Joseph M. Price

Hostile attributional biases in severely aggressive adolescents.

Adolescent boys (N = 128) from a maximum security prison for juvenile offenders were administered a task to assess hostile attributional biases. As hypothesized, these biases were positively correlated with undersocialized aggressive conduct disorder (as indicated by high scores on standardized scales and by psychiatric diagnoses), with reactive-aggressive behavior, and with the number of interpersonally violent crimes committed. Hostile attributional biases were found not to relate to nonviolent crimes or to socialized aggressive behavior disorder. These findings held even when race and estimates of intelligence and socioeconomic status were controlled. These findings suggest that within a population of juvenile offenders, attributional biases are implicated specifically in interpersonal reactive aggression that involves anger and not in socialized delinquency.

Reactive and proactive aggression in childhood: Relations to peer status and social context dimensions

Although there has been an accumulation of evidence to suggest a link between peer-directed aggression and social rejection, little attention has been given to the relations between specific subtypes of aggressive behavior and social rejection. The purpose of this investigation was to examine the relations between two subtypes of aggressive behavior (reactive and proactive aggression) and childrens classroom peer status. The reciprocity of each of these subtypes of aggressive behavior and the social contexts in which these behaviors occur were also examined. Assessments of each of these forms of aggression among 70 boys (ages 5 and 6) were conducted using direct observations and teacher ratings. In general, directing reactive aggressive behavior toward peers was associated with social rejection, while utilization of instrumental aggression was positively related to peer status. The findings also indicated that directing proactive forms of aggression toward peers was related to being the target of proactive aggression. Finally, among older boys, both subtypes of aggression were more likely to occur during rough play than during any other type of play activity.

Effects of a Foster Parent Training Intervention on Placement Changes of Children in Foster Care

Placement disruptions undermine efforts of child welfare agencies to promote safety, permanency, and child well-being. Child behavior problems significantly contribute to placement changes. The aims of this investigation were to examine the impact of a foster parent training and support intervention (KEEP) on placement changes and to determine whether the intervention mitigates placement disruption risks associated with childrens placement histories. The sample included 700 families with children between ages 5 and 12 years, from a variety of ethnic backgrounds. Families were randomly assigned to the intervention or control condition. The number of prior placements was predictive of negative exits from current foster placements. The intervention increased chances of a positive exit (e.g., parent/child reunification) and mitigated the risk-enhancing effect of a history of multiple placements. Incorporating intervention approaches based on a parent management training model into child welfare services may improve placement outcomes for children in foster care.

Models of internalizing outcomes of early rejection

Viewing social rejection from same-age peers as a source of stress for children, the current study sought to determine the most appropriate model of the effects of temporary versus consistent experiences with rejection for both short-term and long-term internalizing problems. Adopting a cross-sectional longitudinal design, the sociometric status of children in the first year of the study (when the children were in the first, second, or third grades), and then again in the next school year (when children were in the second, third, or fourth grades) was assessed to determine which children were rejected by their peers. Internalizing outcome measures were administered in the third and sixth years of follow-up. Results indicated that, for boys, the Threshold Model best represented the stressful effects of rejection. That is, only boys who were exposed to rejection for 2 consecutive years demonstrated both short-term and long-term internalizing problems in subsequent years. For girls, however, there appeared to be few significant differences among those who never experienced rejection, who had only temporary experiences with rejection, and girls who were consistently exposed to rejection. Results are discussed in terms of the significance of a Threshold Model as well as possible explanations for these gender differences.

Hostile Attributional Tendencies in Maltreated Children

The hostile attributional tendencies of maltreated children in elementary school across key relationship figures (i.e., parents, teachers, and peers), the relation between childrens hostile attributional tendencies and the frequency and severity of maltreatment, and the role of childrens hostile attributions of their parents in mediating the relation between maltreatment and childrens hostile attributions of unfamiliar peers were examined. The sample consisted of 44 maltreated and 56 nonmaltreated children (females = 51) of mixed ethnicity. Subjects were administered a 20-item measure of attributional processes. The results indicated that relative to nonmaltreated children, physically abused boys were more likely to attribute hostile intentions to a variety of relationship figures, including their parents, an unfamiliar teacher, their best friend, and unfamiliar peers. A positive relation was also found between the frequency of physical abuse and hostile attributional tendencies among males. Finally, support was found for the role of childrens hostile attributions of their mothers in mediating the relation between physical abuse and childrens hostile attributions of unfamiliar peers. The results support a link between physical abuse and hostile attributional tendencies in children in early elementary school.

Internal representational models of peers: implications for the development of problematic behavior.

The authors investigated the relation between childrens knowledge structures for peers and externalizing behavior problems. Initial levels of aggression were evaluated in 135 boys and 124 girls (Grades 1-3; 40% African American, 60% Caucasian) in Year 1 and again in Years 6 and 9. In Year 6, 3 aspects of their social knowledge structures were assessed: quality, density, and appropriateness. Results indicate that knowledge structures are related to childrens concurrent levels of externalizing behaviors and that knowledge structures are related to childrens concurrent levels of externalizing behaviors and predict externalizing behaviors 3 years later even after controlling for current levels of behavior. In addition, knowledge structures in Year 6 mediate the relation between aggression in Year 1 and externalizing behaviors in Year 9. The role of knowledge structures in the maintenance and growth of childrens antisocial behavior is discussed. Language: en

Social Information Processing Skills in Children with Histories of Heavy Prenatal Alcohol Exposure

Based on caregiver report, children with prenatal alcohol exposure have difficulty with social functioning, but little is known about their social cognition. The current study assessed the social information processing patterns of school-age children with heavy prenatal alcohol exposure using a paradigm based on Crick and Dodge’s reformulated six-stage model. Fifty-two children (aged 7–11) with and without heavy prenatal alcohol exposure were tested using a structured interview measure of social information processing involving 18 videotaped vignettes of children in group entry and provocation situations. Alcohol-exposed children displayed maladaptive processing patterns on the goal, response generation, and response evaluation steps in group entry situations, and encoding, attribution, response evaluation, and enactment steps during provocation situations. Children with heavy prenatal alcohol exposure also had difficulty on the Test of Problem Solving, and performance correlated with social information processing measures. Such difficulties may lead to problems in social functioning and warrant early intervention.

Social information-processing patterns as predictors of social adaptation and behavior problems among maltreated children in foster care

OBJECTIVE The goal of this investigation was to determine if social information-processing patterns were predictive of later social adaptation and behavior problems within a group of maltreated children in foster care. METHOD A longitudinal design was used to address the study hypotheses. The sample consisted of 124 maltreated children ages 5 to 10 who had been placed into foster care. Twelve months following entrance into foster care, children were presented with age-relevant hypothetical vignettes to assess the quality of the way in which they process social information. Six to 8 months following this assessment, caregivers completed the Vineland Adaptive Scales and the Child Behavior Checklist. RESULTS Measures reflecting unbiased and competent processing were predictive of social adaptation, whereas measures reflecting biased and incompetent processing were predictive of behavior problems. In aggregate, processing measures accounted for a significant proportion of the variance in the outcome measures. CONCLUSIONS The findings suggest that the manner in which maltreated children process social information has a bearing on their later social adaptation and behavioral adjustment. Therefore, maltreated children in foster care may benefit from interventions that target the manner in which they process social information.

Three Collaborative Models for Scaling Up Evidence-Based Practices

The current paper describes three models of research-practice collaboration to scale-up evidence-based practices (EBP): (1) the Rolling Cohort model in England, (2) the Cascading Dissemination model in San Diego County, and (3) the Community Development Team model in 53 California and Ohio counties. Multidimensional Treatment Foster Care (MTFC) and KEEP are the focal evidence-based practices that are designed to improve outcomes for children and families in the child welfare, juvenile justice, and mental health systems. The three scale-up models each originated from collaboration between community partners and researchers with the shared goal of wide-spread implementation and sustainability of MTFC/KEEP. The three models were implemented in a variety of contexts; Rolling Cohort was implemented nationally, Cascading Dissemination was implemented within one county, and Community Development Team was targeted at the state level. The current paper presents an overview of the development of each model, the policy frameworks in which they are embedded, system challenges encountered during scale-up, and lessons learned. Common elements of successful scale-up efforts, barriers to success, factors relating to enduring practice relationships, and future research directions are discussed.

Peer relationships of foster children : Developmental and mental health service implications

In this review article it is argued that peer relationships are important for the development and mental health functioning of children who have been placed into foster care, and therefore, warrant attention from mental health service providers. Recent research suggests that interactions with peers facilitates childrens cognitive, moral, affective and social development, and that problematic relationships are related to a variety of adjustment and mental health problems. Recent research on the peer relationships of foster children reveals that many foster children exhibit social behavioral patterns that undermine their relationships with peers. Consequently, they experience difficulties in forming positive and supportive relationships with peers. In light of this evidence, it is recommended that foster childrens peer relationships should be given consideration in decisions concerning placement and in determining the mental health needs of foster children.