peer

Question 1

 Court Referral

Answer 1

 complaint or petition filed with the juvenile court

Question 2

 Detention

Answer 2

 In custody or confinement; a suspect awaiting trial

Question 3

 Adjudication

Answer 3

 The final judgment; the act of pronouncing judgment based on the evidence presented – found guilty

Question 4

 Disposition

Answer 4

 The sentence; placement post adjudication (e.g., probation, house arrest, correctional facility)

Question 5

 After emerging adulthood (~26), rates drop in early to mid aduthood

Answer 5

 Brain fully developed at 26 and family factors likely involved
 Also likely to have been arrested by now

Question 6

 Another major drop in late adulthood (60’s)

Answer 6

 Testosterone may be involved along with less physical ability

Question 7

Two competing hypotheses

Answer 7

) Disproportionate minority arrest is due to increased exposure to early risk factors

2) A differential sensitivity to early risk factors contributes to disproportionate minority arrest.

Question 8

Why risk factors don’t account for racial differences in drug-related arrest?

Answer 8

 Evidence to suggest that African-American youth are more likely to obtain and use substances in more public places, where police officers are more abundant and individuals are more likely to get caught

 Coker (2003) proposes that African-Americans are more likely to be stopped for traffic offenses, and when stopped, police search cars to further discover criminal activity (i.e., drug possession) that leads to arrest.

 Other risk factors (e.g., parental substance use) not assessed and/or more proximal predictors (e.g., substance use or peer relationships just prior to the time of arrest) may better account for drug-related arrest than the more distal predictors examined
What does this mean?
 Early intervention needed

 These findings stress the need for early multifaceted interventions that target both individual and contextual factors

 An increased focus on effective prevention programs within schools and community-based organizations that predominately serve African-American families is indicated.

Question 9

 Being African-American DOES NOT cause the development of problem behavior that leads to arrest

Answer 9

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Question 10

 Early environmental factors are likely responsible

Answer 10

 Institutional racism:
 Results in poor prenatal healthcare, malnutrition, and exposure to toxins, etc., which can result in psychological problems.
 Creates undue hardship for African-American parents
 Difficulties are further compounded by disadvantaged schools, few employment opportunities, poor neighborhood quality, etc.

Question 11

Risk and Protective Factors
 From a statistical standpoint:
 Don’t want to draw conclusions simply based on correlations (variables being related)

 Rather:

Answer 11

 Want to use longitudinal data

 Examine risk/protective factors as a moderator/interaction effect

 Examine in multiple studies and sample types

Question 12

Risk Domains Associated with Antisocial Behavior

Answer 12

	Child Characteristics
	Family Factors
	Parents
	Peers
	Neighborhood
	School Factors
	Media and Video Games

Question 13

Child Characteristics risk factors

Answer 13

 Temperament
 Hyperactivity
 Impulsivity
 Low intelligence

Question 14

Family Characteristics
Family
risk factors

Answer 14

 Can be defined in a number of different ways for different people
 Can be very narrow (nuclear) or very broad (extended)

 Traditional vs. non-traditional

 Some focus specifically on blood relation

Question 15

Family risk Factors

Answer 15

 Large Family

 High turnover of caregivers

 Low SES/family unemployment

 Delinquent siblings or others in the home

 Weapons in the home

Question 16

parent risk factors

Answer 16

	Teen parents
	Single parents
	Low parental education
	Parental psychopathology
	Smoking during pregnancy
	Parenting practices employed
	Poor supervision
	Poor communication
	Physical punishment
	Poor attachment
	Neglect and abuse
	Parental disagreement about parenting

Question 17

Peer Influence risk factor

Answer 17

 Humans are social beings and as such we seek and hope to maintain social relationships

 Peers provide crucial social relationships
 Peers have the opportunity for equal/little power differential relationships

 As children age children spend increasing amounts of time with peers, resulting in mutually influencing social beings

Question 18

Peer Rejection

Answer 18

 People have a need to belong

 Being rejected leads to a host of negative emotions

 A failure to bond leads to a lack of caring, which can result in giving up on societal norms and rules = delinquency

Question 19

Peer Delinquency

Answer 19

 Peer Delinquency of the strongest factors associated with youth delinquency

 Youth tend to engage in many forms of antisocial behavior together

 Peers also mutually influence (reinforce) one another’s poor behavior

Question 20

 Selection

Answer 20

 Children tend to affiliate with similar peers – they select children who engage in similar (delinquent behavior)

Question 21

 Socialization

Answer 21

 Delinquent peers socialize (model and reinforce) antisocial behavior resulting in a child exacerbating current behavior learning new antisocial behaviors

Question 22

Deviancy Training

Answer 22

 Learn delinquent behavior through talk of delinquent behavior
 Peers laugh at (reinforce) delinquent behavior
 Peers belittle and punish positive/normative behavior

Question 23

Complex Model of both PR and PD

Answer 23

 Problem behavior results in peer rejection

 Rejected children affiliated with other rejected problem behavior children

 Problem behavior children form a delinquent peer group

 Delinquent peer group results in the exacerbation of problem behavior

Question 24

Neighborhood

What is neighborhood?

Answer 24

 Varies in size depending on the community

 Defined by the people that live there

 Community = the larger context in which the neighborhood is located

 Neighborhoods and Communities are similar in their effect, but neighborhoods are more distinct for a particular individual and have more impact

Why Neighborhood?
	Affects:
	 How safe one feels
	What see on a daily basis
	Diet
	Physical Activity
	Medical assistance, including mental health
	Parent’s and other family member’s behavior
Neighborhood Issues
	Disadvantage/poverty

 Disorganized

 Lack of resources

 Poor schools

 Violence

 Availability of drugs and weapons

Question 25

School/Academic Factors

School Environment

Answer 25

 Spend large amounts of time

	Crucial for a number of reasons
	Learning
	Making friends (without parental input)
	Social norms and rules
	Structure and guidelines
	Exposure to different experiences

School Factors
 Poor academic performance

 Old for grade

 Weak bond to school

 Coaches/teachers
 Low aspirations for education

 Poorly functioning schools

 Aggressive behavior in classrooms

Question 26

Media and Video Games

Answer 26

 Modeling mechanisms are a huge part of engaging in delinquent behavior

 Media and video game violence provide this modeling

 Arguments for why TV and video games not that influential:
 People know it is not real
 Many people watch/play and don’t engage in behavior
However:

 Seeing behavior over and over helps “desensitize” and individual from the behavior

 Clear evidence
 bobo doll experiment