these boys demonstrated considerable stability over time. Differences were noted among high and lower-risk groups who were and were not arrested. In particular, measures of academic and social skills dimensions were related to better overall adjustment as indicated by lower arrest rates. Implications of these results for intervention are presented.     

Outcomes in a System of Care for Youths with Emotional and Behavioral Disorders: An Examination of Differential Change Across Clinical Profiles

We assessed the utility of an empirically-derived classification system for youths with emotional and behavioral disorders in a system of care with a strong representation of juvenile delinquents. Eighty-seven youths served in a system of care were categorized by variables related to past history, current behavioral functioning, and current psychological functioning into four clinical clusters. We evaluated preliminary clinical outcomes after six months of interagency involvement for youths within each cluster and across the four clusters. Results indicated that youths in different clusters improved significantly in need-specific areas. Trends in our data indicated differential change in clinical outcomes across clusters. We discuss our findings within the context of emerging outcomes of youths involved in comprehensive community-based programs and consider implications for outcome research, treatment of juvenile delinquents, and mental health policy.     

Overt and Covert Dimensions of Antisocial Behavior in Early Childhood

The present study was designed to assess both the prevalence and structure of antisocial behavior in a normative sample of preschoolers. Prevalence estimates suggested that 40% of preschoolers exhibit at least one antisocial behavior each day. Furthermore, 10% of preschoolers exhibit six or more antisocial behaviors each day. Consistent with research based on older children, factor analyses provided support for conceptualizing antisocial behavior in early childhood as consisting of both overt and covert dimensions. While both overt and covert behaviors had acceptable test–retest reliability, only overt behaviors had acceptable interrater reliability. Finally both overt and covert dimensions of antisocial behavior were uniquely related to general measures of conduct problems, hyperactivity, and adult and peer conflict in the classroom setting. Findings are discussed with regard to early assessment and the developmental course of antisocial behavior.     

Social-Cognitive Functioning and Schizotypal Characteristics

The authors examined the relationship between social cognition and a feature of schizotypal personality referred to as magical ideation, defined broadly as the presence and intensity of illogical beliefs about causality and the nature of reality. The measures of social cognition used in this study were the Character Intention Task (CIT) and the adult version of the Reading the Mind in the Eyes Test. Regression analyses indicated that understanding of character intentions, as measured by CIT scores, and ability to identify emotions on the Eyes test were related to non-realistic beliefs. Principal components analysis of the Magical Ideation Scale generated 3 factors: Occult Beliefs, Non-Realism, and New Age Ideas. Results indicated that impaired understanding of character intentions and ability to identify emotions on the Eyes test were related to non-realistic beliefs. Understanding the cognitive impairments associated with schizotypal characteristics can facilitate development of more targeted therapeutic interventions.