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Patterns of adolescent bullying behaviors: Physical, verbal, exclusion, rumor, and cyber

Patterns of engagement in cyber bullying and four types of traditional bullying were examined using latent class analysis (LCA). Demographic differences and externalizing problems were evaluated across latent class membership. Data were obtained from the 2005–2006 Health Behavior in School-aged Survey and the analytic sample included 7,508 U.S. adolescents in grades 6 through 10. LCA models were tested on physical bullying, verbal bullying, social exclusion, spreading rumors, and cyber bullying behaviors. Three latent classes were identified for each gender: All-Types ...

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Bullying, Cyberbullying, Developmental Domain, Education Issues, Emotional Development, Failure/Inappropriate Behaviors, Female, Gender, Gender Relation, Male, Older Children (Age 9-11), Older Teens (Age 15-18), Peer Influence, Pre/Young Teens (Age 12-14), Relationships, Roles/Recognition, Social Development, Statistics, Violence & Trauma

The evolutionary basis of risky adolescent behavior: Implications for science, policy, and practice.

This article proposes an evolutionary model of risky behavior in adolescence and contrasts it with the prevailing developmental psychopathology model. The evolutionary model contends that understanding the evolutionary functions of adolescence is critical to explaining why adolescents engage in risky behavior and that successful intervention depends on working with, instead of against, adolescent goals and motivations. The current article articulates 5 key evolutionary insights into risky adolescent behavior: (a) The adolescent transition is an inflection point in development of social ...

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Age, Bullying, Community Influence, Developmental Domain, Emotional Development, Failure/Inappropriate Behaviors, Gender, Gender Relation, Older Children (Age 9-11), Pre/Young Teens (Age 12-14), Social Development, Statistics, Transitions, Violence & Trauma

From Fathers to Sons: The Intergenerational Transmission of Parenting Behavior among African American Young Men

This study examined the intergenerational transmission of fathering among young, African American fathers in rural communities. A sample of 132 African American young men living in the rural South reported on the quality of their relationship with their biological and social fathers in the family of origin, their own involvement with their young children, and relational schemas of close, intimate relationships. Results of path analyses supported the hypothesized mediational model, such that a better relationship with one’s biological (but not ...

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Acceptance, Age, Developmental Domain, Emotional Development, Family Stressors, Female, Gender, Gender Relation, Male, Mental Health, Parental influence, Parental Involvement, Race, Relationships, Social Development, Statistics

Publications and Reports: ACHA-NCHA II: Spring 2016

The ACHA-National College Health Assessment II (ACHA-NCHA II) is a national research survey organized by the American College Health Association (ACHA) to assist college health service providers, health educators, counselors, and administrators in collecting data about their students’ habits, behaviors, and perceptions on the most prevalent health topics. ACHA initiated the original ACHA-NCHA in 2000 and the instrument was used nation wide through the spring 2008 data collection period. The ACHA-NCHA now provides the largest known comprehensive data set on ...

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Cognitive Development, College, Dating and Relationships, Disabilities/Disorders, Drug and Substance Abuse, Education Issues, Emerging Adults, Emotional Development, Failure/Inappropriate Behaviors, Female, Gender, Gender Relation, Health, Male, Mental Health, Physical Development, Relationships, Social Development, Statistics, Violence & Trauma

Exploring How Parental Divorce Provides Meaning to Personal Development and Interpersonal Experiences among Emerging Adult Women

Purpose – This study examined how parental divorce during emerging adulthood gives meaning to emerging adults’ developmental stage and interpersonal relationships. Methodology/approach – The participant sample consisted of 15 females from the Southeastern United States who were between the ages of 18 and 25 (M = 21.5). Qualitative methods were utilized, with a transcendental phenomenological research methodology specifically applied. Interviews were conducted focusing on perceptions of the divorce experience in relation to important aspects of emerging adulthood, namely developmental experiences ...

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Age, Dating and Relationships, Developmental Domain, Divorce and separations, Emerging Adults, Emotional Development, Family Stressors, Female, Gender, Gender Relation, Parental influence, Parental Involvement, Relationships, Social Development

Linking Family-of-Origin Experiences and Perpetration of Sexual Coercion: College Males’ Sense of Entitlement

Sexual coercion on college campuses has become of major concern in recent decades. In recent years, researchers and policy makers have called for greater attention to this topic in order to reduce the sexual violence on college campuses. Recent research has examined the impact of family-of-origin experiences on the perpetration of sexual coercion. The current study examines the association between family-of-origin experiences, such as warmth and hostility between parents, inconsistent parenting, and overparenting during childhood, and the perpetration of sexual ...

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Age, College, Dating and Relationships, Developmental Domain, Emerging Adults, Emotional Development, Failure/Inappropriate Behaviors, Family Stressors, Gender Relation, Male, Parental influence, Relationships, Sexual Trauma, Sexuality, Social Development, Violence & Trauma

Being Committed: Conceptualizations of Romantic Relationship Commitment Among Low-Income African American Adolescents

Few studies have examined adolescents’ understanding of romantic relationship commitment, particularly among African American youth. Using three waves of semistructured interviews, the present descriptive study addresses this topic by exploring the ways in which 20 African American adolescents (age range 13-19 years) from low-income backgrounds conceptualize and describe commitment in romantic relationships. Qualitative analyses revealed three main themes related to defining commitment, indicating that which commitment provides, and describing the nature of commitment in different relationship contexts. Findings inform psychological ...

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Dating and Relationships, Family Stressors, Gender Relation, Older Teens (Age 15-18), Poverty, Pre/Young Teens (Age 12-14), Race, Relationships, Statistics

Effects of Relationship/Marriage Education on Co-parenting and Children’s Social Skills: Examining Rural Minority Parents’ Experiences

Research indicates that the quality of co-parenting and couple relationships has an impact on parenting and on children’s development, including their social skills and academic abilities. However, few applied studies have tested whether efforts to enhance the couple and co-parenting relationship result in benefits to the children, and no research exists that tests these assumptions with underrepresented populations. This article provides information on an ongoing novel study of Head Start parents and their children. An initial cohort of 80 primarily ...

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Cognitive Development, Family Stressors, Gender Relation, Learning, Parental influence, Parental Involvement, Program Administration, Race, Relationships, Social Development, Socio-economic, Statistics

Romantic Relationship Transitions and Changes in Health Among Rural, White Young Adults.

Abstract

A growing body of research examines how the presence and quality of romantic relationships, from dating to marriage, contribute to health. However, this work oftentimes fails to consider instability in the relationship supports and stressors thought to affect health. This is particularly important during the transition to adulthood when instability in romantic relationships is expected to be common. Barr, Culatta, and Simons ...

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Dating and Relationships, Emotional Development, Gender Relation, Life Transitions, Race, Relationships, Social Development, Statistics

Peer socialization of gender in young boys and girls

By the time children are about 3 years old, they have already begun to form their gender identity.1 In other words, they are aware of the fact that they are boys or girls and that there are certain behaviours, activities, toys and interests that are played with more often by boys and girls. Gender differences in children’s behaviours and interactional patterns also begin to become apparent by this age. For instance, boys are more active, physical and play in larger ...

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Birth to five (0-5), Developmental Domain, Female, Gender, Gender Relation, Male, Physical Development, Physical Needs and Energy Level, Roles/Recognition, Social Development, Statistics

Children’s Gender-Typed Activity Choices Across Preschool Social Contexts

Variability in children’s gender-typed activity preferences was examined across several preschool social contexts–solitary play, interactions with female peers, male peers, and both, and interactions with teachers. Participants were preschool children (N = 264; 49 % girls, M age = 52 months, range 37–60) attending Head Start classes in the Southwest United States. Seventy-three percent were Mexican/Mexican-American, and 82 % of families earned less than $30,000 per year. Children’s preferences for gender-typed activities varied as a function of their own gender and the identity ...

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Age, Birth to five (0-5), Childcare, Developmental Domain, Education Issues, Family Stressors, Female, Gender, Gender Relation, Group Dynamic, Male, Peer Influence, Poverty, Program Administration, Program Quality, Race, Relationships, Social Development, Socio-economic, Statistics, Teaching

A case study of gendered play in preschools: how early childhood educators’ perceptions of gender influence children’s play

This research aimed to explore children’s play in relation to gender stereotypes and beliefs and practices of educators in preschool settings. A feminist poststructuralist approach framed the design of the research and data were collected in two settings through predetermined categories of play during periods of spontaneous free play. The question asked in this research was, do early childhood educators’ perceptions of gender influence children’s play? Findings suggest that there were differences between these two settings and these differences are ...

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Age, Birth to five (0-5), Childcare, Developmental Domain, Education Issues, Family Stressors, Female, Gender, Gender Relation, Male, Program Administration, Program Quality, Roles/Recognition, School Personnel, Social Development, Statistics

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