Elaine A. Blechman

Substance Use is a Robust Predictor of Adolescent Recidivism

How well does substance use predict adolescent recidivism? When the Cox proportional hazards model was applied to officially recorded first rearrest of 505 juvenile offenders, a best-fitting complex multivariate model indicated that: (a) parent reports that youths “often” use substances more than doubles first rearrest risk, (b) averaged youth and parent substance use reports predict recidivism better than a single source, (c) parent or youth denial of youth substance use predicts recidivism, (d) age at first arrest does not predict recidivism, (e) non-White/non-Asians have a 79% higher recidivism risk than peers, (f) parent-reported delinquency predicts recidivism with declining accuracy, and (g) substance use robustly predicts recidivism despite prior reported delinquency, gender, ethnicity, age, follow-up time, or data source. Findings are related to host-provocation theory.

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.

Aggressive, Depressive, and Prosocial Coping with Affective Challenges in Early Adolescence

This article describes a coping-competence model that accounts for early adolescent trajectories toward aggressive, depressive, or prosocial coping. Prepared for early adolescence by socialization risk and protective factors, advantaged and resilient youth cope prosocially with affective challenges, have self-confidence and a good reputation, and attain favorable life consequences. Less preparedfor early adolescence, high-risk and overprotected youth rely on a social (depressive) and antisocial (aggressive) strategies to cope with affective challenges. They attain adverse consequences such as teen parenthood and school dropout. Any youth, even resilient and advantaged youth, may resort to a social or antisocial coping when their prosocial coping skills are underestimated due to visible minority status, gender, or physical unattractiveness. Implications for prevention of adolescent depression and aggression are discussed.

Aggressive children and effective communication

Testing a component of a theoretical model which postulates that low levels of communication effectiveness accompany the social and affective problems presented by aggressive children, the study compared the communication skills of a group of aggressive (n = 49) and nonaggressive (n = 49) elementary school children (selected on the basis of teacher ratings) in a structured and cooperative communication task. Based on direct observational measures of communication effectiveness and aggression, and on teacher, peer, and self-rating measures of peer rejection and depressive symptoms, results showed that (a) aggressive children exhibited less effective communication skills and more disruptive communication skills than nonaggressive peers; (b) aggressive children experienced higher levels of peer rejection and depressive symptoms than nonaggressive peers; and (c) group differences in communication effectiveness could not be accounted for by differences in observed aggression and remained significant, even after controlling for differences in peer status and affective functioning. These findings highlight the role that ineffective communication may play in the development and maintenance of aggression and have important theoretical and applied implications, which are briefly discussed.

Short-term stability of aggression, peer rejection, and depressive symptoms in middle childhood

This study investigated the short-term stability of teacher-rated aggression, peer-rated rejection, and peer-rated depressive symptoms in 478 elementary school children from 25 classrooms (first to third grades) in two geographical areas. Children who presented specific combinations of aggression, rejection, and depressive symptoms were tracked to determine the stability of these combinations from the beginning (Time 1) to the end (Time 2) of the school year. In addition, aggression, rejection, and depressive symptoms were treated as risk factors, and children were classified as displaying zero, one, two, or three risk factors at Times 1 and 2. Of the three risk factors, aggression appeared to be the most stable. Three-quarters of children who presented aggression at Time 1 (either alone or in combination with the other risk factors) were found to continue to have elevated levels of aggression at Time 2. Although specific combinations of aggression, rejection, and depressive symptoms were not very stable over time, the number of risk factors a child displayed at Time 1 was a good predictor of the number of risk factors the child displayed at Time 2. Stability of risk factors was comparable as a function of child gender and ethnicity.

Coping, competence, and aggression prevention: Part 2. Universal school-based prevention

Abstract Coping—competence theory yields a structural model of the development of persistent aggression in which current challenge encounters determine future life outcomes and competence. Driven by this model, universal, school-based prevention programs would aim in multiple ways to promote prosocial coping among high-risk, resilient, and advantaged youth from kindergarten through high school. Expected benefits of prosocial coping would include: less aggressive behavior, fewer adverse life outcomes (e.g., school dropout, police arrest, teen pregnancy, conduct, mood, and substance-use disorders), and a more competent self-definition and social reputation. Five stages are described that may prove useful in creating prosocial schools and neighborhoods supportive of youth in transition away from antisocial coping and deviant peers.

Prosocial coping and substance use during pregnancy

In structured interviews of pregnant inner-city residents, 38 substance users reported more current liking of drugs and polysubstance use, disengagement coping, depressive symptoms, negative affect, and antisocial behavior than did 45 nonusers. During videotaped interviews, trained observers coded less warmth and less prosocial information exchange (e.g., self-disclosure, question asking) among users. Factor analysis of measures of coping and its concomitants yielded a three-factor (prosocial, antisocial, asocial) solution, with asocial and antisocial coping predominating among substance users. These results suggest that coping has emotional, social, and cognitive elements. This study is the first to demonstrate an association between a substance-using lifestyle and limited prosocial information exchange.