Sabina Low

Marital violence, co-parenting, and family-level processes in relation to children's adjustment

A multimethod approach was used to examine relations between marital violence, coparenting, and family-level processes and childrens adjustment in a community-based sample of marital violence. Two hypotheses were tested, one in which family-level and co-parenting processes mediate relations between marital violence and child functioning and one in which marital violence and family-level/co-parenting processes function relatively independently in influencing childrens adjustment. Observations of family processes were made within a triadic parent-child interaction, and several dimensions of childrens socioemotional adjustment (i.e., peer relations, behavior problems) were examined. Results indicated that hostile-withdrawn co-parenting mediated the relations between marital violence and childrens anxiety and depression. Marital violence, co-parenting, and family-level processes also functioned independently in predicting child outcome. Findings are discussed in terms of the family dynamics present in maritally violent homes.

The impact of a middle school program to reduce aggression, victimization, and sexual violence

PURPOSE To evaluate the impact of the Second Step: Student Success Through Prevention (SS-SSTP) Middle School Program on reducing youth violence including peer aggression, peer victimization, homophobic name calling, and sexual violence perpetration and victimization among middle school sixth-grade students. METHODS The study design was a nested cohort (sixth graders) longitudinal study. We randomly assigned 18 matched pairs of 36 middle schools to the SS-SSTP or control condition. Teachers implemented 15 weekly lessons of the sixth-grade curriculum that focused on social emotional learning skills, including empathy, communication, bully prevention, and problem-solving skills. All sixth graders (n = 3,616) in intervention and control conditions completed self-report measures assessing verbal/relational bullying, physical aggression, homophobic name calling, and sexual violence victimization and perpetration before and after the implementation of the sixth-grade curriculum. RESULTS Multilevel analyses revealed significant intervention effects with regard to physical aggression. The adjusted odds ratio indicated that the intervention effect was substantial; individuals in intervention schools were 42% less likely to self-report physical aggression than students in control schools. We found no significant intervention effects for verbal/relational bully perpetration, peer victimization, homophobic teasing, and sexual violence. CONCLUSIONS Within a 1-year period, we noted significant reductions in self-reported physical aggression in the intervention schools. Results suggest that SS-SSTP holds promise as an efficacious prevention program to reduce physical aggression in adolescent youth.

Romantic Experience and Psychosocial Adjustment in Middle Adolescence

Concurrent and longitudinal relations between the amount of romantic experience and psychosocial adjustment were examined in a 1-year study of a community based sample of 200 tenth graders. Adolescents, parents, and friends completed measures of psychosocial adjustment. The amount of romantic experience was associated with higher reports of social acceptance, friendship competence, and romantic competence; at the same time, romantic experience also was associated with greater substance use, more delinquent behavior, and more frequent genital sexual behavior. The amount of romantic experience predicted increased substance use and genital sexual behavior over a 1-year period, whereas social acceptance predicted increased romantic experience. These relations with romantic experience were significant even when genital sexual behavior and social acceptance were taken into account, underscoring the unique contribution of romantic experiences.

Teacher and Staff Perceptions of School Environment as Predictors of Student Aggression, Victimization, and Willingness to Intervene in Bullying Situations.

This study examines how teacher and staff perceptions of the school environment correlate with student self-reports of bullying, aggression, victimization, and willingness to intervene in bullying incidents using multi-informant, multilevel modeling. Data were derived from 3,616 6th grade students across 36 middle schools in the Midwest, who completed survey measures of bullying, aggression, victimization, and willingness to intervene in bullying situations. Teachers and staff (n = 1,447) completed a school environment survey. Bivariate associations between school-level and student self-reports indicated that as teacher and staff perceive aggression as a problem in their school, students reported greater bully perpetration, fighting, peer victimization, and less willingness to intervene. Further, as staff and teacher report greater commitment to prevent bullying and viewed positive teacher and student relationships, there was less bullying, fighting, and peer victimization, and greater willingness to intervene. In a model where all school environment scales were entered together, a school commitment to prevent bullying was associated with less bullying, fighting, and peer victimization. Student-reports of bully perpetration and peer victimization were largely explained by staff and teacher commitment to bully prevention, whereas fighting and willingness to intervene were largely explained by student characteristics (e.g., gender). We conclude that efforts to address bullying and victimization should involve support from the school administration. School psychologists should play an active role in the school climate improvement process, by creating a school climate council consisting of students, parents, and teachers; administering school climate measures; identifying specific school improvement targets from these data, and engaging all stakeholders in the ongoing school improvement plan.

Conduits From Community Violence Exposure to Peer Aggression and Victimization: Contributions of Parental Monitoring, Impulsivity, and Deviancy

Community violence exposure results in heightened risk for engaging in and being a victim of interpersonal violence. Despite this robust literature, few studies have specifically examined how the relation between community violence exposure, peer aggression, and victimization is modified by individual, peer, and familial influences (considered jointly). In the current study, we used risk and resiliency theory to examine links between community violence exposure and peer aggression and victimization. Impulsivity and parental monitoring were examined as potential moderators of the link between community violence exposure and outcomes, both directly and indirectly via deviant behavior. Survey data on bullying involvement, fighting, deviancy, parental monitoring, and impulsivity were collected on 3 occasions over an 18-month period among a large cohort of adolescents (N = 1,232) in 5th-7th grades. Structural equation modeling suggests that for both male and female adolescents, impulsivity exacerbates the effects of community violence exposure by increasing involvement in deviant behavior. Parental monitoring buffered the effects of community violence exposure on perpetration and victimization (for males and female adolescents) via reduced involvement in deviant behavior. Findings suggest that impulsivity and parental monitoring are implicated in modifying the effects of community violence exposure on both victimization and perpetration through deviancy, although deviancy is not as potent of a predictor for victimization. Thus, prevention efforts would seem to be optimally targeted at multiple ecological levels, including parental involvement and peer networks.

Effects of the Oregon model of Parent Management Training (PMTO) on marital adjustment in new stepfamilies: a randomized trial

Effects of intervention with the Oregon model of Parent Management Training (PMTO) on marital relationship processes and marital satisfaction in recently married biological mother and stepfather couples were examined. Sixty-seven of the 110 participating families were randomly assigned to PMTO, and 43 families to a non-intervention condition. Intervention had reliable positive indirect effects on marital relationship processes 24 months after baseline which in turn were associated with higher marital satisfaction. These indirect effects were mediated by the impact of PMTO on parenting practices 6 months after baseline. Enhanced parenting practices resulting from PMTO prevented escalation of subsequent child behavior problems at school. Consistent with a family systems perspective and research on challenges to marital quality in stepfamilies, improved co-parenting practices were associated with enhanced marital relationship skills and marital satisfaction as well as with prevention of child behavior problems.

The influence of parents and friends on adolescent substance use: a multidimensional approach

Objective: The current study examined longitudinal associations between friends substance use, friendship quality, parent-adolescent relationship quality, and subsequent substance use among an adult population. Design: Participants were 166 adolescents, their parents, and their close same-sex friends recruited from both urban and suburban high schools surrounding a large metropolitan area. Measures of relationship characteristics in the10th grade were used to predict concurrent substance use and changes in substance use over a 1-year period. Results: The most consistent predictor of the use of different substances and changes in substance use over time was the friends substance-using behavior. Negative interpersonal interactions with a friend were related only to tobacco use, and friendship support neither contributed to nor protected against substance use. Mother-adolescent relationship support was associated with lower levels of concurrent substance use, as well as lower levels of hard drug use over time. Conclusions: Findings highlight the need to examine parents and peers simultaneously and the importance of parental relationships and peer behavior on adolescent substance use. Limitations and future directions are discussed.

Marital Conflict and Children's Adjustment: Parental Hostility and Children's Interpretations as Mediators

The associations between marital conflict, maternal and paternal hostility, childrens interpretations of marital conflict, and childrens adjustment were examined in a sample of 136 school-aged children and their parents. Observational measures were collected from videotapes of marital interaction and family interaction. Self-report data were collected from parents and children. Results showed that mothers’ and fathers’ hostility mediated the association between martial conflict and childrens internalizing and externalizing behavior problems. Childrens feelings of being to blame for marital conflict and being threatened by it mediated between marital conflict and childrens internalizing problems but not their externalizing problems.

Understanding School Climate, Aggression, Peer Victimization, and Bully Perpetration: Contemporary Science, Practice, and Policy.

Existing scholarship suggests that classroom practices, teacher attitudes, and the broader school environment play a critical role in understanding the rates of student reports of aggression, bullying, and victimization as well as correlated behaviors. A more accurate understanding of the nature, origins, maintenance, and prevalence of bullying and other aggressive behavior requires consideration of the broader social ecology of the school community. However, studies to date have predominantly been cross-sectional in nature, or have failed to reflect the social-ecological framework in their measurement or analytic approach. Thus, there have been limited efforts to parse out the relative contribution of student, classroom, and organizational-level factors. This special topic section emphasizes a departure from a focus on student attitudes and behaviors, to a social-contextual approach that appreciates how much features of the school environment can mitigate or perpetuate aggression. This collection of articles reflects innovative and rigorous approaches to further our understanding of climate, and has implications for theory, measurement, prevention, and practice. These studies highlight the influence of school climate on mental health, academic achievement, and problem behavior, and will hopefully stimulate interest in and further scholarship on this important topic.

Engagement Matters: Lessons from Assessing Classroom Implementation of Steps to Respect: A Bullying Prevention Program Over a One-year Period

Steps to Respect: A Bullying Prevention Program (STR) relies on a social–ecological model of prevention to increase school staff awareness and responsiveness, foster socially responsible beliefs among students, and teach social–emotional skills to students to reduce bullying behavior. As part of a school-randomized controlled trial of STR, we examined predictors and outcomes associated with classroom curriculum implementation in intervention schools. Data on classroom implementation (adherence and engagement) were collected from a sample of teachers using a weekly on-line Teacher Implementation Checklist system. Pre-post data related to school bullying-related outcomes were collected from 1,424 students and archival school demographic data were obtained from the National Center for Education Statistics. Results of multilevel analyses indicated that higher levels of program engagement were influenced by school-level percentage of students receiving free/reduced lunch, as well as classroom-level climate indicators. Results also suggest that higher levels of program engagement were related to lower levels of school bullying problems, enhanced school climate and attitudes less supportive of bullying. Predictors and outcomes related to program fidelity (i.e., adherence) were largely nonsignificant. Results suggest that student engagement is a key element of program impact, though implementation is influenced by both school-level demographics and classroom contexts.