The Relationship Between Cumulative Risk and Promotive Factors and Violent Behavior Among Urban Adolescents

Resiliency theory posits that some youth exposed to risk factors do not develop negative behaviors due to the influence of promotive factors. This study examines the effects of cumulative risk and promotive factors on adolescent violent behavior and tests two models of resilience—the compensatory model and the protective model—in a sample of adolescent patients (14–18 years old; n = 726) presenting to an urban emergency department who report violent behavior. Cumulative measures of risk and promotive factors consist of individual characteristics and peer, family, and community influences. Hierarchical multiple regression was used to test the two models of resilience (using cumulative measures of risk and promotive factors) for violent behavior within a sample of youth reporting violent behavior. Higher cumulative risk was associated with higher levels of violent behavior. Higher levels of promotive factors were associated with lower levels of violent behavior and moderated the association between risk and violent behaviors. Our results support the risk-protective model of resiliency and suggest that promotive factors can help reduce the burden of cumulative risk for youth violence.     

The Interim Service Preferences of Parents Waiting for Children’s Mental Health Treatment: A Discrete Choice Conjoint Experiment

Parents seeking help for children with mental health problems are often assigned to a waiting list. We used a discrete choice conjoint experiment to model preferences for interim services that might be used while waiting for the formal assessment and treatment process to begin. A sample of 1,059 parents (92 % mothers) seeking mental health services for 4 to 16 year olds chose between hypothetical interim services composed by experimentally varying combinations of the levels of 13 interim service attributes. Latent Class analysis yielded a four–segment solution. All segments preferred interim options helping them understand how agencies work, enhancing their parenting knowledge and skill, and providing an opportunity to understand or begin dealing with their own difficulties. The Group Contact segment (35.1 %) preferred interim services in meetings with other parents, supported by phone contacts, frequent checkup calls, and wait–time updates. Virtual Contact parents (29.2 %) preferred to meet other parents in small internet chat groups supported by e–mail contact. Membership in this segment was linked to higher education and computer skills. Frequent Contact parents (24.4 %) preferred face–to–face interim services supported by weekly progress checks and wait time updates. Limited Contact parents (11.3 %) were less intent on using interim services. They preferred to pursue interim services alone, with contacts by phone, supported by fewer check–up calls and less frequent wait time updates. All segments were more likely to enroll in interim services involving their child.     

More on understanding in the social sciences

A central mistake in Rolf Gruner's recent article on understanding in the socia sciences in ferreted out, and consideration of it is used both to analyse Gruner's interpretation of understanding and to sketch a more adequate interpretation. The mistake is in distinguishing meanings and facts. The analysis suggests that Gruner was forced to see understanding both as a special kind of explanation and at the same time as no explanation. The sketch offers a distinction of three senses of ‘understanding’ — as identification of a certain kind of subject matter, as explanation of it, and as a subjective feeling consequent upon such explanation.     

Age and schooling effects on early literacy and phoneme awareness

Previous research on age and schooling effects is largely restricted to studies of children who begin formal schooling at 6 years of age, and the measures of phoneme awareness used have typically lacked sensitivity for beginning readers. Our study addresses these issues by testing 4 to 6 year-olds (first 2 years of formal schooling in the United Kingdom) on a sensitive dynamic measure of phoneme awareness and tests of early literacy. There were significant effects of both age and schooling on the dynamic measure of phoneme awareness, word reading, spelling, and letter name knowledge, but there were no significant Age × Time interactions. This indicates that older children within this age group generally outperform their younger classmates (although they do not make faster progress) and that this advantage is developed prior to the start of school.     

Life and death in the Lone Star State: three decades of violence predictions by capital juries

The accuracy of three decades of Texas jury predictions of future violence by capital defendants was tested through retrospective review of the disciplinary records of former death row (FDR) inmates in Texas (N = 111) who had been sentenced to death under this “special issue” and subsequently obtained relief from their death sentences between 1989 and 2008. FDR inmates typically had extended tenures on death row (M = 9.9 years) and post-relief in the general prison population (M = 8.4 years). FDR prevalence of serious assault was low, both on death row (3.6%) and upon entering the prison population (4.5%). None of the assaults resulted in life-threatening injuries to the victims. Violence among the FDR inmates was not disproportionate compared with life-sentenced capital offenders. Consistent with other research, juror expectations of serious prison violence by these offenders had high error (i.e., false positive) rates. The confidence of legislators and courts in the violence prediction capabilities of capital jurors is misplaced. Copyright © 2010 John Wiley & Sons, Ltd.     

Behavioral and Socio-emotional Functioning in Children with Selective Mutism: A Comparison with Anxious and Typically Developing Children Across Multiple Informants

We examined differences among 158 children, 44 with selective mutism (SM; M = 8.2 years, SD = 3.4 years), 65 with mixed anxiety (MA; M = 8.9 years, SD = 3.2 years), and 49 community controls (M = 7.7 years, SD = 2.6 years) on primary caregiver, teacher, and child reports of behavioral and socio-emotional functioning. Children with SM were rated lower than controls on a range of social skills, but the SM and MA groups did not significantly differ on many of the social skills and anxiety measures. However, children with SM were rated higher than children with MA and controls on social anxiety. Findings suggest that SM may be conceptualized as an anxiety disorder, with primary deficits in social functioning and social anxiety. This interpretation supports a more specific classification of SM as an anxiety disorder for future diagnostic manuals than is currently described in the literature. The present findings also have implications for clinical practice, whereby social skills training merits inclusion in intervention for children with anxiety disorders as well as children with SM.     

Championing Diversity: The Influence of Personal and Organizational Antecedents

The purpose of this research was to examine antecedents of championing diversity (i.e., extra‐role behaviors aimed at ensuring the success of diversity initiatives). In Study 1 (N = 170 students), race and sex were marginally related to championing diversity, while extraversion, racial prejudice, and sexual prejudice held stronger associations with the behavior. In Study 2 (N = 299 employees), racial prejudice, sexual prejudice, and coworker support for diversity were all predictive of championing behavior. The findings suggest that both personal and social factors influence people's championing behaviors. Contributions, limitations, and future directions are advanced.     

Comorbidity of Anxiety and Conduct Problems in Children: Implications for Clinical Research and Practice

Given the relative lack of research on the comorbidity of anxiety disorders (ADs) and conduct problems (oppositional defiant disorder, conduct disorder) in youth, we examine this comorbidity from both basic and applied perspectives. First, we review the concept of comorbidity and provide a framework for understanding issues pertaining to comorbidity. Second, we examine the comorbidity of ADs and conduct problems in both epidemiological and clinical studies. Third, we explore the artifactual and substantive reasons for the comorbidity of these disorders. Finally, we discuss the implications of comorbidity for assessment and treatment and provide recommendations for future directions in clinical research and practice.