Risk Factors for Community Violence Exposure in Adolescence

Community violence is recognized a significant public health problem. However, only a paucity of research has examined risk factors for community violence exposure across domains relevant to adolescents or using longitudinal data. This study examined youth aggressive behavior in relation to community violence exposure among a community epidemiologically defined sample of 582 (45% female) urban adolescents. Internalizing behaviors, deviant peer affiliation, and parental monitoring were examined as moderators of the association between aggressive behavior and exposure to community violence. For males with aggressive behavior problems and deviant peer affiliation or low parental monitoring, co-occurring anxiety symptoms protected against subsequent witnessing community violence. In contrast, males with aggressive behavior problems and co-occurring depressive symptoms were at increased risk for witnessing community violence. Implications of the findings for preventive interventions and future research are discussed.     

The CIOMS's Distributive Justice Principle: A Reply to Dr Benatar

Theoretical Medicine and Bioethics -     

An overview and analysis of journal operations, journal publication patterns, and journal impact in school psychology and related fields

This article describes the results of three studies designed to understand better the journal operations, publishing practices, and impact of school psychology journals in recent years. The first study presents the results of a survey focusing on journal operations and peer-review practices that was completed by 61 journal editors of school psychology and aligned journals. The second study presents the results of review and classification of all articles appearing in one volume year for nine school psychology journals (i.e., The California School Psychologist, Canadian Journal of School Psychology, Journal of Applied School Psychology, Journal of School Psychology, Psychology in the Schools, School Psychology Forum, School Psychology International, School Psychology Quarterly, and School Psychology Review). The third study employed multilevel modeling to investigate differences in the longitudinal trends of impact factor data for five school psychology journals listed in the Web of Science (i.e., Journal of School Psychology, Psychology in the Schools, School Psychology International, School Psychology Quarterly, and School Psychology Review). The article addresses implications for authors, editors, and journal editorial teams as well as the status and impact of school psychology journals.     

The Role of Emotion Dysregulation in the Links Between Sibling Victimization and Internalizing Symptoms in Middle Childhood

Despite sibling victimization being a relatively common occurrence, there is a dearth of research examining the outcomes associated with this interpersonal stressor, including internalizing symptoms. The current study sought to advance the literature by longitudinally examining the links from sibling victimization to depression and anxiety symptoms while also considering peer victimization in a sample of elementary school-age youth (51.8% boys, M age?=?8.72) who were initially in 3rd and 4th grade. Further, emotion dysregulation was examined as a mediator of these associations. Youth provided self-reports at three separate time points approximately 6 months apart. Path analysis models indicated that emotion dysregulation mediated the association between sibling, but not peer, victimization and increased depression symptoms. However, neither sibling nor peer victimization were associated with anxiety symptoms over time. Results suggest the importance of attending to sibling victimization for the prevention of emotion dysregulation difficulties and ultimately early symptoms of depression. Youth assessments need to include questions about both sibling and peer victimization, and sibling victimization needs to be included as a target of prevention and intervention for subsequent internalizing difficulties.

     

Examining Anxiety and Depression as Moderators of the Associations Between ADHD Symptoms and Academic and Social Problems in Hispanic Adolescents

The effects of attention-deficit/hyperactivity disorder (ADHD) symptoms on the psychosocial functioning of Hispanic youth have been understudied. It also remains unclear if the well-established associations between ADHD symptoms and academic and social impairment are exacerbated by co-occurring internalizing symptoms. The purposes of the present study were to (1) examine whether ADHD symptoms would be associated with academic and social problems while also controlling for oppositional defiant disorder (ODD) symptoms, and (2) test the hypothesis that anxious and depressive symptoms would moderate the relations between ADHD symptoms and academic and social problems. Participants were 142 at-risk Hispanic adolescents (54 % male, ages 14–19) who reported on their anxious and depressive symptoms, as well as their teachers who reported on adolescents’ ADHD symptoms, ODD symptoms, academic problems, and social problems. When the psychopathology variables were included simultaneously in a path model, ADHD was the only domain significantly positively associated with academic problems. In contrast, ODD and depressive symptoms were the only domains significantly positively associated with social problems when all of the psychopathology variables were included in the path model. No moderation effects were found in relation to academic problems, although a significant ADHD × depression interaction was found in relation to social problems. Specifically, ADHD symptoms were not associated with social problems among adolescents who reported low levels of depressive symptoms, but the association between ADHD symptoms and social problems was significant at higher levels of depression. In addition to targeting oppositionality, attending to the combined presence of ADHD and depressive symptoms will be important for reducing the social impairments among Hispanic adolescents.     

Home Groups: Integrating Peer Support and Clinical Care in a Community Mental Health Center

With peer supporters now comprising one of the most rapidly growing components of the mental health workforce, group interventions that combine their expertise with those of more traditional mental health providers are needed. An example of one such intervention, developed and implemented at a large community mental health center for individuals with serious mental illnesses, is presented. Called a “Home Group” and co-led by peers and clinical psychology interns, this intervention provides unique learning opportunities for peers and trainees and many potential benefits to group members. Vignettes to illustrate the model are presented and the potential therapeutic and empowering aspects of this innovative and promising approach are identified and discussed.     

Distributive Justice and Clinical Trials in the Third World

One of the arguments against conducting human subject trials inthe Third World adopts a distributive justice principle found ina commentary of the CIOM'S Eighth Guideline for internationalresearch on human subjects. Critics argue that non-participantmembers of the community in which the trials are conducted areexploited because sponsoring agencies do not ensure that theproducts developed have been made reasonably available to theseindividuals.I argue that the distributive principle's wording is too vagueand ambiguous to be used to criticize any trial. Furthermore,the mere fact that an experiment does not fulfill this particulardistributive justice principle does not entail that it isunethical.