Distress Tolerance as a Mechanism Linking Violence Exposure to Problematic Alcohol use in Adolescence

Research on Child and Adolescent Psychopathology - Adolescents exposed to violence are at elevated risk of developing most forms of psychopathology, including depression, anxiety, and alcohol...     

Emotion Dysregulation as a Mechanism Linking Stress Exposure to Adolescent Aggressive Behavior

Exposure to stress is associated with a wide range of internalizing and externalizing problems in adolescents, including aggressive behavior. Extant research examining mechanisms underlying the associations between stress and youth aggression has consistently identified social information processing pathways that are disrupted by exposure to violence and increase risk of aggressive behavior. In the current study, we use longitudinal data to examine emotion dysregulation as a potential mechanism linking a broader range of stressful experiences to aggressive behavior in a diverse sample of early adolescents (N?=?1065). Specifically, we examined the longitudinal associations of peer victimization and stressful life events with emotion dysregulation and aggressive behavior. Structural equation modeling was used to create latent constructs of emotion dysregulation and aggression. Both stressful life events and peer victimization predicted subsequent increases in emotion dysregulation over a 4-month period. These increases in emotion dysregulation, in turn, were associated with increases in aggression over the subsequent 3?months. Longitudinal mediation models showed that emotion dysregulation mediated the relationship of both peer victimization (z?=?2.35, p?=?0.019) and stressful life events (z?=?2.32, p?=?0.020) with aggressive behavior. Increasing the use of adaptive emotion regulation strategies is an important target for interventions aimed at preventing the onset of adolescent aggressive behavior.     

Self‐forgiveness: The Good,the Bad,and the Ugly

Traditionally, self‐forgiveness has been framed as a process that helps facilitate psychological as well as physiological well‐being following wrongdoing. In the present paper, we outline the limits and boundaries of this presupposition. Specifically, we outline contexts in which self‐forgiveness might yield negative consequence that include, among other things, a continuation of the wrongful behavior. First, we provide evidence that self‐forgiveness for ongoing, wrongful behavior (e.g., smoking) alleviates negative feelings associated with acknowledged wrongs committed by the self, which does little to motivate behavioral change. We then discuss the complication that is pseudo‐self‐forgiveness – a situation in which people shift some responsible away from the self for wrongs committed by the self. This outward shift in responsibility lets the self “off the hook”, which increases the likelihood that the wrongful behavior will continue. Drawing on these discussions, a path model for behavioral change that places self‐forgiveness at its core is offered. Although we present some pessimism regarding the outcome of the self‐forgiveness process, this paper points to situations and attributions that maximize its positive effects.     

Early Institutionalization: Neurobiological Consequences and Genetic Modifiers

Children raised in the profound deprivation associated with institutionalization are at elevated risk for negative outcomes across a host of social and cognitive domains. This risk appears to be mitigated by early foster care or adoption into a family setting. Although pervasive developmental problems have been noted in a substantial proportion of previously institutionalized children, marked variation exists in the nature and severity of these deficits. Increasing evidence suggests that institutional deprivation impacts the developing brain, potentially underlying the wide range of outcomes with which it is associated. In the current review we examine the neural consequences of institutionalization and genetic factors associated with differences in outcome in an effort to characterize the consequences of early deprivation at a neurobiological level. Although the effects of institutional deprivation have been studied for more than 50 years much remains unanswered regarding the pathways through which institutionalization impacts child development. Through a more complete and nuanced assessment of the neural correlates of exposure and recovery as well as a better understanding of the individual factors involved we will be better able to delineate the impact of early adversity in the setting of severe social deprivation.     

Social class and workplace harassment during the transition to adulthood

Young disadvantaged workers are especially vulnerable to harassment due to their age and social class position. As young people enter the workforce, their experiences of, and reactions to, harassment may vary dramatically from those of older adult workers. Three case studies introduce theory and research on the relationship between social class and harassment of young workers. We suggest two mechanisms through which class may structure harassment experiences: (1) extremely vulnerable youth are directly targeted based on their social class origins, and (2) the type and condition of youth employment, which is structured by class background, indirectly affect experiences of harassment.