Interparental Relationship Sensitivity Leads to Adolescent Internalizing Problems: Different Genotypes,Different Pathways

Several studies have established that child interparental conflict evaluations link parent relationship functioning and adolescent adjustment. Using differential susceptibility theory and its vantage sensitivity complement as their framework, the authors examined differences between adolescents who vary in the DRD4 7 repeat genotype (i.e., 7+ vs. 7?) in how both interparental conflict and positivity affect adolescents' evaluations of interparental conflict (i.e., threat appraisals) and how these evaluations affect internalizing problems. Results from longitudinal multiple‐group path models using PROSPER data (N = 452) supported the hypothesis that threat appraisals for 7+ adolescents would be more affected by perceptions of interparental positivity compared to 7? adolescents; however, threat appraisals for 7+ adolescents were also less affected by interparental conflict. Among 7? adolescents, interparental conflict perceptions were associated with higher threat appraisals, and no association was found for perceptions of positivity. For adolescents of both genotypes, higher threat was associated with greater internalizing problems.     

Differences in Life Satisfaction and School Satisfaction Among Adolescents From Three Nations: The Role of Perceived Autonomy Support

Past research shows that higher well‐being is reported by adolescents who live in individualistic rather than collectivistic nations. Such cross‐national differences may be due to the amount of autonomy support adolescents receive from authority figures. To examine this hypothesis, in the current study, 322 adolescents from Denmark, South Korea, and the United States completed self‐report surveys that assessed adolescents' school and life satisfaction and their experience of autonomy support from parents and teachers. Results showed that Danish adolescents reported highest school satisfaction, life satisfaction, and perceived autonomy support, followed by American and Korean adolescents, respectively. Furthermore, cross‐national differences in school and life satisfaction were partially mediated by adolescents' perceptions of autonomy support from authority figures. These findings support self‐determination theory ( Deci & Ryan, 1985 ) and the ecological model of child development ( Bronfenbrenner, 1986 ).     

Friendless Adolescents: Do Perceptions of Social Threat Account for Their Internalizing Difficulties and Continued Friendlessness?

Adolescents who lack friends at school are at risk of internalizing difficulties. This study examined a social‐cognitive mechanism underlying friendlessness and internalizing difficulties (i.e., depressive symptoms, social anxiety, low self‐esteem). We tested whether perceived social threat (i.e., peer victimization, sense of unsafety, and peer misconduct) mediates the association between friendlessness and increased internalizing difficulties across middle school. Latent variable structural equation modeling was used to test the model among an ethnically diverse sample of 5,991 (52% female) adolescents. The results demonstrate that friendless sixth‐grade students perceived their school environment as more threatening by seventh grade, which in turn, increased internalizing difficulties from sixth to eighth grade. Perceptions of threat also predicted friendlessness at the end of middle school.     

Irish child sexual abuse victims attending a specialist centre

We profiled a cohort of CSA cases referred for assessment to a specialist child sexual abuse (CSA) centre in a national paediatric hospital in Ireland. Historical and clinical data were drawn from records of 171 cases. The majority of cases were referred by social workers following purposeful disclosure of CSA. Three quarters of the cases were female with a mean age of 9 years. They were from a wide spectrum of socioeconomic groups and many had suffered a range of family adversities. In most cases, the abuse involved masturbation of the child by the abuser. Almost all of the perpetrators were male with a mean age of 28 years and in 60% of cases extrafamilial abuse had occurred. In 23% of cases, the perpetrator had a history of previous sexual offending. Anxiety was the most common emotional problem before disclosure and after disclosure the most common emotional problem was guilt. Before disclosure school refusal was the most common behavioural problem and after disclosure fighting was the most prevalent behavioural difficulty. The most common factors supporting the credibility of CSA allegations were labile mood, the child's ability to differentiate fact from fantasy and a detailed disclosure of contextual details. More adolescents showed deterioration in schoolwork after disclosure and for more pre school children clinginess following disclosure was a significant emotional problem. More primary school aged children were abused by perpetrators who had abused a number of children. For children abused by such perpetrators, vaginal intercourse was less common. Vaginal intercourse was more common in 6–11‐year‐old victims and those who were abused on a daily basis. The threat that disclosure posed to the integrity of the family structure was more often a factor hindering disclosure in victims abused by father figures and abused very frequently. Copyright © 2003 John Wiley & Sons, Ltd.     

The Social Construction of Local School Violence Threats by the News Media and Professional Organizations

The research presented here examines the social construction of local school violence threats in the context of national claims-making about school violence, particularly school shootings. In light of the news media glare surrounding other school shootings, school and police officials in Burlington, Wisconsin assessed the threat posed by five high-school youth who allegedly plotted to carry out a school attack in November 1998. Social constructionist scholarship has shown that claims made about a problem and the way it is framed in the news media and other informational contexts shape an audience's perception of a social problem's seriousness, prevalence, setting, and causes. But as William Gamson and others have pointed out, "readers" are not passive recipients of media messages; rather, they actively interact with those messages to construct meaning. This research project involved two components: (1) content analysis of the print media (in two periods 1992–1993 and 1997–1998) and law enforcement and school administrator publications and conference materials; and (2) in-depth, semistructured interviews with 13 respondents, including the 11 Burlington school and police officials who assessed and acted on this case. In this paper, I examine how the (Racine) Journal Times and professional organizations constructed (and reconstructed) school violence and how local decision-makers interpreted their own school violence threat in the context of the news media's and professional organizations' constructions.     

The History and Status of Social Workers in the American Psychoanalytic Association

Historic changes within the American Psychoanalytic Association (APsaA) in the 1980s eventually allowed social workers and other non-medical professionals to train in clinical psychoanalysis as regular “candidates”. The steps to work through organizational resistance to this change are traced. The present level of activity of those analysts who began as social workers is discussed, with numeric data showing expansion of involvement in training and organizational life. Analysts with a background in social work are beginning to make significant positive contributions to APsaA. There is a more rapid pace of inclusion of analysts from social work in the governance side of APsaA than the educational. The ultimate impact on the organization is difficult to anticipate.

Nonresident Fathers' Contributions to Adolescent Well-Being

Using data from 453 adolescents in Wave 2 of the National Survey of Families and Households, we examine how multiple dimensions of nonresident father involvement are associated with different dimensions of child well-being. Father-child relationship quality and responsive fathering are modestly associated with fewer externalizing and internalizing problems among adolescents. The quality of the mother-child relationship, however, has stronger effects on child well-being. Nevertheless, even if adolescents have weak ties to mothers, those who have strong ties to nonresident fathers exhibit fewer internalizing problems and less acting out at school than adolescents who have weak ties to both parents. Adolescents are worst off on a range of outcomes when they have weak ties to both their mothers and nonresident fathers.     

Clinical work with adolescents and their parents during family transitions: Transference and countertransference issues

This paper describes specific transference and counter-transference issues that commonly emerge in therapeutic work with adolescents and parents who are in the midst of family transitions such as divorce and remarriage. Psychoanalytic understanding and definitions of transference and countertransference are applied to short-term family-centered cases in which the parent-adolescent relationship is at particular risk. Case vignettes are presented in order to illustrate how transference and countertransference may guide or interfere with clinical interventions that are especially indicated with adolescents whose family structure has changed. Such interventions as well as the use of consultation are briefly described.At the time this paper was prepared, Ms. Springer was Associate Director and a senior clinician at the Center for the Family in Transition in Corte Madera, California. Funds for the research and clinical work that provided the basis for this paper were supplied by grants from the San Francisco Foudation. An earlier version of this paper was presented at the 66th Annual Meeting of the American Orthopsychiatry Association, New York City, March 31–April 4, 1989.     

Family group conferencing in Dutch child welfare: Which families are most likely to organize a family group conference?

Aim of the present study was to identify which families involved in child welfare are willing to organize a Family Group conference (FGc; phase 1) and which are most likely to complete a conference (phase 2). Data were used of a Dutch randomized controlled trial (N = 229). First, the proportion of families willing to organize an FGc and actually completing a conference was determined. Then, for each of the phases, reasons for dropout according to parents, child welfare workers and FGC-coordinators were assessed and categorized and family characteristics were linked to completion rate. Results showed that 60% of the families (137 families) were willing to organize an FGc and 27% (62 families) eventually completed a conference. Reasons for dropout were lack of motivation, high-conflict divorce situations and need for other professional care. Broken and/or newly formed families were less likely to complete a conference, whereas families with indications for child maltreatment were more likely to complete a conference. Future research is needed to examine other possible explanations for the relatively low success rate, such as attitude of child welfare workers towards FGC and the lack of understanding of the aim of FGC by child welfare workers and families.     

Marital and Parental Relationship Quality and Educational Outcomes for Youth

This research examines the effects of parental marital quality and the quality of the parent–child relationship on the educational progress of adolescents. Previous research indicates that family structure and economic capacity have significant effects on educational achievement and high school graduation rates. Few studies, however, examined the effects of the quality of the parental relationship on the educational outcomes of their children. This study is built on bioecological and social capital theories of human development suggesting that the capacity for child and youth development is enhanced when their primary relationships are supportive and provide them with social assets that encourage human capital development. The study uses data from the NLSY97, a nationally representative sample of adolescents who are being followed into adulthood. The findings indicate that family stability and living with two biological parents is a stronger predictor of high school graduation than parent marital quality and the quality of the parent–child relationship. But the data also indicate that parent marital quality and the quality of the parent–child relationship have a strong and positive effect on postsecondary education access among those who do graduate from high school. These findings are interpreted in light of the contribution of relationship quality to further educational involvement and the implications this has for workforce development and successful labor force competition in a global economy.     

The Effect of Parental Presence, Parents’ Education, and Household Headship on Adolescents’ Schooling and Work in Latin America

We investigate how the presence and education of parents affect adolescents’ school attendance, work participation, and school attainment in Brazil, Ecuador, Nicaragua and Panama. Across the four countries, approximately 20% of adolescents live in single-mother families and 4% in single-father families. Adolescents who live in single-mother families have significantly lower school attendance and attainment than adolescents who live with both parents. However, the effects of living in a single-mother family are small relative to the effects of parents’ education. Adolescents who live in single-mother families are not more likely to work than adolescents in two-parent families. Finally, targeting benefits to children in single-mother families would reach more children at risk of poor school outcomes than targeting children in female-headed households.Mary Arends-Kuenning, University of Illinois at Urbana-Champaign, 408 Mumford Hall, MC-710, 1301 W. Gregory, Urbana, IL 61801; e-mail: marends@uiuc.edu.Suzanne Duryea, Inter-American Development Bank, 1300 New York Avenue, N.W., Washington, DC 20577, USA; e-mail: suzanned@iadb.org.     

Adolescents' Lifetime Experience of Selling Sex: Development Over Five Years

Lifetime experience of selling sex among adolescents was investigated together with sociodemographic correlates, parent–child relationship, and the existence of people to confide in. Changes over time regarding the selling of sex were investigated through a comparison of data from 2004 and 2009. This study was carried out using 3,498 adolescents from a representative sample of Swedish high school students with a mean age 18.3 years. Of these adolescents, 1.5% stated that they had given sexual services for reimbursement and both male and female buyers existed. The adolescents who had sold sex had a poorer parent–child relationship during childhood and had fewer people to confide in about problems and worries. Changes over time were found especially regarding the Internet as a contact source and also immigrant background.     

Navigating the Concrete Jungle

Abstract

The multi-methodological study examines behavioral and educational outcomes of children and adolescents who live in public housing in Miami-Dade County, Florida. The children (N = 46) were from 14 different families and ranged in age from 1-10 (60.8%), followed by 11-18 (30.4%). Almost 60% were males. The female heads of household were interviewed repeatedly from July 1997-March 2000. Results indicated high levels of parental stress. Adolescents (12–17 years of age) had substantially higher levels of negative school and behavioral outcomes, including those who became adolescents during the course of the research. Ethnographic analysis indicated that stressful life events and violence, child supervision issues, parent-child conflicts, and family health situations were key contributors to negative outcomes. Positive outcomes may be associated with child involvement in organized neighborhood activities.     

Direct and Indirect Pathways From Adverse Childhood Experiences to High School Dropout Among High‐Risk Adolescents

Adverse childhood experiences (ACEs) are associated with an increased risk for school dropout. This study examined pathways from childhood adversity to school dropout through academic, behavioral, emotional, and social pathways. Data were collected prospectively from 728 adolescents and their caregivers who participated in the Longitudinal Studies of Child Abuse and Neglect and from child protective services records. Path analyses revealed a direct association between ACEs and dropout, as well as indirect effects through poor reading achievement and elevated externalizing problems. ACEs were associated with elevated internalizing problems, which were negatively associated with dropout. However, ACEs were not associated with peer influences. Implications of the identified mechanisms in the ACEs and school dropout association for future preventive interventions are discussed.     

What do the parents of tomorrow know about child care? A survey of 14–16 year olds

What do the parents of tomorrow know about child care? This study aimed to obtain a baseline measurement of child care knowledge, to ascertain any differences in knowledge between adolescents with and without mild to moderate learning difficulties (MLD). In addition, we were interested to establish the effect of school nurse health education health input on knowledge in the learning difficulties subgroup. Assessment was by self‐completed questionnaire and interview of a random sample of 14–16 year olds attending mainstream and special schools. Sixty pupils from secondary school and 33 from a MLD school took part in the study. Pupil knowledge in basic parenting and child care was dependent on the type of school attended, reading ability of those attending the MLD school and the provision of health education in the special school by the school nurse. No associations were found between pupils knowledge and their gender, family position or family size. Pupils from both schools scored lower in the areas of health service organisation and personnel, health promotion and management of common childhood conditions. Adolescents have insufficient knowledge of basic child care and services available for new parents. The effect of school based health education in these areas is promising. Copyright © 2001 John Wiley & Sons, Ltd.     

Clinical Social Work and Psychoanalysis: Introduction to the Special Issue

As clinical social work developed in America it was highly influenced by the concepts and techniques of psychoanalysis and many of its practitioners became interested in seeking psychoanalytic training. More and more psychoanalysts are now coming from a background in clinical social work due to the development of a network of interdisciplinary training institutes and the opening of the Institutes of the American Psychoanalytic Association to non-medical candidates. This special issue considers how psychoanalysis may be affected as more of its practitioners and contributors come from a background in clinical social work. This introduction reviews the history of the development of clinical social work and outlines the issues related to “lay analysis” in this country.

Child welfare clients and school satisfaction

Despite long-standing knowledge about child welfare clients' poor educational outcomes, we know less about these vulnerable young people's situation in school. This article addresses school satisfaction among upper secondary students who have been in contact with the child welfare services. These child welfare clients' school satisfaction is compared with their peers' satisfaction. The results from a survey indicated that the majority of child welfare clients were satisfied with school but that they were less satisfied with school than were their peers. The results showed that the association between school satisfaction and positive school experiences explains a large part of this difference. Among students who reported they were doing well in school, had supportive teachers and friends at school, the difference in school satisfaction between child welfare clients and others was small. Among students who did not report similar positive experiences in school, difference in school satisfaction between child welfare clients and their peers was more substantial. These results show that school can be a good place for child welfare clients, but that facilitating support from teachers, increasing opportunities for making friends at school, and working to develop the child welfare clients' academic performances are important as efforts to improve school satisfaction.     

Why do larger families reduce parental investments in child quality, but not child quality per se?

Becker’s Quantity–Quality model (Becker in Demographic and economic change in developed countries, Princeton University Press, Princeton, pp 209–240, 1960; Becker and Lewis in J Polit Econ 81(2): S279–S288, 1973; Becker and Tomes in J Polit Econ 84(4): S143–S162, 1976) suggests a trade-off between family size and parental investments in children. To date, only Cáceras-Delpiano (J Hum Resour 41(4): 738–754, 2006) tests this theory by considering private school enrolment. This study extends this work by using a unique data set containing a broader range of parental investments that are arguably linked to parental intentions for producing higher quality children, such as overall and non-sectarian private school enrolment, the number of computers in the home per child, and saving for the child’s education. Both studies find that fertility reduces parental investments. However, the literature generally finds that fertility has no impact on child outcomes. The study offers three potential explanations for this ‘puzzle’.     

Adolescent Children of Alcoholics on Disclosure,Support, and Assessment of Trustworthy Adults

The aim of this study is to describe adolescent children of alcoholics’ (COA) perspectives on disclosure and support. COA reported assessing the trustworthiness of adults before disclosing their home situation. Before disclosure they may have raised their own level of consciousness, told a peer, told an adult stranger, or in-directly communicated with an adult. These findings are the result of interviews with 27 adolescents attending support groups for COA in Sweden. Adults, who ask questions, listen carefully and cooperate with the child/adolescent, and who are knowledgeable about families with alcohol problems, are considered as supportive and trustworthy. The adolescents reported psychological, communicative, environmental, and generational aspects of the disclosure process.     

A longitudinal analysis of some risk and protective factors in marijuana use by adolescents receiving child welfare services

The present study sought to identify risk and protective factors in marijuana use by adolescents involved in child welfare services. Longitudinal records of 1797 adolescents were extracted from the National Survey of Child and Adolescent Well-Being data set. The obtained multivariate results from generalized estimating equations showed that an adolescent's likelihood of being a current marijuana user rose with prior lifetime use of the drug and was also associated with out-of-home child welfare services, perceived parental monitoring, perceived closeness to parent, engagement with school environment, and age. Implications for child welfare services are discussed.