62 research outputs found
sj-docx-1-euc-10.1177_14773708211041016 - Supplemental material for Receiving visits in prison and aggressive and contraband misconduct among Dutch prisoners
No full textSupplemental material, sj-docx-1-euc-10.1177_14773708211041016 for Receiving visits in prison and aggressive and contraband misconduct among Dutch prisoners by Maria L. Berghuis, Miranda Sentse, Hanneke Palmen, Paul Nieuwbeerta in European Journal of Criminology</p
Parent-child relationships and dyadic friendship experiences as predictors of behavior problems in early adolescence
No full textThis study focused on support and conflict in parent–child relationships and dyadic
friendships as predictors of behavior problems in early adolescence (n¼182;
M age¼12.9 years, 51% female, 45% African American, 74% two-parent homes).
Support and conflict in one relationship context were hypothesized to moderate the
effects of experiences in the other relationship context. Adolescent-reported antisocial
behavior was low when either parent–child relationships or friendships were low in
conflict, and adolescent-reported depressed mood was low when either friendship
conflict was low or parental support was high. Parent-reported antisocial behavior
was high when high levels of conflict were reported in either parent–child or friendship
relationships and adolescent-reported depressed mood was high when either parental or
friendship support was low. Associations appear to be similar for boys and girls as no
interactions involving gender were significant.
Bridging contexts : the interplay between family, child, and peers in explaining problem behavior in early adolescence
No full textICS Dissertation Groningen.
Zie link onder.
Rejection and acceptance across contexts: parents and peers as risks and buffers for early adolescent psychopathology. the TRAILS Study
No full textIn a large sample of early adolescents (T2: n = 1023; M age = 13.51; 55.5% girls) it was investigated whether the effects of parental and peer acceptance and rejection on psychopathology (externalizing and internalizing problems) remain when taking into account both contexts simultaneously. Moreover, we examined whether acceptance in one context can buffer rejection in the other. It was found that when analyzing peer and parent effects simultaneously (1) the protective effect of parental acceptance and the risk effect of peer rejection were diminished; (2) the protective effect of peer acceptance and the risk-effect of parental rejection remained strong; and (3) peer acceptance buffered parental rejection but parental acceptance did not buffer peer rejection. The results imply that the parent and peer contexts are interdependent. Implications and directions for future research are given
Bullying perpetration and social status in the peer group: systematic review and meta-analysis
No full textGeneral aim:
Bullying perpetration is widely recognized as maladaptive (Farrington, 2012; Holt et al., 2015; Ttofi et al., 2011, 2012) and in recent years, research on bullying has been dedicated to understand the role of social status in the peer group for bullying involvement. Even though bullies are not usually liked by their peers (e.g. Prinstein & Cillessen, 2003), research suggest that bullies are perceived as popular (Reijntjes et al., 2013; Sentse et al., 2015; van der Ploeg et al., 2020), which reflects a high social standing in the peer hierarchy. However, the existing literature is overwhelming with respect to distinctive aspects of social status and distinctive forms of bullying perpetration, which is why this meta-analysis synthesizes existing prospective research on social outcomes of bullying perpetration, specifically popularity, acceptance, and rejection among peers. The aim of this work is thus to summarize the field and identify important gaps in the existing literature.
Background:
From an evolutionary perspective, a high status in the group is beneficial as it enables one to obtain and maintain resources (e.g. Hawley et al., 2008). Bullying peers may be an effective way to form a group hierarchy, similar to other species in which a “pecking order’ is formed, because bullies demonstrate their strengths by engaging in aggressive behaviors and their dominant position may prevent them from becoming bullied themselves (Archer & Benson, 2008). Established hierarchies prevent ongoing power battles and facilitate group stability (Zwaan et al., 2013). It seems plausible that affiliation with peers who bully might be beneficial, which is reflected in high popularity ratings. Not only might bullies be popular, bullying can also be seen as a strategy to achieve popularity. That is, bullying perpetration might come with positive consequences such as visibility, admiration, and a central position in the classroom (de Bruyn & Cillessen, 2006), and in this way, indeed, an increase in popularity (Reijntjes et al., 2013; Sentse et al., 2015; van der Ploeg et al., 2020).
In contrast to positive associations between bullying and popularity, it is assumed that bullying comes at the cost of one’s likeability as bullies are usually not well liked by their peers (Hafen et al., 2013). Peer acceptance (being liked) and rejection (being disliked) represent affection and belongingness (Sentse et al., 2015), and, as such, are very different constructs to popularity. There is evidence that prosocial and cooperative behavior – which is diametrically opposed to bullying – is associated with higher levels of likeability (van den Berg et al., 2014). Indeed, some studies found evidence that bullies are usually more disliked and rejected by their peers than non-involved children (Prinstein & Cillessen, 2003), though this does not seem to be universally the case (Pozzoli & Gini, 2020; Salmivalli et al., 1996).
Our understanding of the prospective associations between bullying perpetration and social status is still not complete and overwhelming considering the different constructs of social status. Moreover, those different constructs of social status – popularity, acceptance, and rejection – have rarely been reviewed together in one study, signifying the importance of giving an overview of the present state of empirical research. For this purpose, we will focus on popularity, acceptance, and rejection as distinctive indicators of social status. In addition to reviewing studies that examined acceptance and rejection, we also include studies on “social preference” as a fourth outcome measure. This concept is usually obtained by measuring the difference between nominations for being liked and disliked.
Importantly, the benefits of bullying perpetration might not be attainable for those who are also victimized by their peers. Bully-victims are a different group compared to bullies and those non-involved in bullying (Georgiou & Stavrinides, 2013). Whereas bullies are seen as proactive and strategic in their use of aggression (e.g. Sutton et al., 1999), bully-victims are often impulsive and high in reactive aggression which may not be successful in obtaining or maintaining a high social status (Guy et al., 2017). Indeed, bully-victims are even more rejected and less accepted compared to ‘pure’ bullies (e.g. Veenstra et al., 2005) and are not popular (Guy et al., 2019). Bullying status, i.e., with and without victimization, will thus be tested as moderator.
Finally, associations between bullying and popularity have primarily been found in adolescent samples. During adolescence the importance of the peer group and social status increases (Ojanen & Salmivalli, 2005) and popularity is prioritized over likeability (LaFontana & Cillessen, 2010). In other words, popularity is thus particularly important in adolescence and less so in childhood (LaFontana & Cillessen, 2010). This might mean that associations between bullying and popularity are more strongly positive in adolescence but less strongly positive, neutral or even negative in childhood. Developmental period, i.e., childhood versus adolescence, will thus also be tested as moderator.
Herein after we will refer to bullies as those who are involved in ‘pure’ bullying-perpetration and to bully-victims as those who are involved in bullying perpetration-victimization
A contextual analysis of bystander's bullying behaviors: The role of individual and classroom-level factors
No full textA contextual analysis of bystander's bullying behaviors:The role of individual and classroom-level factors
No full textA contextual analysis of bystander's bullying behaviors:The role of individual and classroom-level factors
No full textRevisiting Parental Monitoring: Evidence that Parental Solicitation Can be Effective When Needed Most
No full textICS University of Groningen
Studies using valid measures of monitoring
activities have not found the anticipated main effects
linking greater monitoring activity with fewer behavioral
problems. This study focused on two contexts in which
monitoring activities may be particularly influential. Early
adolescents (n = 218, M age = 11.5 years, 51% female,
49% European American, 47% African American) reported
their unsupervised time, beliefs about the legitimacy of
their parents’ authority, and their own involvement in
antisocial behavior. Mothers and adolescents reported their
perceptions of adolescent disclosure and parental solicitation
and control. Adolescents’ perceptions of greater
parental solicitation at age 11 were associated with less
antisocial behavior at age 12 (when controlling for age 11
antisocial behavior) among adolescents reporting large
amounts of unsupervised time and weak legitimacy beliefs.
Perceived parental solicitation may be an effective deterrent
of antisocial behavior when adolescents spend a lot of
time unsupervised and for adolescents who are likely to
challenge the legitimacy of their parents’ authority.
Intergenerational Transmission of Problem Behavior: Genetic and Environmental Pathways
No full textDespite the growing body of research on the intergenerational transmission of problem behavior, there is a need for more integrative approaches that consider the interplay between genetic and environmental factors. This study uses unique longitudinal data from TRAILS (analytic sample n = 2201), a prospective multiple-generation cohort study in the Netherlands to examine whether parents’ problem behavior (parents’ self-reported lifetime antisocial behavior and substance use, reported at mean age 40 years) predicts offspring problem behavior nearly two decades later (offspring self-reported aggression and delinquency at mean ages 29 and 32 years). In path analyses, independent and relative contributions of genetic (polygenic scores of parents and offspring) and environmental (harsh parenting) pathways were tested. Results confirm intergenerational transmission and consistently point to genetic nurture whereby genetic predisposition predicts parental problem behavior, which in turn predicts harsh parenting, which in turn predicts offspring problem behavior, all while accounting for offspring genetic predisposition, sex and family socioeconomic position. Though these findings are surprising in light of genetic contributions to behavior, they allow for tentative considerations regarding implication for practice to break intergenerational chains of problem behavior
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