Running Head: CRITIQUE ESSAY OUTLINE 1
CRITIQUE ESSAY OUTLINE 3
CRITIQUE ESSAY OUTLINE
Name
Institution
Critique essay outline
I. Paragraph
A. Title: Sleepyteens: Social media use in adolescence is associated with poor sleep quality, anxiety, depression and low self-esteem.
B. Author: Heather Cleland Woods, Holly Scott
C. The publication containing the article: 2016. The foundation for professionals in services for adolescents. Published by Elsevier Ltd. All rights reserved.
D. Thesis statement: There is a link between social media use and different aspects of adolescent wellbeing including sleep and mental health. The overall, including night time use of social media effect on youth’s sleep routine and wellbeing.
II. Paragraph
A. Night time specific social media habit and emotional investment in social media correlated to sleep quality, anxiety, depression and self-esteem in youth.
B. The author bases an argument that poor sleep is related to computer and internet use on different pieces of evidence.
C.
III. Paragraph
A. The author brings in the idea of the relationship between social media use and the mental health of the user. The idea is supported by previously done studies such as an article done by Metaughlin and King in 2015.
B. The author supported this broad idea in non-native English speakers and also no enough internet access, this will lead to claim an inaccurate data.
C. The same words and sentences repeated multiple time instead of supporting the issue by different example and technique of sentence structure.
D. The authors supported the issue with different facts, evidences and studies to prove the effectiveness of their research.
E. The author brings in the idea of the relationship between social media use and the mental health of the user.
IV. Paragraph
A. It outlines a result of the study which authors uses measures of central tendency to develop the correlation between social media use and sleep.
B. The research is very helpful and informative based on accurate standard data collation method.
C. This work has absolute positive effect on a lot of parents and internet addictive teenagers.
D. The research proved any night time social use has negative side effect on youth’s sleep, wellbeing and this will have led them to feel worthless.
E. The authors develop demerits and future challenges that could be attributed to the present study methodology.
V. Conclusion
The author develops the methodology of the study. This section is subdivided into different subsections: participants and procedure, measures of poor sleep quality, anxiety and depression, self-esteem and emotional investment in social media.
The author discusses the findings of the study in this section. He presents the results in form of tables.
The author concludes the study by making inferences of the study. The section contains a list of references used by the author in developing the critique essay. (please state the overall important a.
Gender and Age Differences in Social Anxiety among Iranian Immigrants Childre...inventionjournals
Studies from clinical populations about the children have shown that social anxiety is a disorder in early childhood to mid-adulthood. In this regard, this study focused on comparing the gender and age categories difference in social anxiety among Iranian primary school children living in Kuala Lumpur Malaysia. The sample size of this study is 215 primary school pupils aged between 9 – 12 years old; and data was collected using Social Anxiety Scale for Children – Revised (SASC-R) (La Greca & Stone, 1993). The result indicted no significant difference between male and female as well as age categories in social anxiety among the respondents. This means, children who participated in this study did not differ significant in terms of social anxiety disorder based on gender and age categories. By implication, early detection of social anxiety disorder among children would ease treatment and intervention which will subsequently prevent social anxiety
What are the effects of family violence on social well-being in .docxalanfhall8953
The document discusses two studies that examined the effects of exposure to violence and child abuse in early life on adolescent internalizing and externalizing behaviors. The first study by Moylan et al. investigated the combined effects of exposure to child abuse and domestic violence on psychosocial outcomes in adolescence. The second study by Mrug and Windle examined the impact of witnessing violence or being victimized across multiple contexts (community, home, school) on early adolescent internalizing and externalizing problems. Both studies found that exposure to violence and child abuse in childhood can influence later development of anxiety, depression, delinquency, and aggression during adolescence.
Perception of Child Abuse 2COLLEGE STUDENTS’ AND PROFESSIO.docxherbertwilson5999
Perception of Child Abuse 2
COLLEGE STUDENTS’ AND PROFESSIONALS’ PERCEPTION OF CHILD ABUSE IN CORRELATION TO STRESS
Introduction
Throughout the growth and development of society, child abuse and maltreatment has expanded into many different aspects; it occurs within socioeconomic levels, ethnic and cultural lines, all religions and all levels of education. Within the United States children are suffering from a hidden epidemic of child abuse and neglect. Every year 3.3 million reports of child abuse are made in the United States involving nearly 6 million children (a report can include multiple children). The United States has the worst record in the industrialized nation – losing five children every day due to abuse-related deaths (U.S. Department of HHS, 2011). The estimated cost of child abuse and neglect in the United States for 2008 is $124 billion (Fang, 2012). The Department of Children and Families (DCF) defines child maltreatment as any act or series of acts of commission or omission by a parent, guardian, or other caregiver that results in harm, potential for harm, or threat of harm to a child (Leeb, Paulozzi, Melanson, Simon, & Arias, 2008). There are four major categories of childhood abuse and maltreatment: physical abuse, psychological and emotional abuse, sexual abuse, and neglect (Goldman, Salus, Wolcott, & Kennedy, 2003).
According to Brian H. Bornstein, Debra L. Kaplan, and Andrea R. Perry (2007), people have stereotypes about the circumstances and consequences of child abuse, and these expectancies can influence their judgments about individuals involved in abuse cases. Heim (2000) reported that participants with a history of abuse experience greater levels of perceived stress than participants without a history of abuse. They often perceive daily stressors more severely and longer in duration than their counterparts. It is also suggested that their history of abuse compromises these participants’ abilities to cope with stress, but the researchers noted that the data from their study is inconclusive, making it difficult for them to either support or refute this claim.
The perception of child abuse is very influential to students and upcoming professionals. Society’s definition and perception will guide current social work students into practice, which is a very important factor within the professional realm of social work.
Research Question
The purpose of this study is to examine college students and professionals’ perception of child abuse and how it relates to stress. The independent variable is the college students and professionals’ perception of child abuse and the dependent variable is how it relates to stress. The operational definition of perception remains closely allied to the continually developing behavioral theory of discrimination (Schoenfeld, 1962). The operational definition of child abuse is as any act or series of acts of commission or omission by a parent, guardian, or other caregiver that results.
The study examined the relationship between parenting styles and self-regulation among university students in the Philippines. Statistical analyses showed that many freshmen (48%) and senior (44%) students reported their parents exhibited a negligent parenting style. While most freshmen had poor self-regulation (68%), most seniors had average self-regulation (56%), indicating other factors beyond parenting style likely influence the development of self-regulation in older students. The study suggests parenting style may not be the sole predictor of self-regulation, as seniors were more regulated despite having negligent parents, likely due to other influences such as self-determination.
This study examined the relationship between media use and stress symptoms in German adolescents. Researchers surveyed 357 11-year-olds about their use of TV, audio media, print media, and computers. They found that most time was spent with TV and coping was a main reason for using all media types. Girls associated media use more with externalizing symptoms while boys associated it with both internalizing and externalizing symptoms. The study is now over 10 years old and was limited by only examining German Caucasian adolescents. Future research could expand to the US, examine new media like games/internet, and consider social/group use of media.
1Running Head FINAL PROPOSAL CHILD ABUSE AND ADULT MENTAL HEAL.docxdrennanmicah
1
Running Head: FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
2
FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
Diamond Newton
Southern New Hampshire University
March 3, 2019
Problem Statement
Several adults struggle from a variety of mental health issues (suicidal thoughts and tendencies, alcoholism, depression, and drug abusers.) A lot of those issues may stem from what took place during an adult’s childhood that stem from a variety of reasons. Some adults seek help and some refuse to seek help. The adults who do seek help come to realize that their current issues stem from when they were a child and still developing as a human. Child abuse can come in many forms, physical, mental, and sexual. Adults who have been exposed or experienced this are likely to suffer from some form of mental health issue. It is important to figure out the root of mental health issues in adults so the root can be addressed. Children need to be in a healthy environment with nothing short of love and care. Exposing children to a harsh reality is only breeding them into an adult who suffers from mental health issues.
Literature Review
The study of psychology helps researchers to understand better what is going on with a person. Researchers studied what happened in a person's life that causes them to make the decisions they do and behave in a certain way. Adults have this stigmatism that they can do whatever they want because they are "grown." Many adults suffer from something that can cause to lead towards suicidal thoughts and tendencies, alcoholism, depression, and drug abusers. A lot of those issues may stem from what took place during an adult’s childhood. There could be some reasons adults tend to display certain mental health traits that have been studied in many different forms by researchers. What we will be reviewed is the abuse, physical or mental, that an adult endured as a child and how it affects them in their adulthood.
Blanco, C., Grant, B. F., Hasin, D. S., Lin, K. H., Olfson, M. Sugaya, L. (2012) recognized that child physical abuse had been associated with an increased risk of suicide attempts. The study conducted included Blacks, Hispanics and young adults between the ages of 18-24 in 2001-2002 and 2004-2005. In person, interviews were conducted in Wave 1. In Wave 2 used similar methods as Wave 1 but it excluded the individuals who were not eligible. Wave 2 also interviews went into depth about the questions asked for the participants first 17 years of life. There are many other variables that have been added to the data that relate to childhood physical abuse and mental health distress in adult years. Those other adversatives included the history of child sexual abuse and neglect, parental psychopathology, and perceived parental support, described as emotional neglect.
The advantages to this design would be the inclusion of other childhood adversities that could contribute to adult psychiatri.
This study examines the relationship between experiences of repeated bullying victimization before age 12 and levels of depression in late adolescence and adulthood, while controlling for prior mental health and stressful life events. Using data from the National Longitudinal Survey of Youth 1997, the study finds that repeated bullying victimization before age 12 is associated with higher levels of depression from late adolescence into adulthood. Subgroup analyses show these relationships are specific to females, with whites primarily affected in late adolescence and non-whites in adulthood. The study concludes that experiences of bullying during childhood can serve as a marker for subsequent mental health problems later in life.
Peer Attachment and Intention of Aggressive Behavior among School Childreniosrjce
This paper attempts to ascertain the relationship between peer attachment and intention of
aggressive behavior amongst school children. There are literatures related to peer attachment quality and its
effects on adjustment and development.However, relatively little attention has been paid to the relationship
between peer attachments and intention of aggressive behavior. Positive peer attachment, respectively, have
been viewed as protective factors, that prevent peers from engaging in intention of aggressive behaviors, like
violence, risky sexual behavior, and bullying.. While the negative aspect of peer insecure attachment from the
school which is associated with more problematic functioning including higher rates of emotional problems,
substance use, aggression and delinquency. In this study, respondentswere 426 school children (males 199 and
females 227) between 13-17 years old. Data were analyzed using descriptive statistics and Pearson correlation
and t-test for student’sage groups.Peer attachment was measured using inventory of parents and peer
attachment (IPPA) with respect to peer attachment and adolescent intention of aggressive behaviour. Findings
have revealed that over all respondents show that there is a significant positive relationship between peer
influences on intention of aggressive behaviour.And there is no significant difference in age group of the
respondents and intention of aggressive behaviour. Peer influence on intention of aggressive behaviour is high
which is peer to peer aggressive act within the school environment which the harm that is always intention to
cause injuries, and destroy.Thus, expressive support and attention should be extended not just to the victims of
intention of aggressive behaviour cases, but also to intimidators. Recommendation of the study centers on the
need to examine the reports from school counselors and peers that engage in intention of aggressive behaviour.
Gender and Age Differences in Social Anxiety among Iranian Immigrants Childre...inventionjournals
Studies from clinical populations about the children have shown that social anxiety is a disorder in early childhood to mid-adulthood. In this regard, this study focused on comparing the gender and age categories difference in social anxiety among Iranian primary school children living in Kuala Lumpur Malaysia. The sample size of this study is 215 primary school pupils aged between 9 – 12 years old; and data was collected using Social Anxiety Scale for Children – Revised (SASC-R) (La Greca & Stone, 1993). The result indicted no significant difference between male and female as well as age categories in social anxiety among the respondents. This means, children who participated in this study did not differ significant in terms of social anxiety disorder based on gender and age categories. By implication, early detection of social anxiety disorder among children would ease treatment and intervention which will subsequently prevent social anxiety
What are the effects of family violence on social well-being in .docxalanfhall8953
The document discusses two studies that examined the effects of exposure to violence and child abuse in early life on adolescent internalizing and externalizing behaviors. The first study by Moylan et al. investigated the combined effects of exposure to child abuse and domestic violence on psychosocial outcomes in adolescence. The second study by Mrug and Windle examined the impact of witnessing violence or being victimized across multiple contexts (community, home, school) on early adolescent internalizing and externalizing problems. Both studies found that exposure to violence and child abuse in childhood can influence later development of anxiety, depression, delinquency, and aggression during adolescence.
Perception of Child Abuse 2COLLEGE STUDENTS’ AND PROFESSIO.docxherbertwilson5999
Perception of Child Abuse 2
COLLEGE STUDENTS’ AND PROFESSIONALS’ PERCEPTION OF CHILD ABUSE IN CORRELATION TO STRESS
Introduction
Throughout the growth and development of society, child abuse and maltreatment has expanded into many different aspects; it occurs within socioeconomic levels, ethnic and cultural lines, all religions and all levels of education. Within the United States children are suffering from a hidden epidemic of child abuse and neglect. Every year 3.3 million reports of child abuse are made in the United States involving nearly 6 million children (a report can include multiple children). The United States has the worst record in the industrialized nation – losing five children every day due to abuse-related deaths (U.S. Department of HHS, 2011). The estimated cost of child abuse and neglect in the United States for 2008 is $124 billion (Fang, 2012). The Department of Children and Families (DCF) defines child maltreatment as any act or series of acts of commission or omission by a parent, guardian, or other caregiver that results in harm, potential for harm, or threat of harm to a child (Leeb, Paulozzi, Melanson, Simon, & Arias, 2008). There are four major categories of childhood abuse and maltreatment: physical abuse, psychological and emotional abuse, sexual abuse, and neglect (Goldman, Salus, Wolcott, & Kennedy, 2003).
According to Brian H. Bornstein, Debra L. Kaplan, and Andrea R. Perry (2007), people have stereotypes about the circumstances and consequences of child abuse, and these expectancies can influence their judgments about individuals involved in abuse cases. Heim (2000) reported that participants with a history of abuse experience greater levels of perceived stress than participants without a history of abuse. They often perceive daily stressors more severely and longer in duration than their counterparts. It is also suggested that their history of abuse compromises these participants’ abilities to cope with stress, but the researchers noted that the data from their study is inconclusive, making it difficult for them to either support or refute this claim.
The perception of child abuse is very influential to students and upcoming professionals. Society’s definition and perception will guide current social work students into practice, which is a very important factor within the professional realm of social work.
Research Question
The purpose of this study is to examine college students and professionals’ perception of child abuse and how it relates to stress. The independent variable is the college students and professionals’ perception of child abuse and the dependent variable is how it relates to stress. The operational definition of perception remains closely allied to the continually developing behavioral theory of discrimination (Schoenfeld, 1962). The operational definition of child abuse is as any act or series of acts of commission or omission by a parent, guardian, or other caregiver that results.
The study examined the relationship between parenting styles and self-regulation among university students in the Philippines. Statistical analyses showed that many freshmen (48%) and senior (44%) students reported their parents exhibited a negligent parenting style. While most freshmen had poor self-regulation (68%), most seniors had average self-regulation (56%), indicating other factors beyond parenting style likely influence the development of self-regulation in older students. The study suggests parenting style may not be the sole predictor of self-regulation, as seniors were more regulated despite having negligent parents, likely due to other influences such as self-determination.
This study examined the relationship between media use and stress symptoms in German adolescents. Researchers surveyed 357 11-year-olds about their use of TV, audio media, print media, and computers. They found that most time was spent with TV and coping was a main reason for using all media types. Girls associated media use more with externalizing symptoms while boys associated it with both internalizing and externalizing symptoms. The study is now over 10 years old and was limited by only examining German Caucasian adolescents. Future research could expand to the US, examine new media like games/internet, and consider social/group use of media.
1Running Head FINAL PROPOSAL CHILD ABUSE AND ADULT MENTAL HEAL.docxdrennanmicah
1
Running Head: FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
2
FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
Diamond Newton
Southern New Hampshire University
March 3, 2019
Problem Statement
Several adults struggle from a variety of mental health issues (suicidal thoughts and tendencies, alcoholism, depression, and drug abusers.) A lot of those issues may stem from what took place during an adult’s childhood that stem from a variety of reasons. Some adults seek help and some refuse to seek help. The adults who do seek help come to realize that their current issues stem from when they were a child and still developing as a human. Child abuse can come in many forms, physical, mental, and sexual. Adults who have been exposed or experienced this are likely to suffer from some form of mental health issue. It is important to figure out the root of mental health issues in adults so the root can be addressed. Children need to be in a healthy environment with nothing short of love and care. Exposing children to a harsh reality is only breeding them into an adult who suffers from mental health issues.
Literature Review
The study of psychology helps researchers to understand better what is going on with a person. Researchers studied what happened in a person's life that causes them to make the decisions they do and behave in a certain way. Adults have this stigmatism that they can do whatever they want because they are "grown." Many adults suffer from something that can cause to lead towards suicidal thoughts and tendencies, alcoholism, depression, and drug abusers. A lot of those issues may stem from what took place during an adult’s childhood. There could be some reasons adults tend to display certain mental health traits that have been studied in many different forms by researchers. What we will be reviewed is the abuse, physical or mental, that an adult endured as a child and how it affects them in their adulthood.
Blanco, C., Grant, B. F., Hasin, D. S., Lin, K. H., Olfson, M. Sugaya, L. (2012) recognized that child physical abuse had been associated with an increased risk of suicide attempts. The study conducted included Blacks, Hispanics and young adults between the ages of 18-24 in 2001-2002 and 2004-2005. In person, interviews were conducted in Wave 1. In Wave 2 used similar methods as Wave 1 but it excluded the individuals who were not eligible. Wave 2 also interviews went into depth about the questions asked for the participants first 17 years of life. There are many other variables that have been added to the data that relate to childhood physical abuse and mental health distress in adult years. Those other adversatives included the history of child sexual abuse and neglect, parental psychopathology, and perceived parental support, described as emotional neglect.
The advantages to this design would be the inclusion of other childhood adversities that could contribute to adult psychiatri.
This study examines the relationship between experiences of repeated bullying victimization before age 12 and levels of depression in late adolescence and adulthood, while controlling for prior mental health and stressful life events. Using data from the National Longitudinal Survey of Youth 1997, the study finds that repeated bullying victimization before age 12 is associated with higher levels of depression from late adolescence into adulthood. Subgroup analyses show these relationships are specific to females, with whites primarily affected in late adolescence and non-whites in adulthood. The study concludes that experiences of bullying during childhood can serve as a marker for subsequent mental health problems later in life.
Peer Attachment and Intention of Aggressive Behavior among School Childreniosrjce
This paper attempts to ascertain the relationship between peer attachment and intention of
aggressive behavior amongst school children. There are literatures related to peer attachment quality and its
effects on adjustment and development.However, relatively little attention has been paid to the relationship
between peer attachments and intention of aggressive behavior. Positive peer attachment, respectively, have
been viewed as protective factors, that prevent peers from engaging in intention of aggressive behaviors, like
violence, risky sexual behavior, and bullying.. While the negative aspect of peer insecure attachment from the
school which is associated with more problematic functioning including higher rates of emotional problems,
substance use, aggression and delinquency. In this study, respondentswere 426 school children (males 199 and
females 227) between 13-17 years old. Data were analyzed using descriptive statistics and Pearson correlation
and t-test for student’sage groups.Peer attachment was measured using inventory of parents and peer
attachment (IPPA) with respect to peer attachment and adolescent intention of aggressive behaviour. Findings
have revealed that over all respondents show that there is a significant positive relationship between peer
influences on intention of aggressive behaviour.And there is no significant difference in age group of the
respondents and intention of aggressive behaviour. Peer influence on intention of aggressive behaviour is high
which is peer to peer aggressive act within the school environment which the harm that is always intention to
cause injuries, and destroy.Thus, expressive support and attention should be extended not just to the victims of
intention of aggressive behaviour cases, but also to intimidators. Recommendation of the study centers on the
need to examine the reports from school counselors and peers that engage in intention of aggressive behaviour.
ENGL 1302Due Friday, November 18McCourtLab Six As.docxgreg1eden90113
ENGL 1302 Due: Friday, November 18
McCourt
Lab Six Assignment – Annotated Bibliography
Using 3 of the sources gathered for your Proposal Argument essay (you could use the research gathered for the Ethical Argument instead, if you’d like), prepare an annotated bibliography.
· Include the proper 4 line heading
· Title should be: Lab 6 – Annotated Bibliography
· Be sure to list the bibliographic citations for the sources in proper alphabetical order and provide the complete bibliographic citation with double spacing throughout and a hanging indent
· Include a concise annotated paragraph under each of the source citations. Remember that an annotation includes summary as well as evaluation
2
Child Day Care and Aftercare Program
Student’s name
Instructor
Course
Date
Introduction
'First generation' research on child day care and aftercare programs mostly looked at the child's impairment in isolation, while’s second generation' research tries to look at the kid's functioning within context (Baker et al., 2019). The family-centered approach emphasizes this setting by recognizing the importance of the home as the first and most influential environment for a child's development of the skills and knowledge valued in their society (Hotz & Wiswall, 2019). An essential tenet of this strengths-based strategy is that family values and customs provide the foundation for effective and long-lasting intervention.
The family-centered criteria have not been met by conventional methods, which have been criticized for not being in line with family objectives and aspirations. Rather of recognizing what families and communities already know and do, a deficit model emphasizes what they do not (Baker et al., 2019). This method results in "professionally prescribed" treatments based mostly on the assumptions of experts without the requisite comprehension of the kid within context. Thus, families are frequently given activities or programs that are not tailored to their specific needs, which might increase their already heavy workload (Hotz & Wiswall, 2019). Families of young children experience events beyond those provided by early intervention programmes that can and do influence child development and family functioning, and this deficit-based approach to intervention has been criticized for not leaving enough time for families to engage in these activities (Baker et al., 2019).
It has been suggested that studying children's activity contexts would help us better comprehend them in that environment (Hotz & Wiswall, 2019). What we call a kid's "activity settings" are the places and situations in which the youngster regularly engages in activities with others and the world around them (Baker et al., 2019). Due to a lack of studies, it is imperative that immediate steps be taken to enhance the indigenous knowledge-base of child day care and afterschool activity settings. Understanding children in their home environments will be aide.
The document summarizes research on common types of bullying experienced by 10th grade students. It finds that verbal, physical, and cyber bullying are most prevalent. Verbal bullying, such as insulting and teasing, is the most common type overall. Physical bullying includes behaviors like pushing, punching, and attacking. Cyber bullying uses electronic means like messaging and social media to harm others. The study also examines causes of bullying like social status, gender orientation, and religion, as well as effects on victims' self-esteem, academics, and mental health. It recommends choosing positive actions to build relationships and prevent bullying.
Abuse and mistreatment in the adolescent period - by Dr. Bozzi Domenico (Mast...dott. Domenico Bozzi
UNICEF has highlighted how children suffer violence throughout all stages of childhood and adolescence, in different contexts, and often at the hands of people they trust and interact with on a daily basis.
Violent corporal punishment, 300 million children between 2 and 4 years old in the world regularly suffer violence from their family/guardians (about 3 out of 4), 250 million of these are punished physically (about 6 out of 10).
Sexual violence, Sexual violence occurs against children of all ages: 15 million girls aged 15 to 19 have experienced incidents of sexual violence in their lives, and 2.5 million young women in 28 European countries report having suffered episodes of sexual violence before the age of 15.
Attachment Security and Perceived Parental Psychological Control as Parameter...ijtsrd
The study examined attachment security and perceived parental psychological control as parameters of social value orientation among early adolescents. Participants for the study were 210 early adolescents who volunteered from NnamdiAzikiwe University High Awka. Participants’ age ranged from 11 to 15 years, with mean age of 13.26 years and standard deviation of 1.34. Three instruments were deployed for data collection secure domain of the attachment style questionnaire SDASQ by Van Oudenhoven, Hofstra, and Bakker 2003 , adopted version of psychological control domain of the parental control scale developed by Barber 1996 and social value orientation SVO developed by Schwartz 1994 . The study adopted correlation design and statistics appropriate for data analysis were correlation and multiple regression analysis enter method. Hypothesis one was confirmed and result showed that attachment security significantly and positively predicted social value orientation at B = .73 , P . 001. Hypothesis two result was not confirmed at B = .06, p .05. Hence, attachment security is a significant predictor of social value orientation. It was recommended that parents, teachers and care givers should ensure that they establish low anxiety type of relationship with their new born children in order to enhance low anxiety and low avoidance as this will help them at early adolescents to withstand peer pressure of during early adolescent. Nweke, Kingsley Onyibor | Dike Ibiwari Caroline | Dike, Adannia Amarachukwu | Umeaku Ndubuisi Nkemakonam "Attachment Security and Perceived Parental Psychological Control as Parameters of Social Value Orientation among Early Adolescents" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42368.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/psychology/42368/attachment-security-and-perceived-parental-psychological-control-as-parameters-of-social-value-orientation-among-early-adolescents/nweke-kingsley-onyibor
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
2/21/2013
Title:Life-span development of self-esteem and its effects on important life outcomes.
Author:
1) Orth, Ulrich, Department of Psychology, University of Basel, Basal, Switzerland,
2)Robins, Richard W., Department of Psychology, University of California-Davis, CA, US
3)Widaman, Keith F., Department of Psychology, University of California-Davis, CA, US
Purpose of the research:
The present research addresses this gap in the literature by examining effects of self-esteem on life-span trajectories of relationship satisfaction, job satisfaction, occupational status, salary, affect, depression, and health, using data from a large longitudinal study of four generations of individuals ages 16 to 97 years. Currently, the field lacks a broad theoretical perspective that could provide a framework for the present research. By examining patterns of findings across developmental contexts (adolescence to old age), we hope to contribute to building a new, overarching theory of the causes and consequences of self-esteem across the life course.
Research method:
The data come from the Longitudinal Study of Generation. In 1971, three-generation families were randomly drawn from a subscriber list of about 840,000 members of a health maintenance organization in Southern California. Since 1991, the study has included a fourth generation (i.e., the great-grandchildren in the same families). The members of the health maintenance organization included primarily White working-class and middle-class families, and very low and very high socioeconomic levels were not represented in the population. However, level of education among family members corresponded to national norms at the time the sample was drawn. Although the sample was originally recruited in Southern California, at recent waves, more than half of the sample lived outside the region in other parts of California, in other states of the United States or abroad, because of residential mobility of participants.
Participants were assessed in 1971, 1985, 1988, 1991, 1994, 1997, and 2000. In 1971 and 1985, the LSG did not include the full self-esteem measure; the present study therefore examines data of the five waves from 1988 to 2000. We excluded any participant whose age was unknown or who did not provide data on self-esteem at any of the five waves.
Participants:
The sample included 1,824 individuals (57% female). Table 1 gives an overview of the demographic characteristics for the full sample and for the four separate generations. The distribution of gender is relatively even across generations. The age range across waves was 14 to 102 years; however, because only one assessment was below age 16 and two assessments were above age 97, we restricted the analyses to the age range from 16 to 97 years. Of the participants, 94% were Caucasian, 3% were Hispanic, 1% were African American, 1% were Native American, and 1% were of other ethnicity. Because of the low frequencies of ethnicities othe.
This document discusses research on the association between being physically abused and becoming a bully. It reviews literature finding children who bully were often bullied themselves and experience depression. The research aims to determine if physically abused children are more likely to bully others due to developing psychological disorders. More research is needed to better understand bullies and how childhood experiences influence bullying behavior.
This document summarizes several research studies that examined risk and protective factors for depression and anxiety among college students. Key findings include:
1) A study of undergraduate students found that those with more severe depression symptoms and anxiety were more likely to experience suicidal ideation. Another study found anxiety to be the strongest predictor of depression in college students.
2) A study of undergraduate and graduate students found a significant positive correlation between high perfectionism scores and both depression and anxiety.
3) A study of undergraduate students found that those using maladaptive coping strategies and having lower life satisfaction were more likely to experience depression and anxiety.
4) A study of graduate psychology students found high levels of stress from academic pressures and finances
This research proposal aims to study risk factors associated with female bullies. The researchers hypothesize that factors like family structure, birth order, parenting styles, self-esteem and academic achievement may correlate with girls who bully versus those who do not. They plan to survey 100 female bullies and 100 non-bullying girls in grades 4-6, examining demographics, parenting styles, self-esteem and grades. Data will be analyzed using techniques like discriminant analysis and t-tests to identify differences between the groups and support the hypotheses. The goal is to understand dynamics of female bullying to help schools address it.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Causal relationships between risk estimates and alcohol consumptio.docxcravennichole326
Causal relationships between risk estimates and alcohol consumption must be made cautiously as most studies have used a cross-sectional methodology, poor definitions of alcohol use, and inadequate assessments of risk perceptions. Despite a lack of evidence, the concept of adolescent “invulnerability” remains pervasive in both scientific and lay circles, is used to explain adolescents' decisions to engage in a potentially harmful behavior and is incorporated into many intervention programs (Fell, et al., 2015). Longitudinal, prospective studies are needed to understand fully the extent to which perceptions of low risk predict and motivate alcohol use.
I. Perceptions of Alcohol-Related Benefits:
An emphasis on perceived risk alone may be inadequate to predict or change behavior because a risk is only part of the behavioral decision-making equation. What is missing knows the extent to which adolescents perceive benefits of risky behaviors. The decision literature has argued that individuals should consider both the risks and benefits when making decisions. In addition, alcohol expectancy researchers have found that perceived benefits, in addition to perceived risks, are significant predictors of drinking behavior. More recently, Goldberg and colleagues (2002) concluded that, regardless of age, participants with more drinking experience perceived benefits to be more likely to occur, and risks less likely (Grube & Voas, 2014).
Indeed, adolescents' reasons for drinking alcohol often include an acknowledgment or identification of alcohol-related benefits, such as alcohol being used in social interactions to help them to reduce inhibitions, feel more relaxed reduce tension, foster courage, and reduce worry. Attachment theories are based on the view that human beings have an intrinsic and universal desire to be accepted by others. Parent attachment is broadly conceptualized as the overall level of parental responsiveness toward the offspring.
The youth’s internalization of the security of attachment is expected to be imprinted heuristically through interaction with the caregiver, in time becoming relatively resistant to change, showing enduring effects across the lifespan (Miller, et al., 2010). Through the formation of secure bonds to parents, children acquire a robust internal working model of themselves and others.
Youth with secure attachment to parents develop the skills necessary to regulate their Attachment emotional theories are based on the view that human beings have an intrinsic and universal desire to be accepted by others. Parent attachment is broadly conceptualized as the overall level of parental responsiveness toward the offspring (Foster, et al., 2013).
The youth’s internalization of the security of attachment is expected to be imprinted heuristically through interaction with the caregiver, in time becoming relatively resistant to change, showing enduring effects across the lifespan. Through the formation of ...
Narcissism, bullying, and social dominance in youth a longitamit657720
This study examines the longitudinal relationship between narcissism and bullying in youth over 3 years. It uses person-centered analysis to identify distinct trajectories of narcissism and two forms of bullying (direct and indirect) and relates these trajectories. The study finds:
1) For girls, higher narcissism was not related to more intense bullying or higher social dominance.
2) For boys, highly narcissistic boys were more likely than peers to show elevated direct and indirect bullying.
3) Among narcissistic youth, only those who engage in high bullying were high in social dominance.
My topic is Global sexual violence Those is my search (The .docxhallettfaustina
My topic is:
Global sexual violence
Those is my search (
The United Nations Children ’s Fund (UNICEF) published a global child abuse research report on the 4th, pointing out that about 10% of girls under the age of 20 have been sexually assaulted or other compulsive sexual behaviors; more than half of children between the ages of 2-14 are often suffered Parents or guardians beaten; and about 20% of the murder victims worldwide are teenagers and children under 20 years old.
The vast majority of violent incidents come from people who interact daily with children, such as family members, peers, and partners. On the whole, the proportion of wars that harm children is not large; but in the context of armed conflicts and other humanitarian crises, domestic violence suffered by women and children will grow significantly.
Sexual violence is a serious public health problem, which can have a long or short profound impact on physical and mental health. For example, it may affect the ability to reproduce and increase fertility, increase the risk of sexually transmitted diseases, and may lead to suicide or self-mutilation. And other behaviors. During or after sexual violence, the victim's killing due to honorary murder is also part of sexual violence. Although women are the main victims of sexual violence, people of any age and gender may be harmed by sexual violence.)
Based on the 4+ academic articles identified in the "Literature Review" assignment, students will write an annotated bibliography that provides an outline of each article. An annotated bibliography provides a summary of an academic paper and relates the paper to one's own research topic.
For this assignment, you will write an annotated bibliography for
each
article you found during your literature search assignment. If any of those articles were
not
academic (i.e. published in an peer-reviewed scientific journal), you must find a replacement article that is academic.
Guidelines
Your annotated bibliography should include the following:
An introduction paragraph that tells your reader (a) your topic and focus of your research and (b) the general context of your topic.
Each annotation should include:
A full citation of the paper in APA style
Three paragraphs that summarizes, analyzes, and applies the source
The first paragraph
summarizes
the source by...
providing context of the source
outlining the thesis (main point) of the source
indicating the main finding of the paper
The second paragraph
analyzes
the source by explaining the benefits and limitations of the research
The third paragraph
applies
the source by explaining how the source's ideas, research, and information can be applied to your topic of study
Grading:
Below Sufficient (2-point)
Sufficient (4-points)
Above Sufficient (6-points)
Examples
Here's an example annotated bibliography from a student in a previous class who received full credit for this assignment.
Below, an exa.
An Overview of Measurement Issues in School Violence and School Safety Resear...Liz Adams
This document provides an overview of measurement issues in research on school violence and safety. It discusses the history of measurement in this area, examines measurement practices in recent related studies, and describes common instruments used to measure school violence and safety variables. The key findings are that measurement in school violence research has been hindered by limited validation of measurement tools and inconsistent use of measures across studies. Common instruments include self-report surveys, mandated reporting of discipline data, and instruments assessing broader constructs like school climate. However, more rigorous validation and standardized use of measures is still needed.
- The document proposes a longitudinal study to examine the effects of parental behavior on child anxiety over time from ages 6 to 18.
- It reviews previous literature that found parental control to be consistently correlated with childhood anxiety, and parental acceptance to have a moderate effect in reducing anxiety.
- The proposed study would use measures from a previous study examining the relationship between parental and child anxious self-talk, and apply them longitudinally to assess effects of parental behaviors like acceptance, psychological control, and behavioral control on child anxiety over 12 years.
Adolescent Depression Aetiology A Systematic ReviewAudrey Britton
This document summarizes a literature review on the aetiology of adolescent depression. The review finds that depression in adolescents has increased significantly in recent decades and is a major public health issue. It explores biological, environmental, sociological, and psychological risk factors. Biologically, genetics and changes in brain development during puberty can increase vulnerability to depression. Environmental and sociological factors like peer rejection, romantic relationships, parenting styles, family mental health, and excessive social media use are also linked to higher depression risk. Understanding the complex interplay between these various risk pathways is important for addressing the rising rates of adolescent depression.
Due Monday August 22, 2016 8am $40.00 please be 100 original OP.docxhasselldelisa
Due Monday August 22, 2016 8am
$40.00 please be 100% original
OPPOSITIONAL DISORDER DISEASE
The research paper will be any disease or condition of the body. The paper must include a thorough description of the disease/condition; current statistics of those affected - epidemiology; financial costs both terms of treatment and loss of productivity; explanations on how the various body systems (anatomically and/or physiologically) are affected; etiology; medications/treatments that are available; prognosis of those affected, and future outlook in general.
Research paper must have 1200 words no more then 1500 not to include abstract,cover paper,annotate.
* cover/title page (page 1)
* corrected abstract (page 2) ( abstract paper turn in I am missing a lot of work )
Must be in the abstract
Statistic/ Epidemiology
Financial cost
Anatomy & Physiology
Etiology (cause)
Diagnosis/ treatment/ prognosis
Abstract
In recent a post, oppositional disorder diseases has been on the rise, raising questions about the manner in which diseases is spreading especially among children. The high prevalence levels of the oppositional disorder have raised more concerns especially form the health, sectors thus developing the need to understand the disorder better. This research paper will, therefore, encompass a broad perspective of oppositional disorder disease to effectively understand how it is manifested, various ways in which it manifests itself to develop preventive strategy much earlier before the situation reaches full-blown.
Unlike the common conduct disorder where the patient is more aggressive towards people and animals, the oppositional disorder is more silent, and it takes time for it to be detected. The lifetime prevalence of the disease is estimated to be 10.2%. The disease is mostly observed in children and adolescents across the globe.
Some of the common symptoms of the disease involve a certain behavior where children’s behavior is much different compared to their peers. A patient suffering from oppositional disorder tends to have a turn in their behavior including regular loose of temper, being angry and resentful, argues with authorities without any significant reason. It is importance to note that the persistence and frequency of these behaviors should be used to differentiate between normal behavior and symptoms of the oppositional disorder. The disease causes a massive effect on patient’s mental and physical wellbeing.
The most common cause of the oppositional disorder is the genetic influence. Research has shown that parents tend to pass on expressing disorder to their children, and it may be displayed in multiple ways. The disease can be easily diagnosed basing on the extent at which the change of behavior causes distress to the family members or drastic changes in academic and social functioning. These behaviors must persist.
RUNNING HEADER COURSE PROJECT – INTRODUCTION AND REFERENCES1.docxagnesdcarey33086
RUNNING HEADER: COURSE PROJECT – INTRODUCTION AND REFERENCES 1
COURSE PROJECT – INTRODUCTION AND REFERENCES 2
Paper Week 06
Course Project – Introduction and References
Tania Hoffman
Rasmussen College
Author Note
This paper is being submitted November 16, 2014 for Cari Beecham-Bautista, M.A. G142/SYG1000 Section 14 Introduction to Sociology.
Course Project – Introduction and References
We all want the best for our children and the children around us. The children in today’s society are the adults in tomorrow’s society. I have three children at home myself with a very supportive husband and family and friends around me. All three children have different attitudes and different behavioral issues that need addressing on a daily basis. You see the children out on the street, see the news and crimes happening all around us and don’t you wonder what is going on and why? Asking yourself, where are the parents!? I know I am guilty of just that.
Sociologists have become increasingly concerned with the ways in which families shaped children’s development and overall well-being. Sociologist’s examine the timing and duration of mothers’ poverty, single motherhood, welfare, employment, and kin coresidence through early and middle childhood. Child behavior problems are shaped by poverty and kin coresidence in early and middle childhood, and by parents use of physical punishment. Data was used on mothers and children from the NLSY, which showed strong demands of data, and provided strong tests of relationships.
A child’s behavior problems are a very important aspect of children development because it could be implicated in later adult outcomes. For example child temper tantrums could lead to later problems in life such as downward occupational mobility, erratic work lives, and divorce and separation (Caspi, Elder, and Bem 1987). Child development research find continuity between early behavior problems and later antisocial behavior (Olweus 1979; Loeber 1982), while criminological research finds continuity between behavior problems and later delinquency and crime (Farrington 1986; White et al. 1990). Such offenders in turn are more likely to suffer adult problems like joblessness, poverty, violence, and imprisonment (Nagin, Farrington, and Moffitt 1995; Farrington 1989; Hagan 1991).
Through the research in child psychology it has been determined that coercive or authoritarian control based upon force, threat, or physical punishment of children is ineffective in controlling and shaping children. What has been proved effective is inductive or authoritative control based upon reasoning, explaining, and understanding (Baumrind 1978; Boronfenbrenner 1979; Rollins and Thomas 1979).
Child development and parent child interactions have a large deal to do with social structure. For example this includes everything from parents working outside of the home which could impede parent-child interactions and increase problems. Then there i.
Running head CRIMINOLOGICAL THEORIES 1CRIMINOLOGICAL THEOR.docxtodd271
Running head: CRIMINOLOGICAL THEORIES
1
CRIMINOLOGICAL THEORIES
5
Criminological Theories
MCJ 5135 Theory of Crime and Criminology
The Relevance of Psychological Theories in Criminology
The engagement of an individual in criminal activities is often influenced by various underlying factors. As such various theories have been developed to explain the behavioral patterns of criminals and enable the criminal justice departments to operate effectively. Among the developed theories, the psychological theories are perhaps the most accurate in the field of criminology. Psychological theories are based on an interaction between biological and social-cultural factors that either promote or deter criminal behavior, (Walters, 2016). Classical theories of criminology did not account for the state of mind of criminals. As such, many criminals in the past were convicted of crimes they committed unknowingly. This has changed since the adoption of psychological theories. Both individuals as well as criminal justice officials now understand that psychological factors influence criminal behavior. Appropriate measures have been implemented to ensure that the criminal justice department treats all persons fairly by assessing underlying psychological factors. As such, psychological theories have not only promoted the work of the criminal justice department but also promoted individual awareness about underlying mental conditions that affect an individual’s behavior, (Byrne & Hummer, 2016).
Review of the Literature
1. Byrne, J., & Hummer, D. (2016). An examination of the impact of criminological theory on community corrections practice. Fed. Probation, 80, 15.
According toByrne & Hummer (2016), psychological theories have the most direct influence on probation and parole compared to other theories of criminology. The authors have comprehensively analyzed the impact of various theories used to evaluate criminal behavior. They suggest that behavior is intertwined with unconscious motives. Therefore, understanding the reasons behind a crime requires a psychological evaluation to understand the interaction of the two factors. This article is suitable for this research because it captures the relevance of psychological theories in criminology.
2. Dippong, J., & Fitch, C. (2017). Emotions in criminological theory: Insights from social psychology. Sociology Compass, 11(4), e12473.
Few formal theories have been developed to capture the role of emotional processes as facilitators or inhibitors of crime, (Dippong & Fitch, 2017). According to the authors, gaps in criminology can be filled by focusing on the underlying psychological factors of the offenders. The article highlights the effect that practices such as interrogation have on the mental state of an individual thus resulting in inaccurate findings during criminal investigations. As such, this article is a reliable source of information about the relevance of applying psychological theories in criminology. .
Running head COMPARATIVE ANALYSIS 1COMPARATIVE ANALYSIS .docxtodd271
Running head: COMPARATIVE ANALYSIS 1
COMPARATIVE ANALYSIS 3
A comparative analysis between Korean melodrama and other local melodrama
Student name
Institution
Most studies in recent times have discovered that Korean dramas have come with a “Korean wave” in media in the global stage. Audiences have been reconceptualised due to the availability of internet and computer that have facilitated the digital revolution. Korean melodrama has earned more views than local melodrama, a result of its marketing its content without owning a means of distribution.
Korean melodrama is a representation of a product that is a hybrid of Hollywood, since Korean melodrama makes use of practices, tools, and conventions in the narrative that comes with the preoccupation of the Korean socio-political and historical aspects. The aspect of familiarity that lacks in local melodrama exists in Korean melodrama. Studies in have shown that audiences tend to respond positively to things they are familiar to and that is exactly what Korean melodrama is.
The use of genre by Korean melodrama is a huge success to its big audiences from the west, as a study by the Korean Creative Content Agency (KOCCA) back in 2015 estimated that around 19 million Americans enjoy Korean melodrama compared to five million who preferred local melodrama as they are a definition of what the world is in reality. The aspect of what is good and what is bad entangled with emotional narratives that give the audience an opportunity to select a hero or a heroine (Martin, 2019).
Korean melodrama are structured in a way that the audience can critique structures of institutional powers and explore a world with aspects of complex social issues. Korean melodrama has a vital element of their characters not being complex and this does not place a huge burden of danger or any sort of conflict in their existing world (Smith, 2017). The study also found out that Korean dramas have integrated aspects of adventures, romance and included professional fields like doctors and police, and lawyer, which are familiar genres to the audience. The structure of the Korean melodrama comes along with themes and selective iconography that make Korean melodrama suitable for global audiences.
Korean drama has earned viewers more than local dramas in the local stage given the Korean dramas depict the actual Korean culture. Most people are attracted to Korean melodrama since they are interested with the reality. A study by a Korean television found out that their supervisor had received more than five hundred emails from people who were not Korean to include English subtitles in their videos. This proves to be a massive support comparing people have less interest in their local drama. Korean drama have earned a huge fan base due to the license agreement of online streaming that was agreed by Korea (Moon, 2019). Studies have recorded that the market of Korean melodrama has around 12% of them wh.
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ENGL 1302Due Friday, November 18McCourtLab Six As.docxgreg1eden90113
ENGL 1302 Due: Friday, November 18
McCourt
Lab Six Assignment – Annotated Bibliography
Using 3 of the sources gathered for your Proposal Argument essay (you could use the research gathered for the Ethical Argument instead, if you’d like), prepare an annotated bibliography.
· Include the proper 4 line heading
· Title should be: Lab 6 – Annotated Bibliography
· Be sure to list the bibliographic citations for the sources in proper alphabetical order and provide the complete bibliographic citation with double spacing throughout and a hanging indent
· Include a concise annotated paragraph under each of the source citations. Remember that an annotation includes summary as well as evaluation
2
Child Day Care and Aftercare Program
Student’s name
Instructor
Course
Date
Introduction
'First generation' research on child day care and aftercare programs mostly looked at the child's impairment in isolation, while’s second generation' research tries to look at the kid's functioning within context (Baker et al., 2019). The family-centered approach emphasizes this setting by recognizing the importance of the home as the first and most influential environment for a child's development of the skills and knowledge valued in their society (Hotz & Wiswall, 2019). An essential tenet of this strengths-based strategy is that family values and customs provide the foundation for effective and long-lasting intervention.
The family-centered criteria have not been met by conventional methods, which have been criticized for not being in line with family objectives and aspirations. Rather of recognizing what families and communities already know and do, a deficit model emphasizes what they do not (Baker et al., 2019). This method results in "professionally prescribed" treatments based mostly on the assumptions of experts without the requisite comprehension of the kid within context. Thus, families are frequently given activities or programs that are not tailored to their specific needs, which might increase their already heavy workload (Hotz & Wiswall, 2019). Families of young children experience events beyond those provided by early intervention programmes that can and do influence child development and family functioning, and this deficit-based approach to intervention has been criticized for not leaving enough time for families to engage in these activities (Baker et al., 2019).
It has been suggested that studying children's activity contexts would help us better comprehend them in that environment (Hotz & Wiswall, 2019). What we call a kid's "activity settings" are the places and situations in which the youngster regularly engages in activities with others and the world around them (Baker et al., 2019). Due to a lack of studies, it is imperative that immediate steps be taken to enhance the indigenous knowledge-base of child day care and afterschool activity settings. Understanding children in their home environments will be aide.
The document summarizes research on common types of bullying experienced by 10th grade students. It finds that verbal, physical, and cyber bullying are most prevalent. Verbal bullying, such as insulting and teasing, is the most common type overall. Physical bullying includes behaviors like pushing, punching, and attacking. Cyber bullying uses electronic means like messaging and social media to harm others. The study also examines causes of bullying like social status, gender orientation, and religion, as well as effects on victims' self-esteem, academics, and mental health. It recommends choosing positive actions to build relationships and prevent bullying.
Abuse and mistreatment in the adolescent period - by Dr. Bozzi Domenico (Mast...dott. Domenico Bozzi
UNICEF has highlighted how children suffer violence throughout all stages of childhood and adolescence, in different contexts, and often at the hands of people they trust and interact with on a daily basis.
Violent corporal punishment, 300 million children between 2 and 4 years old in the world regularly suffer violence from their family/guardians (about 3 out of 4), 250 million of these are punished physically (about 6 out of 10).
Sexual violence, Sexual violence occurs against children of all ages: 15 million girls aged 15 to 19 have experienced incidents of sexual violence in their lives, and 2.5 million young women in 28 European countries report having suffered episodes of sexual violence before the age of 15.
Attachment Security and Perceived Parental Psychological Control as Parameter...ijtsrd
The study examined attachment security and perceived parental psychological control as parameters of social value orientation among early adolescents. Participants for the study were 210 early adolescents who volunteered from NnamdiAzikiwe University High Awka. Participants’ age ranged from 11 to 15 years, with mean age of 13.26 years and standard deviation of 1.34. Three instruments were deployed for data collection secure domain of the attachment style questionnaire SDASQ by Van Oudenhoven, Hofstra, and Bakker 2003 , adopted version of psychological control domain of the parental control scale developed by Barber 1996 and social value orientation SVO developed by Schwartz 1994 . The study adopted correlation design and statistics appropriate for data analysis were correlation and multiple regression analysis enter method. Hypothesis one was confirmed and result showed that attachment security significantly and positively predicted social value orientation at B = .73 , P . 001. Hypothesis two result was not confirmed at B = .06, p .05. Hence, attachment security is a significant predictor of social value orientation. It was recommended that parents, teachers and care givers should ensure that they establish low anxiety type of relationship with their new born children in order to enhance low anxiety and low avoidance as this will help them at early adolescents to withstand peer pressure of during early adolescent. Nweke, Kingsley Onyibor | Dike Ibiwari Caroline | Dike, Adannia Amarachukwu | Umeaku Ndubuisi Nkemakonam "Attachment Security and Perceived Parental Psychological Control as Parameters of Social Value Orientation among Early Adolescents" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42368.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/psychology/42368/attachment-security-and-perceived-parental-psychological-control-as-parameters-of-social-value-orientation-among-early-adolescents/nweke-kingsley-onyibor
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
2/21/2013
Title:Life-span development of self-esteem and its effects on important life outcomes.
Author:
1) Orth, Ulrich, Department of Psychology, University of Basel, Basal, Switzerland,
2)Robins, Richard W., Department of Psychology, University of California-Davis, CA, US
3)Widaman, Keith F., Department of Psychology, University of California-Davis, CA, US
Purpose of the research:
The present research addresses this gap in the literature by examining effects of self-esteem on life-span trajectories of relationship satisfaction, job satisfaction, occupational status, salary, affect, depression, and health, using data from a large longitudinal study of four generations of individuals ages 16 to 97 years. Currently, the field lacks a broad theoretical perspective that could provide a framework for the present research. By examining patterns of findings across developmental contexts (adolescence to old age), we hope to contribute to building a new, overarching theory of the causes and consequences of self-esteem across the life course.
Research method:
The data come from the Longitudinal Study of Generation. In 1971, three-generation families were randomly drawn from a subscriber list of about 840,000 members of a health maintenance organization in Southern California. Since 1991, the study has included a fourth generation (i.e., the great-grandchildren in the same families). The members of the health maintenance organization included primarily White working-class and middle-class families, and very low and very high socioeconomic levels were not represented in the population. However, level of education among family members corresponded to national norms at the time the sample was drawn. Although the sample was originally recruited in Southern California, at recent waves, more than half of the sample lived outside the region in other parts of California, in other states of the United States or abroad, because of residential mobility of participants.
Participants were assessed in 1971, 1985, 1988, 1991, 1994, 1997, and 2000. In 1971 and 1985, the LSG did not include the full self-esteem measure; the present study therefore examines data of the five waves from 1988 to 2000. We excluded any participant whose age was unknown or who did not provide data on self-esteem at any of the five waves.
Participants:
The sample included 1,824 individuals (57% female). Table 1 gives an overview of the demographic characteristics for the full sample and for the four separate generations. The distribution of gender is relatively even across generations. The age range across waves was 14 to 102 years; however, because only one assessment was below age 16 and two assessments were above age 97, we restricted the analyses to the age range from 16 to 97 years. Of the participants, 94% were Caucasian, 3% were Hispanic, 1% were African American, 1% were Native American, and 1% were of other ethnicity. Because of the low frequencies of ethnicities othe.
This document discusses research on the association between being physically abused and becoming a bully. It reviews literature finding children who bully were often bullied themselves and experience depression. The research aims to determine if physically abused children are more likely to bully others due to developing psychological disorders. More research is needed to better understand bullies and how childhood experiences influence bullying behavior.
This document summarizes several research studies that examined risk and protective factors for depression and anxiety among college students. Key findings include:
1) A study of undergraduate students found that those with more severe depression symptoms and anxiety were more likely to experience suicidal ideation. Another study found anxiety to be the strongest predictor of depression in college students.
2) A study of undergraduate and graduate students found a significant positive correlation between high perfectionism scores and both depression and anxiety.
3) A study of undergraduate students found that those using maladaptive coping strategies and having lower life satisfaction were more likely to experience depression and anxiety.
4) A study of graduate psychology students found high levels of stress from academic pressures and finances
This research proposal aims to study risk factors associated with female bullies. The researchers hypothesize that factors like family structure, birth order, parenting styles, self-esteem and academic achievement may correlate with girls who bully versus those who do not. They plan to survey 100 female bullies and 100 non-bullying girls in grades 4-6, examining demographics, parenting styles, self-esteem and grades. Data will be analyzed using techniques like discriminant analysis and t-tests to identify differences between the groups and support the hypotheses. The goal is to understand dynamics of female bullying to help schools address it.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Causal relationships between risk estimates and alcohol consumptio.docxcravennichole326
Causal relationships between risk estimates and alcohol consumption must be made cautiously as most studies have used a cross-sectional methodology, poor definitions of alcohol use, and inadequate assessments of risk perceptions. Despite a lack of evidence, the concept of adolescent “invulnerability” remains pervasive in both scientific and lay circles, is used to explain adolescents' decisions to engage in a potentially harmful behavior and is incorporated into many intervention programs (Fell, et al., 2015). Longitudinal, prospective studies are needed to understand fully the extent to which perceptions of low risk predict and motivate alcohol use.
I. Perceptions of Alcohol-Related Benefits:
An emphasis on perceived risk alone may be inadequate to predict or change behavior because a risk is only part of the behavioral decision-making equation. What is missing knows the extent to which adolescents perceive benefits of risky behaviors. The decision literature has argued that individuals should consider both the risks and benefits when making decisions. In addition, alcohol expectancy researchers have found that perceived benefits, in addition to perceived risks, are significant predictors of drinking behavior. More recently, Goldberg and colleagues (2002) concluded that, regardless of age, participants with more drinking experience perceived benefits to be more likely to occur, and risks less likely (Grube & Voas, 2014).
Indeed, adolescents' reasons for drinking alcohol often include an acknowledgment or identification of alcohol-related benefits, such as alcohol being used in social interactions to help them to reduce inhibitions, feel more relaxed reduce tension, foster courage, and reduce worry. Attachment theories are based on the view that human beings have an intrinsic and universal desire to be accepted by others. Parent attachment is broadly conceptualized as the overall level of parental responsiveness toward the offspring.
The youth’s internalization of the security of attachment is expected to be imprinted heuristically through interaction with the caregiver, in time becoming relatively resistant to change, showing enduring effects across the lifespan (Miller, et al., 2010). Through the formation of secure bonds to parents, children acquire a robust internal working model of themselves and others.
Youth with secure attachment to parents develop the skills necessary to regulate their Attachment emotional theories are based on the view that human beings have an intrinsic and universal desire to be accepted by others. Parent attachment is broadly conceptualized as the overall level of parental responsiveness toward the offspring (Foster, et al., 2013).
The youth’s internalization of the security of attachment is expected to be imprinted heuristically through interaction with the caregiver, in time becoming relatively resistant to change, showing enduring effects across the lifespan. Through the formation of ...
Narcissism, bullying, and social dominance in youth a longitamit657720
This study examines the longitudinal relationship between narcissism and bullying in youth over 3 years. It uses person-centered analysis to identify distinct trajectories of narcissism and two forms of bullying (direct and indirect) and relates these trajectories. The study finds:
1) For girls, higher narcissism was not related to more intense bullying or higher social dominance.
2) For boys, highly narcissistic boys were more likely than peers to show elevated direct and indirect bullying.
3) Among narcissistic youth, only those who engage in high bullying were high in social dominance.
My topic is Global sexual violence Those is my search (The .docxhallettfaustina
My topic is:
Global sexual violence
Those is my search (
The United Nations Children ’s Fund (UNICEF) published a global child abuse research report on the 4th, pointing out that about 10% of girls under the age of 20 have been sexually assaulted or other compulsive sexual behaviors; more than half of children between the ages of 2-14 are often suffered Parents or guardians beaten; and about 20% of the murder victims worldwide are teenagers and children under 20 years old.
The vast majority of violent incidents come from people who interact daily with children, such as family members, peers, and partners. On the whole, the proportion of wars that harm children is not large; but in the context of armed conflicts and other humanitarian crises, domestic violence suffered by women and children will grow significantly.
Sexual violence is a serious public health problem, which can have a long or short profound impact on physical and mental health. For example, it may affect the ability to reproduce and increase fertility, increase the risk of sexually transmitted diseases, and may lead to suicide or self-mutilation. And other behaviors. During or after sexual violence, the victim's killing due to honorary murder is also part of sexual violence. Although women are the main victims of sexual violence, people of any age and gender may be harmed by sexual violence.)
Based on the 4+ academic articles identified in the "Literature Review" assignment, students will write an annotated bibliography that provides an outline of each article. An annotated bibliography provides a summary of an academic paper and relates the paper to one's own research topic.
For this assignment, you will write an annotated bibliography for
each
article you found during your literature search assignment. If any of those articles were
not
academic (i.e. published in an peer-reviewed scientific journal), you must find a replacement article that is academic.
Guidelines
Your annotated bibliography should include the following:
An introduction paragraph that tells your reader (a) your topic and focus of your research and (b) the general context of your topic.
Each annotation should include:
A full citation of the paper in APA style
Three paragraphs that summarizes, analyzes, and applies the source
The first paragraph
summarizes
the source by...
providing context of the source
outlining the thesis (main point) of the source
indicating the main finding of the paper
The second paragraph
analyzes
the source by explaining the benefits and limitations of the research
The third paragraph
applies
the source by explaining how the source's ideas, research, and information can be applied to your topic of study
Grading:
Below Sufficient (2-point)
Sufficient (4-points)
Above Sufficient (6-points)
Examples
Here's an example annotated bibliography from a student in a previous class who received full credit for this assignment.
Below, an exa.
An Overview of Measurement Issues in School Violence and School Safety Resear...Liz Adams
This document provides an overview of measurement issues in research on school violence and safety. It discusses the history of measurement in this area, examines measurement practices in recent related studies, and describes common instruments used to measure school violence and safety variables. The key findings are that measurement in school violence research has been hindered by limited validation of measurement tools and inconsistent use of measures across studies. Common instruments include self-report surveys, mandated reporting of discipline data, and instruments assessing broader constructs like school climate. However, more rigorous validation and standardized use of measures is still needed.
- The document proposes a longitudinal study to examine the effects of parental behavior on child anxiety over time from ages 6 to 18.
- It reviews previous literature that found parental control to be consistently correlated with childhood anxiety, and parental acceptance to have a moderate effect in reducing anxiety.
- The proposed study would use measures from a previous study examining the relationship between parental and child anxious self-talk, and apply them longitudinally to assess effects of parental behaviors like acceptance, psychological control, and behavioral control on child anxiety over 12 years.
Adolescent Depression Aetiology A Systematic ReviewAudrey Britton
This document summarizes a literature review on the aetiology of adolescent depression. The review finds that depression in adolescents has increased significantly in recent decades and is a major public health issue. It explores biological, environmental, sociological, and psychological risk factors. Biologically, genetics and changes in brain development during puberty can increase vulnerability to depression. Environmental and sociological factors like peer rejection, romantic relationships, parenting styles, family mental health, and excessive social media use are also linked to higher depression risk. Understanding the complex interplay between these various risk pathways is important for addressing the rising rates of adolescent depression.
Due Monday August 22, 2016 8am $40.00 please be 100 original OP.docxhasselldelisa
Due Monday August 22, 2016 8am
$40.00 please be 100% original
OPPOSITIONAL DISORDER DISEASE
The research paper will be any disease or condition of the body. The paper must include a thorough description of the disease/condition; current statistics of those affected - epidemiology; financial costs both terms of treatment and loss of productivity; explanations on how the various body systems (anatomically and/or physiologically) are affected; etiology; medications/treatments that are available; prognosis of those affected, and future outlook in general.
Research paper must have 1200 words no more then 1500 not to include abstract,cover paper,annotate.
* cover/title page (page 1)
* corrected abstract (page 2) ( abstract paper turn in I am missing a lot of work )
Must be in the abstract
Statistic/ Epidemiology
Financial cost
Anatomy & Physiology
Etiology (cause)
Diagnosis/ treatment/ prognosis
Abstract
In recent a post, oppositional disorder diseases has been on the rise, raising questions about the manner in which diseases is spreading especially among children. The high prevalence levels of the oppositional disorder have raised more concerns especially form the health, sectors thus developing the need to understand the disorder better. This research paper will, therefore, encompass a broad perspective of oppositional disorder disease to effectively understand how it is manifested, various ways in which it manifests itself to develop preventive strategy much earlier before the situation reaches full-blown.
Unlike the common conduct disorder where the patient is more aggressive towards people and animals, the oppositional disorder is more silent, and it takes time for it to be detected. The lifetime prevalence of the disease is estimated to be 10.2%. The disease is mostly observed in children and adolescents across the globe.
Some of the common symptoms of the disease involve a certain behavior where children’s behavior is much different compared to their peers. A patient suffering from oppositional disorder tends to have a turn in their behavior including regular loose of temper, being angry and resentful, argues with authorities without any significant reason. It is importance to note that the persistence and frequency of these behaviors should be used to differentiate between normal behavior and symptoms of the oppositional disorder. The disease causes a massive effect on patient’s mental and physical wellbeing.
The most common cause of the oppositional disorder is the genetic influence. Research has shown that parents tend to pass on expressing disorder to their children, and it may be displayed in multiple ways. The disease can be easily diagnosed basing on the extent at which the change of behavior causes distress to the family members or drastic changes in academic and social functioning. These behaviors must persist.
RUNNING HEADER COURSE PROJECT – INTRODUCTION AND REFERENCES1.docxagnesdcarey33086
RUNNING HEADER: COURSE PROJECT – INTRODUCTION AND REFERENCES 1
COURSE PROJECT – INTRODUCTION AND REFERENCES 2
Paper Week 06
Course Project – Introduction and References
Tania Hoffman
Rasmussen College
Author Note
This paper is being submitted November 16, 2014 for Cari Beecham-Bautista, M.A. G142/SYG1000 Section 14 Introduction to Sociology.
Course Project – Introduction and References
We all want the best for our children and the children around us. The children in today’s society are the adults in tomorrow’s society. I have three children at home myself with a very supportive husband and family and friends around me. All three children have different attitudes and different behavioral issues that need addressing on a daily basis. You see the children out on the street, see the news and crimes happening all around us and don’t you wonder what is going on and why? Asking yourself, where are the parents!? I know I am guilty of just that.
Sociologists have become increasingly concerned with the ways in which families shaped children’s development and overall well-being. Sociologist’s examine the timing and duration of mothers’ poverty, single motherhood, welfare, employment, and kin coresidence through early and middle childhood. Child behavior problems are shaped by poverty and kin coresidence in early and middle childhood, and by parents use of physical punishment. Data was used on mothers and children from the NLSY, which showed strong demands of data, and provided strong tests of relationships.
A child’s behavior problems are a very important aspect of children development because it could be implicated in later adult outcomes. For example child temper tantrums could lead to later problems in life such as downward occupational mobility, erratic work lives, and divorce and separation (Caspi, Elder, and Bem 1987). Child development research find continuity between early behavior problems and later antisocial behavior (Olweus 1979; Loeber 1982), while criminological research finds continuity between behavior problems and later delinquency and crime (Farrington 1986; White et al. 1990). Such offenders in turn are more likely to suffer adult problems like joblessness, poverty, violence, and imprisonment (Nagin, Farrington, and Moffitt 1995; Farrington 1989; Hagan 1991).
Through the research in child psychology it has been determined that coercive or authoritarian control based upon force, threat, or physical punishment of children is ineffective in controlling and shaping children. What has been proved effective is inductive or authoritative control based upon reasoning, explaining, and understanding (Baumrind 1978; Boronfenbrenner 1979; Rollins and Thomas 1979).
Child development and parent child interactions have a large deal to do with social structure. For example this includes everything from parents working outside of the home which could impede parent-child interactions and increase problems. Then there i.
Similar to Running Head CRITIQUE ESSAY OUTLINE1CRITIQUE ESSAY OUTLINE.docx (20)
Running head CRIMINOLOGICAL THEORIES 1CRIMINOLOGICAL THEOR.docxtodd271
Running head: CRIMINOLOGICAL THEORIES
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CRIMINOLOGICAL THEORIES
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Criminological Theories
MCJ 5135 Theory of Crime and Criminology
The Relevance of Psychological Theories in Criminology
The engagement of an individual in criminal activities is often influenced by various underlying factors. As such various theories have been developed to explain the behavioral patterns of criminals and enable the criminal justice departments to operate effectively. Among the developed theories, the psychological theories are perhaps the most accurate in the field of criminology. Psychological theories are based on an interaction between biological and social-cultural factors that either promote or deter criminal behavior, (Walters, 2016). Classical theories of criminology did not account for the state of mind of criminals. As such, many criminals in the past were convicted of crimes they committed unknowingly. This has changed since the adoption of psychological theories. Both individuals as well as criminal justice officials now understand that psychological factors influence criminal behavior. Appropriate measures have been implemented to ensure that the criminal justice department treats all persons fairly by assessing underlying psychological factors. As such, psychological theories have not only promoted the work of the criminal justice department but also promoted individual awareness about underlying mental conditions that affect an individual’s behavior, (Byrne & Hummer, 2016).
Review of the Literature
1. Byrne, J., & Hummer, D. (2016). An examination of the impact of criminological theory on community corrections practice. Fed. Probation, 80, 15.
According toByrne & Hummer (2016), psychological theories have the most direct influence on probation and parole compared to other theories of criminology. The authors have comprehensively analyzed the impact of various theories used to evaluate criminal behavior. They suggest that behavior is intertwined with unconscious motives. Therefore, understanding the reasons behind a crime requires a psychological evaluation to understand the interaction of the two factors. This article is suitable for this research because it captures the relevance of psychological theories in criminology.
2. Dippong, J., & Fitch, C. (2017). Emotions in criminological theory: Insights from social psychology. Sociology Compass, 11(4), e12473.
Few formal theories have been developed to capture the role of emotional processes as facilitators or inhibitors of crime, (Dippong & Fitch, 2017). According to the authors, gaps in criminology can be filled by focusing on the underlying psychological factors of the offenders. The article highlights the effect that practices such as interrogation have on the mental state of an individual thus resulting in inaccurate findings during criminal investigations. As such, this article is a reliable source of information about the relevance of applying psychological theories in criminology. .
Running head COMPARATIVE ANALYSIS 1COMPARATIVE ANALYSIS .docxtodd271
Running head: COMPARATIVE ANALYSIS 1
COMPARATIVE ANALYSIS 3
A comparative analysis between Korean melodrama and other local melodrama
Student name
Institution
Most studies in recent times have discovered that Korean dramas have come with a “Korean wave” in media in the global stage. Audiences have been reconceptualised due to the availability of internet and computer that have facilitated the digital revolution. Korean melodrama has earned more views than local melodrama, a result of its marketing its content without owning a means of distribution.
Korean melodrama is a representation of a product that is a hybrid of Hollywood, since Korean melodrama makes use of practices, tools, and conventions in the narrative that comes with the preoccupation of the Korean socio-political and historical aspects. The aspect of familiarity that lacks in local melodrama exists in Korean melodrama. Studies in have shown that audiences tend to respond positively to things they are familiar to and that is exactly what Korean melodrama is.
The use of genre by Korean melodrama is a huge success to its big audiences from the west, as a study by the Korean Creative Content Agency (KOCCA) back in 2015 estimated that around 19 million Americans enjoy Korean melodrama compared to five million who preferred local melodrama as they are a definition of what the world is in reality. The aspect of what is good and what is bad entangled with emotional narratives that give the audience an opportunity to select a hero or a heroine (Martin, 2019).
Korean melodrama are structured in a way that the audience can critique structures of institutional powers and explore a world with aspects of complex social issues. Korean melodrama has a vital element of their characters not being complex and this does not place a huge burden of danger or any sort of conflict in their existing world (Smith, 2017). The study also found out that Korean dramas have integrated aspects of adventures, romance and included professional fields like doctors and police, and lawyer, which are familiar genres to the audience. The structure of the Korean melodrama comes along with themes and selective iconography that make Korean melodrama suitable for global audiences.
Korean drama has earned viewers more than local dramas in the local stage given the Korean dramas depict the actual Korean culture. Most people are attracted to Korean melodrama since they are interested with the reality. A study by a Korean television found out that their supervisor had received more than five hundred emails from people who were not Korean to include English subtitles in their videos. This proves to be a massive support comparing people have less interest in their local drama. Korean drama have earned a huge fan base due to the license agreement of online streaming that was agreed by Korea (Moon, 2019). Studies have recorded that the market of Korean melodrama has around 12% of them wh.
Running Head Critical Evaluation on Note Taking1Critical Ev.docxtodd271
Running Head: Critical Evaluation on Note Taking
1
Critical Evaluation of Four Articles On Note Taking
Critical Evaluation of Four Articles On Note Taking
Note taking is the process of recording information from another source and is an integral part of university studies. Comprehensive studies have been conducted to underline the cognitive process of note taking. This essay aims to critique four research articles pertaining to the study of note taking namely by highlighting several pros and cons of certain methodologies used, to improve future researches done on the topic of note taking.
The first article aims to examine whether the use of laptops in note taking impairs learning compared to people who were using the longhand method (Mueller & Oppenheimer, 2014). They conducted three experiments to investigate whether taking notes on a laptop versus writing longhand would affect academic performance, and to explore the potential mechanism of verbatim overlap as a proxy for the depth of processing. They used an experimental design in order to achieve a quantitative result. Using five 15 minutes TED talks lectures, the use of either laptop or longhand method for note taking as a categorical variable, and 67 participant samples from different university research subject pools, they concluded that participants using laptops were more inclined to take verbatim notes than participants using the longhand method. An overlooked procedure of this methodology is that in their first study, either one or two students were placed in an enclosed room.Mueller & Oppenheimer (2014) unknowingly made this a variable in their experiment. Additionally, typical university lectures are done in an occupied lecture hall. Mueller and Oppenheimer (2014) should have had his experiments in a lecture hall with students while testing his participants, emulating an environment similar to the real world. Doing so would increase external validity without sacrificing internal validity. Participants were taken randomly from a pool of voluntary university students, which is a good representation of the larger population for their hypothesis of the experiment. Mueller and Oppenheimer (2014) did not account for how the participants usually took notes in their classes. Instructing the participants to take down notes in a medium they are not used to could have affected their implicit processing of information, affecting results. The experimenters should have divided the participants into two separate groups based on which medium they were more comfortable in using. A third control group whereby participants did not take notes would have been beneficial to this experiment, eliminating compromising factors such as selection threats (Trochim, 2006).
The next article alleviates most of the previously stated concerns. This experiment was conducted to determine whether students’ note-taking and online chatting can influence their recalls of lecture content and note quality (Wei , Wang .
Running head CRITIQUE QUANTITATIVE, QUALITATIVE, OR MIXED METHODS.docxtodd271
Running head: CRITIQUE QUANTITATIVE, QUALITATIVE, OR MIXED METHODS DESIGN
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CRITIQUE OF QUANTITATIVE, QUALITATIVE, OR MIXED METHODS DESIGN
Critiquing Quantitative, Qualitative, or Mixed Methods Studies
Adenike George
Walden University
NURS 6052: Essentials of Evidence-Based Practice
April 11, 2019
Critique of Quantitative, Qualitative, or Mixed Method Design
Both quantitative and qualitative methods play a pivotal role in nursing research. Qualitative research helps nurses and other healthcare workers to understand the experiences of the patients on health and illness. Quantitative data allows researchers to use an accurate approach in data collection and analysis. When using quantitative techniques, data can be analyzed using either descriptive statistics or inferential statistics which allows the researchers to derive important facts like demographics, preference trends, and differences between the groups. The paper comprehensively critiques quantitative and quantitative techniques of research. Furthermore, the author will also give reasons as to why qualitative methods should be regarded as scientific.
The overall value of quantitative and Qualitative Research
Quantitative studies allow the researchers to present data in terms of numbers. Since data is in numeric form, researchers can apply statistical techniques in analyzing it. These include descriptive statistics like mean, mode, median, standard deviation and inferential statistics such as ANOVA, t-tests, correlation and regression analysis. Statistical analysis allows us to derive important facts from data such as preference trends, demographics, and differences between groups. For instance, by conducting a mixed methods study to determine the feeding experiences of infants among teen mothers in North Carolina, Tucker and colleagues were able to compare breastfeeding trends among various population groups. The multiple groups compared were likely to initiate breastfeeding as follows: Hispanic teens 89%, Black American teens 41%, and White teens 52% (Tucker et al., 2011).
The high strength of quantitative analysis lies in providing data that is descriptive. The descriptive statistics helps us to capture a snapshot of the population. When analyzed appropriate, the descriptive data enables us to make general conclusions concerning the population. For instance, through detailed data analysis, Tucker and co-researchers were able to observe that there were a large number of adolescents who ceased breastfeeding within the first month drawing the need for nurses to conduct individualized follow-ups the early days after hospital discharge. These follow-ups would significantly assist in addressing the conventional technical problems and offer support in managing back to school transition (Tucker et al., 2011).
Qualitative research allows researchers to determine the client’s perspective on healthcare. It enables researchers to observe certain behaviors and experiences amo.
Running head CRIME ANALYSIS TECHNOLOGY .docxtodd271
Running head: CRIME ANALYSIS TECHNOLOGY 1
CRIME ANALYSIS TECHNOLOGY 9
Crime Analysis Technology
Student’s Name
Institutional Affiliation
Crime Analysis Technology
Peer-Reviewed Article Analysis
Technology has evolved over the years in various sectors, with new technological innovations being developed. One of the areas that has witnessed great applications of technological evolution is in the detection and prevention of crime. This article will analyze the various technologies that are used to prevent and detect crime.
Byrne and Marx (2011) in their article reviews the topic in detail and gives insight in the role of technology in combating crime.
The key data that will be used in this research is secondary data from various peer-reviewed sources that review the topic of Crime Analysis Technology from various perspectives. Byrne and Marx (2011) presents various data on crime and the use of Information Technology in crime detection and prevention. For instance, it highlights that the percentage of schools in the United States that deploy metal detectors is approximately 2%. The article also approximates that as of 2006, one million CCTV cameras had been deployed in the United States, although the article does not provide current estimates on the same.
The article plays a great role in my final research. It gives a highlight of the various technological applications for crime prevention and detection. This can provide a background for further research, especially the technological innovations that are currently being developed. The article also presents figures about various elements of technology in crime prevention and detection such as the number of CCTV cameras, the crime rates such as the registered sex offenders, among others. Projections can therefore be made to the future.
The article mentions several significant facts. First, it classifies technological innovations in criminal justice as hard technology versus soft technology. Hard technology innovations include hardware and materials while soft technology innovations include information systems and computer software. Examples of hard technology is the CCTV cameras, metal detectors, and security systems at homes and schools. Examples of soft technology include predictive policing technology, crime analysis techniques, software, and data sharing techniques, among others. Both of the two categories of technological innovations are important in criminal justice. Another fact is the new technology of policing. The article identifies hard policing technological tools such as non-lethal weaponry and technologies for officer safety. It highlights soft policing technologies such as data-driven policies in policing and information sharing. Another important fact that the article mentions is the issues that should be con.
Running head CRIMINAL JUSTICE FLOWCHART1CRIMINAL JUSTICE FL.docxtodd271
Running head: CRIMINAL JUSTICE FLOWCHART 1
CRIMINAL JUSTICE FLOWCHART 11
Introduction
The purpose of a flowchart is to graphically present information in a logical pattern according to whatis.com (2018), usually showing the progression within a process from beginning to end. This flowchart will illustrate the pattern of progression in the criminal justice systems of Canada and India. In most countries policing, the courts, and the correctional systems are interdependent in this relationship, the police are the first step and the other steps follow in a logical progression. The purpose of mapping the steps of these countries criminal justice systems is to give visual context to this progression.
Criminal Justice of Canada
Police
Canada’s criminal justice system is not that different from other systems from around the world. The Canadian system comprised of the police who investigate crimes, collects evidence, and apprehend suspects for trial in the court system. Canada’s policing uses a decentralized multiple coordination model. In Canada, the federal government is constitutionally responsible for legislating in all areas that relate to criminal matters Braiden (2006), but legislating police activity is the responsibility of the provinces.
Each province has passed a Police Act to meet their responsibilities. Police forces in Canada deal with all types of crimes, from Crimes against Persons to Crimes Against Property according to the Canadian Department of Justice (2017). The crime being investigated will dictate the course of the investigation that will follow. To satisfy their role in the criminal justice flowchart the police must collect evidence and this evidence will be used at trial.
The gathering and preserving of evidence according to rules established within the Police Act and federal legislation spelled out in the Canadian Constitution Canadian Department of Justice (2017). Once an investigation occurs with the collection of evidence, and this evidence obtained through interviews and legally issued search warrants the police will develop a most likely and viable suspect and the police will request an arrest warrant for the suspect spelling out who they are looking to arrest and for what crime they wish to arrest them for.
Courts
The arrest is one of the final steps for the police in this matter and the beginning of the court process. The first step in this process is to put the person in custody into a holding cell usually at a detention center, the person is typically seen by a judge or a justice of the peace as soon as possible, this is usually done in twenty-four hours according to the Canadian Department of Justice (2017). At this point, the judge determines a pre-trial date in some cases will release the party on bail.
A bail hearing allows the prosecution to present evidence in hopes to keep the accused in custody. In the Canadian system, the state has all the expense of investigatio.
Running head COMPANY OVERVIEW1COMPANY OVERVIEW2Co.docxtodd271
Running head: COMPANY OVERVIEW
1
COMPANY OVERVIEW
2
Company Overview
Name: John Blair
Institutional Affiliation: Rasmussen College
Founded in 2001, Global Inc. is one of the leading manufacturers of consumer electronics such as personal computers, smartphones, and household appliances among other products. As a limited liability company members are not liable for the organization’s liabilities or debts (Deering & Murphy, 2003). It has experienced growth currently with approximately 13, 500 workers and an annual revenue of $14 billion as of December 2017. Smartphones and personal computers form its major source of revenue which currently comprises 45% of all the revenues. Starting 2009, the company expanded to the international market and has since experienced a growing revenue due to the expanding market share. More so, due to benefits such as cheap and readily available labor, the organization moved some of its manufacturing processes to Indonesia, Bhutan and Hong Kong which has greatly impacted the operational cost enabling it to provide goods at competitive prices.
In 2016, the company faced issues related to labor management as it was established that some of its suppliers employ underage workers and also utilizes bonded labor. It has been an ethical issue faced by the organization whether it should cut ties with the suppliers and find other suppliers. The company did not have any policies that controlled labor management practices by the suppliers hence it was not likely for the organization to act with speed. On the other hand, in the established manufacturing plants in Asian countries, it emerged that some workers received wages lower than the minimum wages in the said countries. These have been the two major issues that have recently tarnished the organization’s public image. However, it has put efforts to turn around the situation and regain its previous public image.
Reference
Deering, A., & Murphy, A. (2003). The Partnering Imperative: Making Business Partnerships Work (1st ed.). New York, NY: Wiley.
Running head: ETHICAL ISSUES IN CONSUMER ELECTRONICS INDUSTRY
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ETHICAL ISSUES IN CONSUMER ELECTRONICS INDUSTRY
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Trending Ethical Issues in Consumer Electronics Industry
Name: John Blair
Institutional Affiliation: Rasmussen College
Trending Ethical Issues in Consumer Electronics Industry
In the consumer electronics industry, players are competing with each other to create cutting edge devices that are more appealing to the consumers. Due to this need, majority of the manufacturers have employed various strategies such as partnering with third party manufacturers in a bid to lower operational costs hence being able to present consumers with competitively priced devices. However, it is imperative to note that adoption of the various strategies by the industry players has led to a number of ethical issues such as unfair labor practices as looked into in the following section.
One, partnering with third party manufacturers.
Running head CRIMINAL BACKGROUND CHECKS 1CRIMINAL BACKGROUND .docxtodd271
Running head: CRIMINAL BACKGROUND CHECKS 1
CRIMINAL BACKGROUND CHECKS
2
Criminal Background CheckNameENG/100
Erica Letourneau
September 1, 2019
Thesis Statement:
Criminal background checks help in determining a new employee’s behavior on the job, aids in identifying illegal immigration or harbored a fugitives, and acts as a societal norm.
Determining the behaviors of a new employee
One-way Criminal background checks helps employers is through acting as a guide in determining employee behavior before joining their task force. The character of an employee is a factor that should be considered before the employee is offered an opportunity to work for any organisation (Harris & Keller, 2005).
Hiring a criminal puts the security of the customers and employees at risk. Without past information about an employee, an organization is likely to employ a criminal. In this respect, a background check comes in place to make sure that the potential employee has no tarnished background.
Aids in illegal immigration or harboring a fugitive
Criminal background checks can also aid identifying illegal immigrants or harbored fugitives in workplaces. In the modern day, illegal immigration has become a norm in the society. Considering that the illegal immigrants are not citizens of the country, it is evident that any person cannot access their records. A criminal background check does not only help to know the previous criminal engagement activities of a person, but it also helps to know if a person is in the country's system or not.
Acts as a societal norm
Criminal background checks act as a social norm which can help in a nation’s economic growth. The productivity of its citizens dictates the economy of any nation. Ethics and productivity go hand in hand. When one is involved in criminal activities, it is evident that the level of his or her productivity can be questioned (Blumstein & Nakamura, 2009). It has become a norm for the society to try and look if one is associated with shady dealings in the past. The norm has been essential in two different ways. The first way is associated with the aspect of making sure that the people who are engaged in business activities are people with a good reputation and trustworthy (Harris & Keller, 2005). The second way is associated with the influence that the background check has on the members of the society. Most members of the society try as much as they can to avoid engaging in criminal activities because such can affect their future and that promotes a norm of avoiding and staying away from crime.
References
Blumstein, A., & Nakamura, K. (2009). Redemption in the presence of widespread criminal background checks. Criminology, 47(2), 327-359.
Harris, P. M., & Keller, K. S. (2005). Ex-offenders need not apply: The criminal background checks in hiring decisions. Journal of Contemporary Criminal Justice, 21(1), 6-30.
Concerns
Areas that Need Work
Criteria
Standards for This Performance
Strengths
Evidence.
Running head: CRIME ANALYSIS 1
CRIME ANALYSIS TECHNOLOGY 2
Crime analysis is a function that usually involves the systemic analysis in identifying as well as analyzing the crime patterns and trends. Crime analysis is very important for law enforcement agencies as it helps law enforcers effectively deploy the available resources in a better and effective manner, which enables them to identify and apprehend suspects. Crime analysis is also very significant when it comes to arriving at solutions devised to come up with the right solution to solve the current crime problem and issues as well as coming up with the right prevention strategies. Since the year 2014, crime rates in the USA have increased steadily as per a study done by USAFacts, which is a non-partisan initiative (Osborne & Wernicke, 2013). With this increase in crime rates, which has majorly resulted in massive growth in technology, it is essential to come up with better means and ways of dealing with the increased crime rates. With the current advancement in technology, better law enforcement tools developed, which has enabled better crime deterrence in better and efficient ways. All this has been facilitated by the efforts of crime analysts who have come up with better tools and thus enabling the law enforcers to better deal with the crimes (Osborne & Wernicke, 2013). In this paper, I will consider the application of crime analysis technology and techniques in fighting crimes. Application of crime analysis technology and techniques used to make crime analysis more accurate and efficient.
Currently, the two technological tools that are used in predictive policing software have enabled security agencies to effectively use predictive policing ("Crime Analysis: Fighting Crime with Data," 2017). Application of this software has enabled better crime prevention as with data obtained in the previous crimes have been used to predict possible future severe crimes in a specific area.
Through the adoption and use of crime analysis, law enforcement agencies have been able to fight against crimes as when compared with the past effectively. The use of crime analysis comes at the right time, where there has been an increase in crime rates in the current digital error. In a survey done by Wynyard group in 2015, the study revealed that for every 10 law enforcement officials 9 of them believe that the use of current technology in crime analysis has had positive effects in helping the agencies in solving crimes as they can identify essential links and trends in crimes ("Crime Analysis: Fighting Crime with Data," 2017). In the same way, other sectors have benefited from data analysis with spreadsheets, databases, and mapping, law enforcers have been able to use data analysis to come up with a better decision. Crime analysis ha.
Running Head CRIMINOLOGY USE OF COMPUTER APPLICATIONS .docxtodd271
Running Head: CRIMINOLOGY USE OF COMPUTER APPLICATIONS 2
CRIMINOLOGY USE OF COMPUTER APPLICATIONS 2
In the wake of technological advances, the use of computers has played a major role especially in criminal justice (Moriarty, (2017). This paper has focused on the use of computer application technologies in criminology and the potential it has in legal systems. From enabling easy access for witnesses to search for accused peoples’ photographs on the screen and go through the whole court procedural activities. Moreover, criminals’ records can be monitored using databases and it is easy to make a follow-up on crimes they have committed in the past and the charges against them. Forensics can also be conducted and investigations can now be carried out easily and very fast. Also, when one is linked to cases, they can be easily identified using forensics and fingerprints. Portable laptops have also helped police officers in getting information and any important details related to a crime at any place without having to go back to their working stations. James (2017), argues that unlike in the past, investigations are done faster due to internet connections and ease of communication between community members and investigative officers through the use of phone gadgets.
Computers have broad variance in usage which has been enhanced by computer applications. For instance, massive record keeping systems have relied for reference on criminal accounts, case records and unresolved warranties. Incorporation of technology in criminology has just made the career easy and also improved livelihoods. Many police units now use computerized applications to keep up with the ever-rising crimes. There are different applications being used nowadays, from mobile technology, to use in-car computers, CCTV camera installations and also software such as the Computer Aided Dispatch. Investigators often use programmed record management systems to monitor information they obtain and guard it properly. With the current technology, it is possible to detect impending crimes, track stolen goods and the culprits, tell which time a crime occurred and also who committed it and where.
Computer applications:
1. In-Car Computer installations in police cars.
Blumstein (2018), contends that this application that allows traffic patrol police to effectively carry out their activities especially when vehicles violate traffic rules. In the current world, things are drifting toward being more computerized than handwritten (Maxfield & Babbie, 2014). Thus event arrest reports are being typed. It also means that after traffic references are written down, they are generated by the computers installed duplicating a copy to the person who breaks the rules. This is seen to reduce paperwork and improve the efficiency of police officers' work.
2. Computer Aided Dispatch
In the past, correspondents would use hand.
Running Head CRITICAL ANALYSIS OF THE WHISTLEBLOWER INCENTIVES .docxtodd271
Running Head: CRITICAL ANALYSIS OF THE WHISTLEBLOWER INCENTIVES 1
CRITICAL ANALYSIS OF THE WHISTLEBLOWER INCENTIVES AND PROTECTION 5
Doctor of Business Administration- Finance
Track- ADRP
Flexible Design Methods
Critical Analysis of the Whistleblower incentives and protection: Are a way of applying investment banking incentives to control management unethical and illegal practices
Introduction
Whistleblower incentives and protection refers to the monetary reward as well as protection which the United States Government offers to the individuals who exposes certain wrongdoings in the community more especially in government institutions. The Federal law requires the government to reward the whistleblowers a certain percentage of money that is recovered following their tips of exposing the wrongdoing acts. This percentage may go up to 30 percent of the total recovered money. In this paper, I will critically analyze whether Whistleblower Incentives and Protection are ways of applying investment banking incentives to control management unethical and illegal practices. And maybe are the whistleblowers rewarded accordingly in terms of security and money.
Problem Statement
What happened?? This is not anything like what was approved or what was in the white paper. Follow the instructions and make a paragraph out of the bullet outline problem
The Problem statement, which will be addressed in this paper, is that, whistle blowers are not given adequate incentives and protection resulting in the difficulty of reporting wrongdoing, misconduct and unethical behaviors. According to Andon, et al., (2018), Lack of whistle blower incentives and protection makes it difficult for whistle blowers to report wrongdoing, as they feel insecure. “The current whistle blowing system is not effective and therefore does not provide the basis for investigation of corruption cases and any misconduct within a company (Ballan, 2017). In support of Ballan’s views on the whistle blowing system, Keith, Todd & Oliver, (2016) indicated that the managers aren’t empowered to sanction employees involved in unethical behaviors because of lack of whistle blower incentives which are reinforced by the Federal laws.
Specifically, failure of finance department to offer adequate whistleblowers incentives as well as protection within the investment – banking sector in the United States. As per Keith, Todd & Oliver, (2016), in their recent research, they recommended that the finance department in any organization is a very critical area that can determine the overall performance of an organization. Failure to provide whistleblower incentives and protection to finance staff makes it difficult for them to report unethical behaviors.
Research Questions
What happened here? Where is the list of approved RQs Where are the numbers
It’s important to note that integrity and corruption free environment can be enhanced if specifically the involved organizations are audited or watch.
Running head CRITICAL APPRAISAL OF RESEARCH ARTICLES .docxtodd271
Running head: CRITICAL APPRAISAL OF RESEARCH ARTICLES 1
CRITICAL APPRAISAL OF RESEARCH ARTICLES 10
Critical Appraisal of Research Articles on Evidence-Based Practice
Name
Institution
Course
Date
Critical Appraisal of Research Articles on Evidence-Based Practice
Full APA formatted citation of the selected article
Article 1
Article 2
Article 3
Article 4
Barakat-Johnson M., Lai M., Wand T. & White K. (2019). A qualitative study of the thoughts and experiences of hospital nurses providing pressure injury prevention and management. Collegian, 26(1), 95-102.
Park S. H., Lee Y. S. and Kwon, Y. M. (2016). Predictive validity of pressure ulcer risk assessment tools for the elderly: A meta-analysis. Western Journal of Nursing Research, 38(4), 459-483.
Boyko T., Longaker M. T., and Yang G. (February 1, 2018). Review of the current management of Pressure Ulcers. Journal of Advances in Wound Care, vol. 7, issue No. 2. Pages 57-67.
Ferris, A., Price, A., & Harding K. (2019). Pressure ulcers in patients receiving palliative care: A systematic review. Palliative Medicine, 33(7), 770-782.
Level of evidence of the article
Level 4 evidence. The article provides a summary of the individual thoughts and experiences regarding the issue of pressure ulcers
Level 2 evidence. The information comes from the meta-analysis of all the relevant and randomized, as well as the controlled trials.
Level 1 evidence. The article offers evidence from the systematic review of the randomized as well as the controlled trials from the experiments.
Level 1 evidence. The information is evidence from the systematic reviews of trials that have been relevant and controlled while the researchers were trying to carry out the research.
Conceptual Framework
The theoretical basis that led to the research was an increased number of injuries resulting from pressure ulcers, and this led to the need for having a study to find the ways that were effective for preventing such occurrences.
The theoretical framework that led to this study was that pressure ulcers have become a major challenge and a challenging goal when it came to providing healthcare for pressure ulcer patients. Therefore, it led to the need to have a study that could deal with the challenge.
The theoretical framework that necessitated this research was the incidence of pressure ulcers that were increasing because of the poor and aging population as well as the elderly that were living with incidences of disability.
Pressure ulcers were highly associated with significant mortality and morbidity and high costs of healthcare services, and this led to the need for a study to review the situation.
Design/Method
A qualitative and exploratory design using semi-structured interviews. Sampling was also done and used for obtaining the participants and information from the relevant individuals of the study.
A qualitative study w.
Running Head COMPARATIVE ARGUMENT2COMPARATIVE ARGUMENT2.docxtodd271
Running Head: COMPARATIVE ARGUMENT 2
COMPARATIVE ARGUMENT 2
Shouq Alqu.
CWL 200 SEC 03
Feb / 23 / 2020
Comparative Argumentative Critical analysis
Introduction
Plato’s allegory of the cave is a notion about human perception. Plato argued that knowledge acquired through the senses is just an opinion but for one to acquire knowledge then it must be through philosophical cognitive. Plato gives an analogy of the prisoners tied to some rocks in a cave since they were born. They cannot see anything except shadows of objects carried by people walking in the walkway. Since the prisoners had not seen the real objects ever since they were born, they believe that these shadows are real. Fortunately, one prison escapes from the cave and meets the real world and recognizes that his perception of reality was mistaken. He goes back to the cave and informs the other prisoners what he found. Unfortunately, they don’t believe him (Alam 5).
Overview of Gogol’s Overcoat and Lahiri’s Namesake
The overcoat is a story written by Nikolai Gogol about Akaky Akakievich, an underprivileged government clerk in Russia. Though he is devoted to his work, his hard work goes unrecognized by his colleagues who joke about his overcoat. When his overcoat is worn out he decides to get it fixed but his tailor advises him to get a new one because the old one was beyond repair. His tailor finally makes a new coat for Akaky which makes his colleagues celebrate him by throwing a party for him. His coat does not last long because it is stolen and Akaky’s efforts to get it back do not bear fruit. He dies of fever (Yilmaz 195).
Namesake is a story about Indian immigrants who settle in the US. Soon after, they get a baby boy who is given a temporal pet name by his father: Gogol. When he starts kindergarten Gogol is given his good name, Nikhil, which he rejects and clings to his pet name. But when he grows up Gogol knows the meaning of his name and starts to despise it. At the age of eighteen, he changes his legal name to Nikhil. He becomes acculturated and adopts the American way of life. That way he feels comfortable around his friends and especially the girlfriend. It was after his father’s death that he knew the true meaning of his name and changed it again to Gogol (Jaya 158).
The relevance of Plato’s Allegory of the cave on Gogol’s ‘Overcoat’ and Lahiri’s ‘Namesake’
The most significant insinuation of these stories is how the two main characters change their identity. Both of them were not named after they were born. Coincidentally, their fathers picked their names for them. As the writers of these two stories put it, these two characters could not be given any other names. These two characters are comfortable with their identities just like the prisoners in the cave (Ledbetter 130).
Akaky is afraid of changing his old ways of doing things. He was seen in the same position and place with the same uniform, his overcoat, and this made his supervisors believe that he was born as a r.
Running Head CREATING A GROUP WIKI1CREATING A GROUP WIKI .docxtodd271
Running Head: CREATING A GROUP WIKI 1
CREATING A GROUP WIKI 3
Title: CREATING A GROUP WIKI
Student’s Name:
Institution:
As far as the definition to my words is concerned, metacommunication can be defined as all nonverbal cues experienced by different people. Some of the metacommunications experienced by people include; tone of voice, gestures, facial expression and body language. On matters related to the facial expression, it can be used to show the feelings of the people involved in an incident. However, different people should be encouraged to understand the use of the metacommunication in ensuring that the society is able to operate in an effective manner. Again, gestures can be used in ensuring that communication is enhanced amongst different people. The use of gestures plays important roles in ensuring that different ideas are shared in the best way possible (Hazari, 2019).
On the other hand, evaluative communication can be used for the purposes of causing defensiveness by ensuring that judgment is passed. It is through that whereby majority of the people are enabled to focus on the problem experienced hence making it easy for the right solution to be found. The ability of people to focus on the problem can be used in ensuring that the required solution is identified therefore reducing the issues experienced by the people. However, majority of people should be encouraged to engage in evaluative communication for the purposes of ensuring that the solution to the issues experienced is found (Ma, 2020).
References
Hazari, S., North, A., & Moreland, D. (2019). Investigating pedagogical value of wiki technology. Journal of Information Systems Education, 20(2), 8.
Ma, Q. (2020). Examining the role of inter-group peer online feedback on wiki writing in an EAP context. Computer Assisted Language Learning, 33(3), 197-216.
Running Head: MATRILOCAL AND CONJUGAL FAMILY 1
MATRILOCAL AND CONJUGAL FAMILY 3
Title: MATRILOCAL AND CONJUGAL FAMILY
Student’s Name:
Institution:
My first term I chose is matrilocal family. However, matrilocal family is a family whereby the husband goes to live with the family of the wife. This is a culture which allows the man to move to live with the mother and the father in law. As a result, the man is required to change his social life their living according to the cultures of the parents in law (Brown, 2020).
As far as the episode is concerned, the man had to go and hence live with the female’s family. It is through that whereby the man was required to change his lifestyle and hence adapt the live from the female’s family. Moreover, when not controlled, matrilocal family might end up bringing about conflicts amongst the people and their care has to be taken so as to ensure that the cases of misunderstanding are not experienced.
On the other hand, conjugal family is the other term which should be considered in different aspects. However, this is a term in which the marred coup.
Running Head: CRITICAL ANALYSIS 1
CRITICAL ANALYSIS PAPER 7
Critical Analysis Paper #2
Professor McMahon
Waffa Elsayed
HBSE
03-25-2019
Introduction
In this paper, I will argue that “Intimate Partner” is used to represent any inclusive romantic or sexual relationship between two non-biologically-related people. Ideally, these kinds of relationships show lots of love and support for each other. Unfortunately, some people do not act like the ideal condition and abuse their partners cause considerable emotional or physical pain and injury (Belknap, Chu, & Deprince, 2012). Sometimes abusing behavior brings violence and makes the worse situation ever. Different type of abuses such as emotional abuse, economic abuse, social isolation, physical abuses takes place in case of creating intimate partner violence. Sometimes some people start to stalk their partners with generating a different motive such as anger, hostility, paranoia, and delusion towards their partners (Belknap, Chu, & Deprince, 2012). One partner verbally threats his/her partner through using emails, text messaging, and social network Internet sites. In 2012, 4th February, a 21-year-old California boyfriend had bound legs of his girlfriend with tape and threatened her with pointing a gun towards her and beaten her, and kept her for nine days. This situation occurred as the girl received a text message from another man on her cellphone (Belknap, Chu, & Deprince, 2012). It is clear that technology can lead to intimate partner abuse. In this paper, I will argue that technology in terms of electronic devices can be used as the trigger for more intimate partner violent abuse. Comment by Sarah McMahon: I would suggest having someone review your writing to help improve your ability to convey your ideas. Comment by Sarah McMahon: I am wondering what this means- different from what? From IPV? It seems to me that it is a similar motive so I am unclear. Comment by Sarah McMahon: The purpose of this assignment is: “Develop an argument that compares these types of violence in a specific way(s), such as the root causes, the impact on victims, society's perception of the crime, or our response to the crime. How are they similar or different?” I am not sure your thesis answers that question?
Causes and Impact of Intimate Partner Violence and Stalking and Electronic Abuse
These days, out of ten women, one lady murdered or badly injured by her intimate partner. Life threatening matters are the most common factor which can create physical violence among intimate partners. Comment by Sarah McMahon: This is not a full sentence. I would suggest having someone proofread your paper as I suggested last time. Comment by Sarah McMahon: I am unclear on what this means. What are the life-threatening matters and what is the most common factor that causes physical violence? If you are talking about the causes of IPV .
Running head: COUNSELOR ETHICS
1
PAGE
7
COUNSELOR ETHICS
Counselor Ethics and Responsibilities
Grand Canyon University: PCN 505
Dr
November 15, 2017
Counselor Ethics and Responsibilities
To be a successful counselor and abide within the ethical and legal guidelines, counselors must take into consideration what is involved in providing sound and ethical judgements. Being a counselor should not be taken lightly, someone is trusting us to provide them with the best care possible and assist in finding solutions that will possibly work for the betterment of their livelihood. Counselors must ensure that their clients confidentiality will not be misused and counselor’s guarantee that appropriate measures are in place to provide a professional, safe, nonjudgmental environment.
Client Rights
Principles of Ethical Practice
There are five key principles of ethical practices, and Davis and Miller (2014), references Kitchener (2000) models on the following five principles:
a.) Autonomy addresses the concept of independence. Counselors should make sure they are not pushing their own values and beliefs onto clients, but rather encourage them to make their own decisions and act within their values. He/She would ensure clients fully understand how their differences may affect others whether positive or negative. He/She would also ensure they are competent to understand the choices they are making are theirs without any other influences. Clients who are children or persons with mental limitations, he/she need to make sure they have a well-informed, competent adult making decisions in their best interest.
b.) Nonmaleficence is the concept of not causing harm to others. Professionals should ensure clients are positively engaged during sessions and are not misconstruing information given to them.
c.) Beneficence shows the responsibility of the counselor contributing to the safety of the client. Incorporate positive outlooks and thinking in sessions. Periodically asking clients about their feelings, depending on the circumstances to make sure they have no intentions on harming themselves and be proactive when necessary.
d.) Justice in counseling means “treating equals equally and unequals unequally” (Davis & Walker, 2016). If I am providing services to two clients who are depressed. One is depressed and suicidal and the other client is not, more attention would be devoted to the client who is suicidal, and the proper steps would be taken to ensure the client does no harm to himself.
e.) Fidelity includes being, loyal, faithful and committed. Maintaining and having trust within the client-counselor relationship is crucial to successful progress, once that trust is broken, the client may leave and seek treatment elsewhere, or worse harm themselves or others. Clients need to be able to talk to about their feelings no matter how bad they think their situation is.
(Davis & Miller, 2016).
Informed Consent Process
Informed consent .
Running Head COMMUNICATION TRAINING PLANCOMMUNICATION TR.docxtodd271
Running Head: COMMUNICATION TRAINING PLAN
COMMUNICATION TRAINING PLAN
Communication Training Plan
Student’s Name
Institutional Affiliations
Company Culture and Communication Obstacle
Northwest Valley Community College has a culture of providing the best learning environment to its students and ensuring that school staff communicate effectively without experiencing unauthorized access to their data and information. Also, its culture is ingrained in ensuring its students are working in an environment that is healthy and safe. The management of Northwest Community understands the importance of having a healthy learning environment and effective communication network inside and outside the school premises. As such, Kelsey Elementary school is setting up measures to implement a detailed communication training plan for staff and students to gain information safety skills.
This plan will be developed by a strategic communication team selected by the school. This plan will be designed in a way that it provides a framework to manage and coordinate communication among the students, instructors and parents. The plan will identify efficient communication channels, standards, appropriate audience, and frequency. This plan will require a shared responsibility among management, students, communication team and students. After the implementation of this communication plan, the team will measure its effectiveness to ensure it meets the expected objectives and goals.
Needs and Tasks Analysis
Northwest Valley Community Collwgw communication team will conduct a needs and analysis task to determine the training needs. The management will be able to know who needs the training and the kind of training required. The following are the steps the company will use to conduct training needs analysis.
· Organizational Analysis: The school management should work with the teachers to identify the priorities of student training. In this case, the management will conduct an evaluation to ensure the training goes hand-in-hand with the school’s goals and objectives.
· Secondly, the management will list specific types of communication channels to be utilized within the school environment. Also, they will specify the skills and competencies needed by employees to ensure they clearly understand how to utilize these communication channels. By doing this, they will have a solid foundation on who should conduct the training and how it should be conducted. (Liaw, 2014)
· The last step will involve the identification of staff members who need to undergo communication training. However, since it is a learning institution, every staff member and students will be subject to training.
Research Technique
Northwest Valley management has decided to implement an external training program to address the training plan. Therefore, they need to identify and understand the organization’s communication training needs. As such, they should start by hiring an e.
Running head Commitment to Professionalism1Commitment to Prof.docxtodd271
Running head: Commitment to Professionalism 1
Commitment to Professionalism
3
Commitment to Professionalism
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Commitment to Professionalism
Advocating for _________
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate. You may want to start off with something like: A great passion of mine is to advocate for __________ because___________. Research shows that this is a critical issue______________.
In the next few paragraphs be sure to:
· Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
· Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
· Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
· Create two talking points (as discussed in Chapter 13) using one concrete example (refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue. These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Commitment to the Profession
In this section be sure to
· Describe how you will advocate on behalf of young children, their families, and the profession.
· Describe how you will support the development of future practitioners and leaders in the field.
· Referring to to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from unskilled workers and toward paradigm professionals.
Don’t forget specific details, examples, and citations to help you get a top grade
References (Text and at least TWO outside sources)
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal Name, Volume(Issue), page range. doi:# or Retrieved from journal’s homepage URL
**When including a URL for an online journal, you must search for the journal’s home page and include this in your reference entry. You may not include the URL found through your university library, as readers will not have access to this library.
Examples:
Churchill, S. D., & Mruk, C. J. (2014). Practicing what we preach in humanistic and positive psychology. American Psychologist, 69(1), 90-92. doi:10.1037/a0034868
Santovec, M. (2008). Easing the transition improves grad retention at Trinity U. Women in Higher Education, 17(10), 32. Retr.
Running head: COVER LETTER 1
5
Cover Letter for Grant Proposal
Pasqualina L. Anderson
Walden University
HUMN 6207-3, Grant Writing
Dr. Frances Mills
January 17, 2019
Abstract
The homeless population in communities across the United States is vulnerable to physical and mental illnesses, largely due to a lack of medical treatment resources and harsh environmental conditions. Rehabilitation centers and programs aimed at closing the gap between this population’s lack of resources and medical needs can help address many of the problems this population faces. Social programs aimed at reducing homelessness or intervening in the lives of homeless populations do not necessarily extend beyond providing food, shelter, and a means to economically transition from being homeless to being a non-homeless member of society. Mental illness is one of the barriers to economic sustainability and sustenance that have been recorded in this population. The aim of the proposed program is to offer a means of treatment for this population, using a sample size of 20. Another vital aim of the program is to examine the correlation between the homeless population, their environmental circumstances, and mental illness. It is the program leaders’ hope that the program’s analyzation of the data will lead to new intervention, treatment methods, and deep understanding of how mental illness plays a role in homelessness.
Keywords: homelessness, mental illness, intervention treatments
Cover Letter
To Whom It May Concern,
An estimated 500,000 individuals are homeless in our community and are at risk of developing serious, uncontrollable health issues (Rogers, 2018). Our grant proposal’s main objective is to improve the well-being of the homeless population within our community. Besides physical ailments and diseases that may impact the homeless population, mental health issues and challenges will need to be addressed as part of this proposal. Specifically, our project seeks to reduce the prevalence of drug addiction and substance abuse amongst the homeless.
Utilizing a case study research design, our project will aim to analyze data pertaining to the relationship(s) between our community’s homeless population and drug addiction/substance abuse. A sample size of 20 will be selected from the Homeless Health Education Group. The projected timeline for the project is three years. It will focus on providing psychiatric intervention, reduce health problems, and provide mental health care. A rehabilitation center will be established to meet these objectives. Technology assets will be necessary to enhance efficiency and collect data reports from the 20 members of the sample population (Gitilin & Lyons, 2014; Marchewka, 2014).
Management and oversight will need to be incorporated into the proposal to ensure the project achieves its mission (Burke, 2013). The project’s projected budget expenditures total $1.638 million and its projected revenues total approx.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Running Head CRITIQUE ESSAY OUTLINE1CRITIQUE ESSAY OUTLINE.docx
1. Running Head: CRITIQUE ESSAY OUTLINE 1
CRITIQUE ESSAY OUTLINE 3
CRITIQUE ESSAY OUTLINE
Name
Institution
Critique essay outline
I. Paragraph
A. Title: Sleepyteens: Social media use in adolescence is
associated with poor sleep quality, anxiety, depression and low
self-esteem.
B. Author: Heather Cleland Woods, Holly Scott
C. The publication containing the article: 2016. The foundation
for professionals in services for adolescents. Published by
Elsevier Ltd. All rights reserved.
D. Thesis statement: There is a link between social media use
and different aspects of adolescent wellbeing including sleep
and mental health. The overall, including night time use of
social media effect on youth’s sleep routine and wellbeing.
II. Paragraph
A. Night time specific social media habit and emotional
investment in social media correlated to sleep quality, anxiety,
depression and self-esteem in youth.
2. B. The author bases an argument that poor sleep is related to
computer and internet use on different pieces of evidence.
C.
III. Paragraph
A. The author brings in the idea of the relationship between
social media use and the mental health of the user. The idea is
supported by previously done studies such as an article done by
Metaughlin and King in 2015.
B. The author supported this broad idea in non-native English
speakers and also no enough internet access, this will lead to
claim an inaccurate data.
C. The same words and sentences repeated multiple time instead
of supporting the issue by different example and technique of
sentence structure.
D. The authors supported the issue with different facts,
evidences and studies to prove the effectiveness of their
research.
E. The author brings in the idea of the relationship between
social media use and the mental health of the user.
IV. Paragraph
A. It outlines a result of the study which authors uses measures
of central tendency to develop the correlation between social
media use and sleep.
B. The research is very helpful and informative based on
accurate standard data collation method.
C. This work has absolute positive effect on a lot of parents and
internet addictive teenagers.
D. The research proved any night time social use has negative
side effect on youth’s sleep, wellbeing and this will have led
them to feel worthless.
E. The authors develop demerits and future challenges that
could be attributed to the present study methodology.
V. Conclusion
The author develops the methodology of the study. This section
is subdivided into different subsections: participants and
3. procedure, measures of poor sleep quality, anxiety and
depression, self-esteem and emotional investment in social
media.
The author discusses the findings of the study in this section.
He presents the results in form of tables.
The author concludes the study by making inferences of the
study. The section contains a list of references used by the
author in developing the critique essay. (please state the overall
important and main idea of the research in short)
O R I G I N A L P A P E R
Parental Influences on the Prevalence and Development of Child
Aggressiveness
Klaus Wahl • Cornelia Metzner
Published online: 13 April 2011
� Springer Science+Business Media, LLC 2011
Abstract The development of aggressiveness between 5
and 17 years and some parental influences on this devel-
opment were analyzed using data from Germany. Interna-
tional studies have shown a ‘‘camel humps’’ curve, i.e., a
peak of aggression of children (primarily boys) between 2
and 4 years and a second peak of antisocial or aggressive
4. behavior of boys between 15 and 20 years, but small
groups of children and adolescents were persistently
aggressive. A representative longitudinal study (2,190
children and their parents) and an additional study (1,372
children and adolescents) were conducted in Germany. The
hypotheses of this article are that in the data can be found
(a) an U-shaped course of aggressiveness for boys and
girls, but on different levels, (b) a minority of persistently
aggressive children and youth, (c) influences of parental
temperaments, behavioral tendencies, parenting styles and
the family status on the children’s aggressiveness. The
results replicate roughly the ‘‘valley’’ of the U-shaped
course of aggressiveness. Small groups of chronically
aggressive children were found as well. Influences of
parental temperaments and corresponding behavioral ten-
dencies (internalizing and externalizing behavior), parent-
ing styles (child-centered communication, use of violence)
and the social status of the families on child aggressiveness
5. confirmed the hypotheses. These processes were moderated
by gender effects between mothers, fathers, daughters, and
sons. In regard to the group of persistently aggressive
young people prevention of aggression should start early in
childhood and over the long term. Parent education should
consider more the individual personalities of the parents,
not only parenting styles.
Keywords Aggression � Children � Adolescents �
Parents � Longitudinal study � Germany
Introduction
During the last decades many societies were alarmed about
the increasing violence of adolescents (Bundeskriminalamt
2009; Krug et al. 2002). For a long time, research on the
causes of aggression and aggressiveness (as the disposition
for aggressive behavior) concentrated on adolescents
because their acts of violence are particularly visible to the
public (e.g., Stattin and Magnusson 1989). But it became
obvious that aggressiveness and certain forms of aggres-
sion arise earlier in life. There is some continuity of general
6. aggressiveness from childhood to adulthood; studies
determined that most adolescents and adults who commit
acts of violence were already aggressive or socially con-
spicuous as children (Alink et al. 2006; Huesmann et al.
2009; Kokko et al. 2009; Loeber et al. 2005; Tremblay
2000, 2007; Wahl 2002, 2003; Wahl et al. 2001). This is an
important insight for the early prevention of aggression and
for the role of parents in prevention programs.
However, the attempt to summarize research results on
the development of aggression starting in childhood is
confronted with a series of problems. For example, there is
no unified definition of aggression: It is sometimes regar-
ded as deliberate bodily harm done to another; but some-
times the criterion of intention is not included, especially
where children are concerned. Some studies use aggression
K. Wahl (&)
Psychosocial Analyses and Prevention - Information System
(PAPIS), Höllriegelskreuther Str. 1, 81379 München, Germany
7. e-mail: [email protected]
C. Metzner
Fasanenhof Clinic, München, Germany
123
J Child Fam Stud (2012) 21:344–355
DOI 10.1007/s10826-011-9484-x
as a component of externalizing behavior or delinquency.
In this article aggression is regarded as an ensemble of
mechanisms formed during the course of evolution in order
to assert oneself, relatives or friends against others, to gain
or to defend resources (ultimate causes) by harmful dam-
aging means (for example, hitting others). These mecha-
nisms are often motivated by emotions like fear,
frustration, anger, feelings of stress, dominance or pleasure
(proximate causes). Aggression can be considered patho-
logical when it is exaggerated, persistent or expressed out
of context (Nelson and Trainor 2007; Wahl 2009). The
term aggressiveness is used for the individual disposition
8. for aggression (for example, expressed in a child’s desire to
start fights with others).
The methods of research into aggression are also
diverse, which has effects on the results: Aggressive
behavior is determined by self-reports from children, by
reports from parents, teachers, police, or the researchers
themselves. There are retrospective and prospective stud-
ies. Some studies only consider one gender, which is
usually boys because bodily aggression is more widespread
among them while girls tend more to indirect or ‘‘relational
aggression’’ (Foster and Hagan 2003), according to the
meta-analysis of 148 studies by Card et al. (2008).
In the last years there was more research on aggression
in young children. In a Dutch longitudinal study, parents
described a peak in the prevalence of physically aggressive
behavior (77%) among their two-year-olds (Alink et al.
2006). Based on international longitudinal studies
(including Nagin and Tremblay 1999), Tremblay (2007)
9. concludes that a peak of aggressive behavior is reached
between the end of the second and the end of the fourth
year. With regard to the persistently highly aggressive
children in the studies conducted by Tremblay, there was
no group of boys in which physical aggression first started
after the age of six and was maintained thereafter. The
National Longitudinal Survey of Children and Youth
(NLSCY) produced current results for 12,292 Canadian
children between the ages of 5 and 11 years. While 3.7% of
the boys remained frequently physically aggressive
throughout this age range, this number dropped from 2.3 to
0.5% for girls (Lee et al. 2007). In a representative sample
of the German Child and Adolescent Health Survey with
2,863 families with children between the ages of 7 and
17 years, 6–7% of these children and adolescents were
aggressive (Ravens-Sieberer et al. 2007).
A comparative analysis of six longitudinal studies in
New Zealand, the United States and Canada, which began
10. with several thousand participants at birth and continued
until adolescence, also explored the connection between
early physical aggression in childhood and later acts of
physical violence in adolescence. Depending on the sample
between 4 and 10% of the boys showed a continuity of
physical aggression. The boys who were already chroni-
cally aggressive in elementary school age had an increased
risk of higher levels of violent activity and other forms of
offenses later during their adolescence between the ages of
13 and 18. Among the girls, the chronically aggressive
groups fluctuated between 0 and 10% in the various studies
and there were no clear predictors of later behavior in
measured degrees of aggressive behavior in childhood.
These studies also concluded that chronically aggressive
children already display a high level of disruptive behavior
by the time they enter kindergarten (Broidy et al. 2003).
Moffitt (1993) identified two developmental paths in
male children and adolescents displaying antisocial
11. behavior including aggressive tendencies, to which the
greater majority could be classified, based on an analysis of
numerous studies: About two-thirds of the boys only epi-
sodically displayed conspicuous antisocial behavior during
adolescence (adolescence-limited). A small group of
approximately 5% of the boys already displayed such
behavior in the preschool stage of childhood and perma-
nently maintained it throughout adolescence (life-course
persistent).
In summarizing the insights of all these longitudinal
studies on the development of aggression and antisocial
behavior during childhood, there seems to be a first peak of
the prevalence of these behaviors around the third year,
particularly for boys. A second peak for the majority can be
found during mid to late adolescence—those who are
episodically conspicuous. Taken together in an ideal type,
the result is a ‘‘camel humps’’ curve of the prevalence of
(episodic) aggression in childhood and adolescence. Of
12. special interest is a small group of boys (and a very small
one of girls) at the base of this curve with considerable
antisocial behavior and particularly high levels of chronic
aggression during childhood and adolescence. In a first
step, this article examines whether the prevalence and the
development of child aggressiveness according to new data
from Germany corresponds to these international findings.
There is a wealth of biological, psychological and
sociological findings concerning the causes of aggression
and aggressiveness (summaries by Heitmeyer and Hagan
2003; Tremblay et al. 2005; Wahl 2009). Researchers
explain the early onset of aggressive behavior of children
by biological factors, learning processes and frustration
leading to aggressive reactions as early as in the first year.
Moreover, with an increasing sense of autonomy, children
come up against parental limits that could trigger aggres-
sion. Later, the level of children’s aggression decreases
because their moral development is so effective that they
13. display more socially acceptable behavior (Alink et al.
2006), they are better able to tolerate waiting for a reward
and to use language, rather than hitting, as a means of
convincing others beginning at this age (Tremblay 2007).
J Child Fam Stud (2012) 21:344–355 345
123
Parents can influence the aggressiveness of their chil-
dren in different ways, by their genes inducing precondi-
tions for aggressiveness (Pérusse and Gendreau 2005), by
the mothers’ behavior during pregnancy (e.g., smoking)
(Huijbregts et al. 2007), by the parenting style (Georgiou
2008), by the emotional family climate as a possible trigger
of children’s aggressiveness (Lau et al. 2006) and by the
socioeconomic and cultural environment (facilitated by
income, education, etc.) which they offer to the children
(Barker et al. 2008). In this article we are especially
interested in the parents’ role in the intergenerational
14. transmission of problem behavior like child aggressiveness
by some aspects of their general behavior (Meurs et al.
2009): (1) The parents’ temperaments expressed in corre-
sponding behavior tendencies (externalizing and internal-
izing behavior), (2) their parenting styles (child-centered
communication, control, violence; the emotional family
climate as result of parental behavior) and (3) the self-
images of the mothers and fathers. Children can react to all
these parental behaviors and expressions by insecure or
disorganized attachment, epigenetic reactions (e.g.,
increased sensitivity to environmental influences), identi-
fication, imitation, opposition and emotional reactions such
as fear, insecurity, frustration, anger, a sense of power-
lessness, low self-esteem, etc. which can promote aggres-
siveness (McNamara et al. 2010; Meyer-Lindenberg et al.
2006; Wahl 2002; Zoccolillo et al. 2005).
An interesting question is the mediating role of par-
enting on the relation between parental attributes and the
15. children’s behaviors (van Aken et al. 2007). Foci of this
article are on these two factors which are also relevant
for prevention programs for parents trying to minimize
child aggression. Up to now many of the prevention
programs are aiming at the socioeconomic situation of
the parents and the parenting styles (Brotman et al. 2008;
Tremblay 2008). This is not enough. The parents’ tem-
perament with corresponding behavioral tendencies (e.g.,
externalizing behavior) and affiliated attributes (e.g., self-
images of mothers and fathers) may interfere with
learning a modified parenting style, e.g., a mother’s
disposition to externalizing behavior makes it difficult for
her to raise her children without violence. We argue here
that prevention programs should consider that such fac-
tors play important roles for the development of child
aggressiveness.
The gender constellation between mothers, fathers,
daughters, and sons may also play a role, as shown by
16. Casas et al. (2006): A permissive style on the part of
mothers was associated with a higher degree of physical
aggressiveness in girls. In comparison, an authoritative (not
authoritarian) style was coupled with less aggressiveness in
girls. Boys and girls were more aggressive when the
mothers employed a psychologically controlling style of
parenting. When the fathers behaved like this, the girls
were more aggressive but not the boys.
Against this background, in a secondary analysis of the
data of a representative longitudinal study and an addi-
tional study on the situation of parents and children in
Germany we try to attain the following goals.
The first goal is an analysis of the prevalence and
development of child aggressiveness: Do these data confirm
international findings of decreasing prevalence of aggres-
siveness in boys and girls (on different levels) between 5
and 11 years, paralleled by a minority of chronically
aggressive children as a risk group for later criminal vio-
17. lence? Does an additional study confirm international
findings of an U-shaped curve between 5 and 17 years
corresponding with the valley of the ‘‘camel humps’’ curve?
The second goal of the article is an analysis of some
influences of parents on the aggressiveness of the children:
How strong are the relative effects of (1) some aspects of
the temperaments, behavioral tendencies and affiliated
attributes of the mothers and fathers, (2) the parenting
styles, and (3) the socioeconomic situation of the families
on the aggressiveness of their boys and girls? Regarding
the second goal, we want to test the hypothesis that the
mothers’ and fathers’ externalizing and internalizing
behaviors, their self-images and the family climate have
comparable strong effects on the development of aggres-
siveness in children as does the parenting style and the
socioeconomic situation of the parents. This would have
consequences for the starting points and foci for aggression
prevention, e.g., in parent education.
18. Methods
Participants
The following calculations use the data of the three survey
waves of the DJI Children’s Panel Study, a longitudinal
study of the German Youth Institute (Deutsches Jugend-
institut, DJI). It is based on a random sample of children
between 5 and 11 years (boys and girls with their parents)
from the registers of residents which is representative for
Germany (persons with migration backgrounds were
included if they had sufficient knowledge of German for
interviews and questionnaires). The first wave of surveys
was in 2002 with 2,190 families that had children in two
age cohorts (the younger with 5- to 6-year-olds; the older
cohort had 8- to 9-year-olds). Children and mothers were
surveyed at home through standardized interviews and the
fathers by questionnaires. For the 5- to 8-year-olds, for
methodological reasons (length and comprehensibility of
the interview) instead of the children the mothers were
19. consulted regarding the questions on behalf of the children.
346 J Child Fam Stud (2012) 21:344–355
123
The second wave of survey was in 2004 and the third in
2005. See Table 1 for the design of the DJI Children’s
Panel Study.
Besides the data from the DJI Children’s Panel, which
only extends to the age of about 11–12 years, data is also
available from an additional representative study by the
German Youth Institute starting in 2007 in which children
and adolescents in Germany between 13 and 17 years of
age were surveyed (N = 1,372). In both studies the chil-
dren and adolescents responded to the statement, ‘‘I like to
fight’’, on a four-tiered scale ranging from agreement to
disagreement.
Instruments
The Children’s Panel Study was planned by scientists from
20. the German Youth Institute as well as from German and
Austrian universities. The broad variety of their research
interests on the one hand and the limited duration of the
interviews on the other hand resulted in compromises like
shortened lists of items in some questions and tests. This
restricts the possible analyses in this article.
One of the main instruments of the DJI Children’s Panel
was a scale for the temperament and behavior of the
children. The 30 items came in parts from the Child
Behavior Checklist (CBCL) (Achenbach 1991), the Tem-
perament Scale (Windle and Lerner 1986) or its shortened
version (Schwarz and Rinker 1998), and a Leipzig Longi-
tudinal Study (Zentralinstitut für Jugendforschung 1988).
Based on a factor analysis three indices were formed from
this scale to determine the aggressiveness of the children
(from the perspective of the children, mothers, and fathers)
in the three survey waves by the average of the answer
values for the items ‘‘likes to fight’’, ‘‘enjoys making others
21. angry’’, ‘‘often starts arguments with others’’ on a scale of
1 (completely incorrect) to 4 (completely correct). For the
mothers’ perspective on the children’s aggressiveness the
internal consistency (Cronbach’s a) for the three waves was
.67, .69, and .70 (fathers’ perspective: .71, .71, .74; chil-
dren’s perspective: .51, .50, .53). In the following text the
degrees of child aggressiveness resulting from combina-
tions of the three perspectives or for means over the three
survey waves are described as aggressive (with a value of
3.00–4.00 on the scale), slightly aggressive (2.01–2.99) and
not aggressive (1.00–2.00).
For gathering statistics about some aspects of the tem-
perament and behavior of the parents, the mothers and
fathers were asked to respond to 11 items on a newly
developed four-level response scale covering three
dimensions (according to a factor analysis): Four items
such as ‘‘sometimes I am sad’’, ‘‘I sometimes feel unsure of
myself’’ (mothers’ perspective in the first wave: a = .71;
fathers’ perspective: .75) attributed to a factor which
22. described a depressive mood and internalizing behavior.
Other factors were impulsivity/rage (predisposing to
externalizing behavior) with two items: ‘‘I often act before
thinking things over’’ and ‘‘I am often angry at others’’ (in
the case of two items the correlation is calculated instead of
a: Mothers’ perspective r = .34** and fathers’ perspective
r = .33**; **P B .01) and a positive self-image: Five
items such as ‘‘I am usually in a good mood’’, ‘‘I am proud
of things that I have accomplished’’ (a = .63 and .61).
The second wave of the DJI Children’s Panel Study also
investigated the parenting styles in two dimensions:
attention and control. Using a scale in accordance with
Simons et al. (1992), the parents provided information
about the mothers’ and fathers’ communication with their
children with regard to how much attention they pay to the
children’s needs and desires. Child-centered communica-
tion was measured by six items such as ‘‘speaking with the
Table 1 Design of the DJI
children’s panel study. The gray
23. boxes represent the two age
cohorts
DJI Children’s Panel Study
Child’s
age
First wave
n = 2190
Second wave
n = 1493
Third wave
n = 1293
21-11 620 mothers
351 fathers
620 children
9-10 722 mothers
484 fathers
722 children
8-9 1042 mothers
658 fathers
1042 children
673 mothers
379 fathers
673 children
6-7 771 mothers
24. 503 fathers
child mother (proxy)
5-6 1148 mothers
678 fathers
child mother (proxy)
J Child Fam Stud (2012) 21:344–355 347
123
child about his/her experiences’’ and ‘‘asking the child’s
opinion in matters that concern him/her’’ (mothers’ per-
spective a = .70, fathers’ perspective .75). In addition,
parents informed about the extent to which they exercise
strict or mild control in parenting using a scale of Schwarz
et al. (1997) with five items such as ‘‘I don’t think that a
child should defy adults’’ and ‘‘I believe in punishment if
the child acts against my will’’ (a = .70 and .74). The use
of violence in child-raising was asked by means of an
abridged version of the Conflict Tactics Scales (CTS)
(Straus 2007) with three items to report on their own
behavior: ‘‘Spanking or shaking the child’’, ‘‘slapping the
25. face’’, and ‘‘hitting’’ (a = .58 and .63).
The emotional climate in the family was determined from
the combined perspectives of the parents and the children
through a scale of five items (according to Zinnecker and
Silbereisen 1996) that includes questions such as whether
there is often ‘‘friction within the family’’, whether it is
‘‘possible for family members to speak freely’’, and whether
‘‘each member goes his/her own way’’ (a = .70).
The family income, the educational level of the mothers
and fathers and a migrant background of the child were
used as variables for the social status and the living con-
ditions of the families. The family income (resulting from
the information given by the fathers and the mothers) was
measured in accordance with the equivalence income
defined by the OECD, i.e., the income of the parents set off
against various weighting for adults, children up to and
older than 14 years (cf. Alt and Quellenberg 2005, p. 289);
the educational level of the parents reached from ‘‘no
graduation’’ up to ‘‘high school graduation and higher’’; the
26. migrant background of the child was defined following the
German Federal Statistical Office as born as a foreigner in
Germany or immigrated to Germany or with at least one
parent who immigrated to Germany.
The data analysis (by SPSS) of the Children’s Panel Study
had two steps: First, descriptive statistics were performed to
assess the prevalence and development of child aggressive-
ness from the combined perspectives of the mothers, fathers,
and children. Second, we calculated correlations between
temperaments, behavioral tendencies and affiliated attri-
butes of the parents and the children’s aggressiveness.
Finally, we used these variables for a stepwise regression
analysis predicting children’s aggressiveness.
Results
Development of Physical Aggressiveness in Children
and Adolescents
The parents assessed the level of their children’s aggres-
siveness as significantly higher than the children
27. themselves. The children’s self-perspective showed a
stronger correlation with the perspective of the mothers
(rwave 1 = .47**, rwave 2 = .45**, and rwave 3 = .47**;
both here and below **P .01 and *P .05) than with
the perspective of the fathers (rwave 1 = .38**, rwave 2 =
.42** and rwave 3 = .31**). While the parents’ assessments
of aggressiveness tended to decline with increasing age,
the self-perception of the children remained nearly
unchanged.
The most ratings of the children’s aggressiveness came
from the mothers because only this group rated the children
between 5 and 8 years and the mothers outnumbered the
fathers. So from the mothers’ perspective, 2.3% of the
children were persistently aggressive (i.e., with values of
3.00 or more in all three waves), 3.6% of the boys and
1.0% of the girls. Half of the children (49.6%) were never
aggressive (38.3% of the boys and 60.5% of the girls).
21.4% were decreasingly aggressive; 9.8% were increas-
28. ingly aggressive.
Both age cohorts of children that were assessed in the
three survey waves allow age-related differentiated state-
ments about the development of the prevalence and the
degrees of child aggressiveness from the perspectives of
the mothers (Table 2).
The portions of aggressive children between the ages
of 5 and 11 decreased for both genders. Among the
aggressive boys, this prevalence decreased from 19.8%
among those with 5 years to 9.8% among those with
11 years, i.e., by a half. Among the aggressive girls, the
portion dropped from 11.2 to 3.8%, i.e., by almost two-
thirds. As regards the means of child aggressiveness, it
decreased in this time significantly from 1.71 to 1.37 for
the boys and from 1.45 to 1.18 for the girls (P .001).
The fathers and the children themselves also described
the boys as aggressive with significantly greater fre-
quency than the girls.
The combination of results from the Children’s Panel
29. (starting at age 8, when the children themselves were
interviewed) and the additional study with children and
adolescents from 13 to 17 years reveal an age-related dis-
tribution for the item ‘‘I like to fight’’ as a measure for
aggressiveness for both genders from 8 to 17 years of age
(Wahl 2010) as shown in Table 3.
A synopsis of the data of the two studies shows that
among boys and girls there was a first peak of the desire to
fight at the age of 9 years. In the following years this
indicator of aggressiveness decreased up to the age of 13.
Among boys this was followed by an increase up to the age
of 16, and then a decrease again up to the age of 17.
Among girls there was a fluctuating distribution between
the ages of 13 and 17. All in all, there is a roughly
U-shaped development in the distribution of aggressive-
ness, particularly among boys.
348 J Child Fam Stud (2012) 21:344–355
123
30. Factors that Promote Aggressiveness in Children
The hypothesis of this article is that specific aspects of
parental attributes (externalizing and internalizing behav-
ior, self-image) have comparable strong effects on the
development of child aggressiveness as parenting styles
and the social status of the families. As a preparatory step
to test this hypothesis, correlations between these variables
and children’s aggressiveness are presented in Table 4.
All variables apart from the parents’ self-images and
educational levels showed significant correlations with the
children’s aggressiveness, but gender modified these cor-
relations. As Table 4 displays as well, the gender of parents
and children had an influence on the strength of the cor-
relations between parental behavioral tendencies and
attributes, parenting styles and child aggressiveness.
Comparatively strong correlations were between the
mothers’ and fathers’ low level of child-centered
31. communication as well as their use of violence in parenting
and the children’s aggressiveness. Higher paternal exter-
nalizing behavior was related to more aggression in girls,
higher paternal internalizing behavior was related to more
aggression in boys. A low family income was correlated
with higher aggressiveness of girls.
A stepwise regression analysis provided more informa-
tion about the effects of the groups of factors in mothers’
and fathers’ attributes and parenting styles compared with
other variables (Table 5).
The steps of this analysis introduced consecutively the
children’s gender, mothers’ and fathers’ parenting styles,
the family climate, mothers’ and fathers’ behavioral ten-
dencies and the social status of the family. After the last
step (step 7) the explained variance of child aggressive-
ness was R2 = .27. Step 1 (child’s gender) had a com-
paratively strong significant effect. Step 2 (mother’s
parenting style) and step 5 (mother’s behavioral
32. Table 2 Prevalence and degree of child aggressiveness
according to age and gender (mothers’ perspective; percentages,
means, standard
deviations, and confidence intervals)
Age (years)
5 6 7 8 9 10 11
Prevalence of aggressiveness (%)
Boys
Aggressive 19.8 17.6 20.9 13.2 14.9 8.1 9.8
Slightly aggressive 31.1 33.8 28.5 24.5 14.3 24.2 17.5
Not aggressive 49.1 48.6 50.6 62.4 70.8 67.7 72.7
Girls
Aggressive 11.2 10.9 9.0 6.7 4.7 5.0 3.8
Slightly aggressive 22.2 19.4 15.4 11.8 17.0 14.4 10.1
Not aggressive 66.5 69.7 75.6 81.5 78.4 80.7 86.1
Degree of aggressiveness (M)
Boys
M 1.71 1.69 1.70 1.51 1.51 1.40 1.37
SD .78 .75 .79 .72 .71 .64 .66
33. 95% CI 1.64 1.57 1.60 1.44 1.36 1.31 1.30
1.78 1.81 1.80 1.58 1.66 1.49 1.45
n 485 148 239 433 88 198 285
Girls
M 1.45 1.41 1.33 1.25 1.25 1.24 1.18
SD .69 .68 .64 .57 .52 .54 .47
95% CI 1.38 1.31 1.25 1.20 1.13 1.16 1.12
1.51 1.51 1.42 1.31 1.36 1.32 1.23
n 454 175 201 416 77 181 288
N 939 323 440 849 165 379 573
M mean; SD standard deviation; CI confidence interval.
Difference of means between boys and girls: ** P .01.
Sometimes children of the
same age were included in more than one survey wave. To
simplify the table for these cases only the boys and girls of the
wave with the greatest
number of children of this age were considered. There were
only 36 children in the age group of 12-year-olds, therefore no
percentages and
means were calculated for this group
J Child Fam Stud (2012) 21:344–355 349
123
34. tendencies) led to the highest increase of the explained
variance (DR2). The emotional family climate (step 4) had
only very small effects. The father’s behavioral tendencies
(step 6) and the social status of the family (step 7) as well
brought small effects as shown by the variance of chil-
dren’s aggressiveness explained by these groups of fac-
tors. Looking at the individual standardized regression
coefficients, the results of the correlation analysis were
partially echoed by the significant weights of the mothers
with low child centered communication, externalizing
fathers and low family income. All in all, the effect of the
fathers’ variables was weaker than the effect of the
mothers’ variables. Separate stepwise regression analyses
for boys and girls resulted in additional effects: In the case
of the boys the mother’s positive self-image and in the
case of girls the migrant background had significant
impacts.
35. Discussion
Due to the various definitions and methods used in the
international studies on child aggression and aggressive-
ness summarized at the beginning, as well as in the DJI
Children’s Panel Study and the additional study, the find-
ings on the extent of such behavioral tendencies cannot be
precisely compared. However, this is possible for the
structure (e. g., the stronger distribution among boys than
girls) and the trajectories through the age levels. Our data
showed a decreasing prevalence of aggressiveness between
5 and 11 years in Germany which is consistent with
international longitudinal studies. In combination with the
data of an additional study with adolescents up to 17 years
the prevalence of aggressiveness (as the desire to fight)
followed roughly an U-shaped curve corresponding to the
‘‘valley’’ of the ‘‘camel humps’’ curve, but somewhat
Table 3 Agreement of children and adolescents with the
statement ‘‘I like to fight’’ by age and gender (children’s
perspective; percentages,
means, standard deviations, and confidence intervals)
37. 95% CI 1.91 2.05 1.75 1.77 1.47 1.59 1.64 1.72 1.56
2.12 2.54 2.04 1.99 1.76 1.83 1.90 1.96 1.86
n 432 88 197 285 108 156 163 157 104
Girls
M 1.55 1.70 1.58 1.54 1.48 1.63 1.50 1.60 1.58
SD .93 1.00 .90 .93 .58 .75 .77 .71 .80
95% CI 1.46 1.47 1.45 1.43 1.36 1.50 1.38 1.48 1.44
1.93 1.71 1.64 1.64 1.76 1.61 1.71 1.73 1.64
n 409 77 180 287 92 138 181 151 122
N 841 165 377 572 200 294 344 308 226
DJI Children’s Panel Study and Additional Study. M mean; SD
standard deviation; CI confidence interval. Sometimes children
and adolescents of
the same age were interviewed in more than one survey wave.
To simplify the table for these cases only the boys and girls of
the wave with the
greatest number of children of this age were considered
350 J Child Fam Stud (2012) 21:344–355
123
38. phase-delayed in comparison to other studies: Our data
suggests (at least for the indicator of ‘‘desire to fight’’) a
later first peak and a somewhat later low point in the
development of aggressiveness. Also, the existence of a
small group of chronically aggressive children (primarily
boys) in the Children’s Panel conforms to findings of
international studies (Alink et al. 2006; Lay et al. 2005;
Moffitt 1993; Moffitt et al. 1996; Tremblay 2007).
In addition, our data explored effects of some aspects of
the parental temperaments, behavioral tendencies, parent-
ing styles, self-images, and the social status of the families
on child aggressiveness that confirm and specify our
hypothesis: There were significant connections between
some aspects of the parents’ temperament and behavior
(particularly internalizing and externalizing behavior) and
child aggressiveness. Among the parenting styles, a weak
child-centered communication and the use of violence in
parenting were effective. The family climate had only
39. minor effects. The family income and to a smaller degree a
migrant background and the educational level of the
mothers influenced the children’s aggressiveness. Some
effects of the parents’ attributes and parenting styles
depended on the gender of the parents and children (e.g.,
fathers’ violence in child-rearing was more correlated with
aggressiveness of boys than of girls). All in all, the moth-
ers’ impact on child aggressiveness was higher than the
fathers’ impact. Compared to parenting styles, some
aspects of the parents’ temperament and behavioral ten-
dencies had a remarkable impact on the aggressiveness of
their children.
In sum, most parts of the hypotheses of this article were
confirmed: Within the limits of the measured variables,
aspects of the parental temperament or behavioral ten-
dencies had at least as strong effects on the development of
aggressiveness in children as the parenting styles and the
social status of the parents. What are possible explanations
40. for that? Temperament and corresponding behavioral ten-
dencies of parents and children are strongly influenced by
shared genes favoring similar personalities and behaviors.
In contrast, the effects of parenting styles are contingent
learning processes in which children can react to their
parents by all degrees of adaptation and resistance.
However, biological, learning and environmental factors
work together in influencing the aggressiveness of children.
The past years have seen increasing interdisciplinary
research on revealing this complicated interplay of bio-
logical, psychological and environmental influences on
aggression: Environmental factors can influence gene
expression (epigenetics) or interfere with brain maturation.
Genetic factors can affect brain areas to the extent that
children become particularly sensitive with regard to
environmental experiences (Meyer-Lindenberg et al.
2006). Hyperactive children provoke hostile parenting
behavior, which in turn makes the children aggressive
41. (Thomas and Chess 1977). Regarding influences on chil-
dren’s aggressiveness, Tremblay and Szyf hypothesize that
environmental effects are transmitted intergenerationally,
most clearly from mothers to daughters; e.g., smoking,
stress and depression during pregnancy have epigenetic
effects on the daughter’s brain development. The daughter
probably will have a similar lifestyle during her own
pregnancies, and so on. In this way, mother to daughter
epigenetic transmission of behavior problems could be the
hidden mechanism of intergenerational transmission of
male chronic aggression (Tremblay and Szyf 2010). Fol-
lowing this line of argument and the results of the DJI
Children’s Panel, a wide spectrum of behavior patterns of
mothers and fathers should be regarded as possible factors
for the children’s aggressiveness, not only parenting styles
as a focus of many contemporary parent education
programs.
Our data show a connection between the externalizing
42. behavior of parents and the aggressiveness of their chil-
dren. This can be done by different processes (genes,
imitation, frustration) (Leve et al. 2010). The effects of
high degrees of internalizing behavior of parents on the
children’s aggressiveness (as in the data of the Children’s
Panel) are complicated as well. Studies of Loeber et al.
(1998) and Garland (2007) suggest that anxiety, depression
Table 4 Correlations of variables (survey waves 1 and 2) with
children’s aggressiveness (survey wave 3)
Variables Survey
wave
Total
r
Boys
r
Girls
r
Child’s gender
a
1 -.24**
44. n 292–726 149–365 143–361
Reference categories:
a
boy,
b
no migrant background. r Pearson’s
correlation or Kendall’s tau b. ** P .01; * P .05
J Child Fam Stud (2012) 21:344–355 351
123
and related stress contribute to a parent’s problematic use
of parenting techniques which in turn leads to aggressive-
ness in children. However, more aspects of child-raising
behavior might be influenced by the internalizing behavior
of parents, e.g., inconsistencies of the parental behavior.
Another study with the data from the Children’s Panel
revealed that such inconsistencies lead to more external-
izing behavior of the children (Huber 2008).
In parenting, a low level of child-centered communi-
45. cation and the use of physical violence can activate
aggressiveness in the children, as shown by our data. Using
violence in child rearing, as manifested by a part of the
mothers and fathers in this study, may be connected with a
child’s aggressiveness by different mechanisms, e.g., imi-
tation, a frustration-aggression reaction or by a number of
shared genes of parents and children (Baker et al. 2007;
Brendgen et al. 2005; Hudziak et al. 2003; Miles and Carey
1997; van den Oord et al. 1994; Wahl 2009).
In addition, the research literature reports on various
effects of parental styles on child aggressiveness depending
on the gender constellation between mothers, fathers, girls,
and boys that is considered (e.g., Casas et al. 2006). This
can be confirmed by the data from the Children’s Panel
Study. The influences of maternal parenting differed from
those of paternal parenting and both parenting styles
depended on the child’s gender. We could hypothesize that
boys rather react disappointed, angrily and aggressively to
46. fathers’ internalizing behavior and girls react angrily and
aggressively to fathers’ externalizing behavior because it is
contrary to their role expectations. Future research should
offer more answers to open questions about such
differences.
Aspects of the social status like the educational level of
the parents, the family income and a migrant background
are part of the ‘‘usual suspects’’ in aggression research
(Wahl 2009, p. 153 ff) and they were found correlated with
Table 5 Stepwise regressions predicting children’s
aggressiveness (b)
Variables Standardized regression coefficients (b)
Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7
Child’s gender
a
-.28** -.22** -.21** -.22* -.19** -.21** -.19**
Mother’s parenting style
Child-centered mother -.18** -.14* -.13 -.10 -.08 -.07
Controlling mother .06 .06 .06 .07 .06 .06
47. Violent mother .11 .10 .09 .09 .10 .09
Father’s parenting style
Child-centered father -.10 -.07 -.07 -.07 -.03
Controlling father .01 .01 .04 .05 .05
Violent father .02 .02 .03 .02 .00
Family climate -.09 -.06 -.05 -.09
Mother’s behavioral tendencies
Externalizing mother .06 .07 .10
Internalizing mother .21** .20** .18**
Mother’s positive self-image .07 .08 .09
Father’s behavioral tendencies
Externalizing father .15* .13
Internalizing father .05 .04
Father’s positive self-image .02 .01
Social status
Mother’s education -.10
Father’s education .08
Family income -.14*
48. Migrant background
b
.14
Constant 2.03 2.36 2.48 2.70 1.93 1.55 1.55
Standard error .42 .41 .41 .41 .40 .40 .39
R2 .08 .14 .15 .15 .20 .23 .27
DR2 .06** .01 .01 .05** .03 .04*
Reference categories:
a
boy,
b
no migrant background. N = 292, ** P .01; * P .05
352 J Child Fam Stud (2012) 21:344–355
123
child aggressiveness in our data as well. These variables
imply knowledge deficits or could lead to negative patterns
of parenting according to the frustration-aggression theory.
The findings of this secondary analysis of the data from
the DJI Children’s Panel are subject to some limitations
49. caused by the design, the sample, and the methods of this
study which was a compromise of interests of a heteroge-
neous group of scientists from different institutes and
scarce resources. The target person of the study refused to
participate in approximately one quarter of the gross ran-
dom sample. Due to these refusals and the exclusion of
migrants with insufficient knowledge of German (there was
an additional study for migrants who did not speak German
at all) persons with certain difficulties in life might be
underrepresented. As usual in longitudinal studies the
decreasing number of participants from one survey wave to
the next might have led to a greater loss of persons with life
problems than others. Older children and mothers were
questioned by interviewers; the fathers filled out a ques-
tionnaire, this difference could imply some distortions in
the responses. Despite the interviewers’ efforts, they were
not always successful in questioning the children in
absence of the mothers and fathers.
50. Family socialization includes two-way processes, e.g.,
the effects between negative parenting and child aggression
are bidirectional (Vitaro et al. 2006). Such effects need
more research. Nevertheless, the study has determined that
some personal characteristics of the parents (e.g., inter-
nalizing and externalizing behavior) seem to have signifi-
cant influences on the degree of child aggressiveness. The
effects of these personal attributes seem to be as strong as
various aspects of the parenting style or the family income.
For a more systematic analysis of the relations between
parents’ temperament, their corresponding behavioral ten-
dencies and parenting styles further research is needed
because the Children’s Panel offered only a restricted set of
variables. The strengths of the DJI Children’s Panel are the
representative sample, the longitudinal design, and the
three-sided perspectives from the mothers, fathers, and
children.
Considering the children with high degrees of aggres-
51. siveness with only 5 years of age and continuing aggres-
siveness one consequence for the practice has become
clear: Since the development of aggression in future violent
criminals not only has a considerable genetic component
but can also be promoted by influences of the social
environment beginning during pregnancy, by epigenetic
processes starting early in life in the family, by parenting
styles etc., measures to prevent aggression and violence
should be initiated at a very early stage and over the long
term, and they have to consider the individual personalities
of parents, not only the parenting styles. This is an
important advice for parent education, too.
Acknowledgments The empirical research was supported by the
German Youth Institute, Munich. The review of literature was
facil-
itated by a fellowship from the Institute for Advanced Study,
Del-
menhorst, awarded to Klaus Wahl. We thank the families who
participated in the studies and Christian Alt, Beatriz Barquero,
and
52. Ulrich Pötter for comments on drafts of the text.
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c.10826_2011_Article_9484.pdfParental Influences on the
Prevalence and Development of Child
AggressivenessAbstractIntroductionMethodsParticipantsInstrum
entsResultsDevelopment of Physical Aggressiveness in Children
and AdolescentsFactors that Promote Aggressiveness in
ChildrenDiscussionAcknowledgmentsReferences
A Developmental Perspective on Personality in Emerging
Adulthood:
Childhood Antecedents and Concurrent Adaptation
Rebecca L. Shiner
Colgate University
Ann S. Masten and Auke Tellegen
University of Minnesota, Twin Cities Campus
Personality and competence were examined in a community
65. sample of 205 children ages 8–12 who were
followed up 10 years later in emerging adulthood (ages 17–23).
Adult Positive Emotionality (PEM),
Negative Emotionality (NEM), and Constraint (CON) were
presaged by childhood personality. PEM was
associated with current success in social and romantic
relationships. Low CON was associated with
childhood and current antisocial conduct. NEM was broadly
linked to childhood and current maladap-
tation, consistent with the possibility that failure in major
developmental tasks increases NEM. Findings
highlight the pervasive linkage of NEM to maladaptation and
suggest that adult personality may develop
from processes embedded in childhood adaptation as well as
childhood personality.
Parents, policy makers, psychologists, and psychiatrists have all
speculated about whether there are meaningful connections be-
tween childhood functioning and adult personality or whether it
is
impossible to predict adult personality from earlier functioning.
Freud (see Strachey, 1976) was one of the most influential
propo-
nents of the view that adult personality has its roots in early
developmental processes. He argued that personality structure
prior to approximately age 6 or 7 significantly determines
person-
ality and psychopathology in adulthood. Other developmental
the-
orists and researchers have contended that randomness and
chance
often characterize human personality development (e.g., Lewis,
1997, 2001). From this perspective, the prediction of adult
person-
ality from childhood behavior may prove to be a futile
endeavor.
66. In recent years, researchers in child development and
personality
have called for a developmental science of personality that ad-
dresses questions of personality continuity and discontinuity
across the life course (Caspi, 1998; Caspi & Roberts, 1999; Hal-
verson, Kohnstamm, & Martin, 1994; John & Srivastava, 1999;
Kohnstamm, Halverson, Mervielde, & Havill, 1998; Rothbart,
Ahadi, & Evans, 2000; Shiner, 1998; Shiner & Caspi, in press).
There have been increasing attempts to correct an impoverished
developmental understanding of adult personality through
theoret-
ical and empirical links between adult personality and
childhood
functioning.
This emerging developmental science of personality has begun
to address the question of whether personality traits evince
conti-
nuity across time from childhood to adulthood. Rank-order con-
sistency refers to the consistency of individuals’ relative
standing
within a group on personality traits across time (Caspi, 1998;
Roberts & DelVecchio, 2000). Although many studies have ex-
amined the rank-order consistency of personality traits within
developmental periods (Roberts & DelVecchio, 2000), far fewer
studies have tracked individuals across childhood into
adulthood.
Nonetheless, a small number of both classic and more recent
studies have examined the rank-order consistency of personality
traits across childhood into adulthood (e.g., Block, 1971; Caspi,
2000; Caspi, Bem, & Elder, 1989; Caspi & Silva, 1995; Gest,
1997; Kagan & Moss, 1962; Moss & Susman, 1980). These
studies
have documented the modest to strong continuity of some
person-
67. ality traits across these developmental periods (Caspi &
Roberts,
2001). However, methodological features of most of these
studies
may limit the studies’ capacity to answer the question of
whether
most adult personality traits can be predicted from childhood
personality traits in a normative population. Some of these
studies
included participants only from a narrow range of
socioeconomic
and educational backgrounds, primarily upper middle class and
well educated. Many of these studies have provided useful
infor-
mation about the continuity of single, lower order personality
traits
(e.g., behavioral inhibition, aggression) but have not addressed
the
prediction of the broadband, higher order personality traits that
are
of interest to adult personality researchers, such as the Big Five.
Thus, further examination of the links between childhood and
adult
personality traits in a normative population is warranted.
From a developmental perspective, childhood personality is, of
course, one potentially important antecedent of adult
personality.
A second potentially informative childhood antecedent of adult
Rebecca L. Shiner, Department of Psychology, Colgate
University; Ann
S. Masten and Auke Tellegen, Department of Psychology,
University of
Minnesota, Twin Cities Campus.
68. This work was supported in part by a grant from the Colgate
Research
Council. The results were based on data collected as part of the
Project
Competence longitudinal study, which has been supported
through grants
to Ann S. Masten, Auke Tellegen, and Norman Garmezy from
the National
Institute of Mental Health (Grant MH33222), the William T.
Grant Foun-
dation, the National Science Foundation (Grant SBR-9729111),
and the
University of Minnesota. Preliminary results were presented at
the 108th
Annual Convention of the American Psychological Association,
August
2000, Washington, DC; the European Association of Personality
Psychol-
ogy Expert Workshop, November 2000, Ghent, Belgium; and the
annual
meeting of the Association for Research in Personality, January
2002,
Savannah, Georgia.
Correspondence concerning this article should be addressed to
Rebecca
L. Shiner, Department of Psychology, Colgate University, 13
Oak Drive,
Hamilton, New York 13346. E-mail: [email protected]
Journal of Personality and Social Psychology Copyright 2002 by
the American Psychological Association, Inc.
2002, Vol. 83, No. 5, 1165–1177 0022-3514/02/$5.00 DOI:
10.1037//0022-3514.83.5.1165
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personality is childhood history of adaptive functioning or
mastery
of developmental tasks (Sroufe & Rutter, 1984). In recent years,
there has been a profusion of studies linking adult personality
with
important life outcomes; adult personality traits are clearly
related
to individuals’ relative success or failure at important life tasks.
For example, adults high on the traits of Conscientiousness or
Constraint exhibit greater educational attainment and stronger
work performance (Barrick & Mount, 1991; Clark & Watson,
1999). Adults high on Extraversion or Positive Emotionality
report
more generally active, positive social relationships with peers
and
romantic partners (Clark & Watson, 1999) and attain higher
social
status in groups (Anderson, John, Keltner, & Kring, 2001). Al-
though numerous studies have linked adult personality traits
with
concurrent adaptive functioning, it is not clear whether these
adult
personality traits are related to childhood histories of adaptive
functioning. In other words, it is not known how early in devel-
opment individuals’ adaptive functioning becomes predictive of
74. their relative standing on adult personality traits.
Developmental theorists have argued that success or failure at
crucial age-salient adaptive tasks also may have implications
for
personality development (Masten & Coatsworth, 1995; Sroufe &
Rutter, 1984). Competence in adaptive developmental tasks may
reflect personality functioning in part. However, adaptive
success
or failure may also contribute to changes in personality over
time.
For example, children who are particularly well-liked and
success-
ful with their peers may show higher levels of positive emotions
or
Extraversion across development. In contrast, children who are
prone to negative emotions or impulsive behavior may
experience
difficulty mastering important tasks, such as academic achieve-
ment and peer relationships. Failure in these areas could then
contribute to increasing levels of negative emotions or Neuroti-
cism over time. In other words, there may be transactions
between
children’s personality dispositions and their performance in im-
portant domains of adaptation, such that the two become
increas-
ingly intertwined over time (Ford & Lerner, 1992; Magnussen &
Stattin, 1998; Shiner & Caspi, in press).
The Present Study
In the present study, we attempted to provide a more develop-
mentally rich understanding of how personality traits in
emerging
adulthood are presaged by childhood functioning. The data for
this
75. study were drawn from a longitudinal study of competence, ad-
versity, and resilience (Garmezy & Tellegen, 1984; Masten et
al.,
1988, 1995, 1999). The participants included a normative
sample
of elementary school students who were 8 to 12 years old when
the
study began. Their general adaptive functioning, personality,
en-
vironmental contexts, and experiences were measured through a
variety of methods. Approximately 10 years later, when the
cohort
was 17 to 23 years old, these participants and their parents were
interviewed and completed a variety of tests and questionnaires
about the participants’ adaptive functioning, and the
participants
completed a personality questionnaire. This age period has
come to
be called emerging adulthood in recent years, reflecting an ex-
tended period of transition from adolescence to adulthood in
contemporary, industrialized societies (Arnett, 2000). The
present
study used a longitudinal design to relate participants’ self-
described personality traits at the brink of adulthood to their
personality and adaptive functioning assessed 10 years
previously.
A strength of this study is that separate reporters provided
infor-
mation on childhood functioning and young adult personality.
The self-report measure of personality completed by partici-
pants around age 20 was the Multidimensional Personality
Ques-
tionnaire (MPQ; Tellegen, in press; Tellegen & Waller, 1992),
an
76. omnibus measure assessing three higher order personality traits:
Positive Emotionality (PEM), Negative Emotionality (NEM),
and
Constraint (CON). The personality structure elaborated in this
model is one of several adult personality taxonomies proposing
a
three-factor, higher order structure (e.g., Clark & Watson, 1999;
Eysenck & Eysenck, 1975; Gough, 1987; Tellegen, 1985;
Watson
& Clark, 1993). Each of the three higher order traits in the MPQ
model incorporates several lower order traits. For example,
NEM
includes the lower order traits of Stress Reaction, Alienation,
and
Aggression. Thus, in the present study, when one of the higher
order traits was related to some aspect of childhood functioning,
it
was possible to look at the component lower order traits for a
more
fine-grained analysis.
Individuals high on PEM are predisposed to be positively and
actively engaged with their social and work environments and to
experience activated positive emotions such as enthusiasm and
zest. They also tend to have a strong sense of well-being. This
higher order trait is most related to the Big Five Extraversion
trait,
but it includes the achievement strivings and persistence
compo-
nents of Conscientiousness (Clark & Watson, 1999). The
frequent
experience of positive emotions is a core component of both the
PEM and the Extraversion traits (Watson & Clark, 1997).
Individ-
uals high on NEM tend to experience negative emotions such as
anxiety, resentment, and anger in a wide variety of situations
77. and
to have negatively charged relationships. These individuals may
be
vulnerable to the adverse effects of stress. This higher order
trait is
most closely related to the Big Five Neuroticism trait, although
it
includes some components that overlap with Agreeableness
(e.g.,
lack of trust of others, hostility toward others; Clark & Watson,
1999). Individuals endorsing high levels of CON tend to be cau-
tious, planful, harm avoidant, and more traditional and conven-
tional; those low on CON tend to acknowledge higher levels of
impulsiveness and sensation seeking and to reject conventional
values. This higher order trait is most related to the Big Five
Conscientiousness trait (Clark & Watson, 1999).
In the present study, we related the participants’ self-report of
personality on the MPQ to their relative standing on five
person-
ality traits assessed 10 years previously. The childhood
personality
traits—Mastery Motivation, Academic Conscientiousness,
Surgent
Engagement, Agreeableness, and Self-Assurance versus Anxious
Insecurity—were derived through a process of data reduction
using reports from a parent interview, an interview with the
chil-
dren themselves, and a teacher questionnaire (Shiner, 2000).
These
five traits provided reasonably comprehensive coverage of the
four
major temperament and personality trait domains often
measured
in childhood (Rothbart & Bates, 1998; Shiner, 1998; Shiner &
Caspi, in press): (a) PEM/Extraversion, (b) NEM/Neuroticism,
78. (c)
Agreeableness, and (d) CON/Conscientiousness. Because the
childhood personality traits were not measured through a self-
report questionnaire format, any continuity from childhood to
emerging adulthood is not attributable to shared method.
We also examined the links between participants’ personality in
emerging adulthood and their concurrent and childhood adaptive
functioning. Competent adaptive functioning has been defined
as
1166 SHINER, MASTEN, AND TELLEGEN
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“reasonable success with major developmental tasks expected
for
a person of a given age and gender in the context of his or her
culture, society, and time” (Masten & Coatsworth, 1998, p.
206).
Several domains of adaptive functioning have been identified as
central developmental tasks in childhood and throughout adoles-
cence and emerging adulthood, though the nature of the tasks
changes over periods of development (Masten & Coatsworth,
1998; Masten et al., 1995). Academic achievement is salient
across
the school years. Academic achievement in childhood includes
83. the
development of basic academic skills; later, success in this
domain
reflects secondary school completion and further education as
needed for employment in contemporary society. Rule-abiding
conduct versus antisocial behavior refers to the expectation that
individuals will learn to control their behavior and abide by
soci-
etal rules for conduct. In childhood this domain reflects
learning
and following the rules for conduct at home, in school, and in
the
community. By adolescence, the conduct domain also reflects
law-abiding behavior. In childhood, social competence with
peers
involves peer acceptance in structured settings such as school as
well as friendships; in adolescence and early adulthood, peer
social
competence reflects expanding social networks and acceptance
by
a self-selected group of friends. In the present study, for the
three
domains of adaptive functioning that cut across childhood and
emerging adulthood, it was possible to examine whether the pat-
terns of relationships between adult personality and concurrent
adaptation were comparable to those between adult personality
and
childhood adaptation. In adolescence and early adulthood, new
tasks emerge, most notably concerning romantic relationships
and
work. Job competence was measured as effective performance at
paid employment, and romantic competence by evidence of
being
able to start and maintain romantic relationships. Success in
these
emergent domains was evaluated on the basis of performance
84. commensurate with the beginning phases of new competence
domains; these domains become more salient as individuals
estab-
lish themselves in adulthood.
Finally, we examined whether childhood adaptation predicted
adult personality after the continuity of personality from
childhood
to adulthood was controlled for. It is possible that personality in
emerging adulthood could be linked with childhood adaptation
merely because of the stability of personality from childhood to
adulthood. It is also possible that good or poor adaptation
promotes
changes in personality traits over time. We examined these com-
peting hypotheses regarding the links between adult personality
and childhood adaptation.
Several sets of predictions were tested. First, we expected to
find modest continuity of personality across the 10-year period.
Second, we expected to find some distinctive links between the
adult personality traits and concurrent adaptive functioning, in-
cluding the following. First, we predicted that individuals high
on
PEM would have more positive relationships with friends and
romantic partners, on the basis of the literature on adults (e.g.,
Asendorpf & Wilpers, 1998; Clark & Watson, 1999). Second,
we
predicted that individuals high on NEM would have a variety of
adaptational difficulties. Individuals who describe themselves
as
hostile and alienated evidence higher levels of antisocial
behavior
(Krueger, Caspi, & Moffitt, 2000), and a history of antisocial
behavior is known to predict academic and occupational failure
(Masten et al., 1995; Moffitt, Caspi, Dickson, Silva, & Stanton,
1996). Thus, we expected that individuals high on these aspects
85. of
NEM would exhibit higher levels of antisocial behavior, poorer
academic achievement, and more difficulty establishing compe-
tence in work settings. High levels of NEM are often associated
with difficulties in romantic relationships (Caughlin, Huston, &
Houts, 2000; Karney & Bradbury, 1995) and other social
interac-
tions (Furr & Funder, 1998); we expected to obtain similar find-
ings for our measures of social and romantic competence. Third,
we predicted that individuals high on CON would be more
effec-
tive in developmental tasks that require good self-regulation of
behavior, including academic achievement, rule-abiding
conduct,
and job competence (see, e.g., Barrick & Mount, 1991; Clark &
Watson, 1999; Krueger et al., 2000). Because the analyses
exam-
ining the relationship between childhood adaptation and adult
personality were exploratory, we did not generate hypotheses
about the capacity of childhood adaptation to predict
personality
over time.
Method
Sample and Procedures
Participants were drawn from a normative cohort of 205
children (91
boys and 114 girls) whose families initially were recruited from
students
attending third to sixth grade in two urban elementary schools
in Minne-
apolis, Minnesota, to participate in a study of competence and
resilience
86. (Garmezy & Tellegen, 1984; Masten et al., 1988, 1995, 1999).
The chil-
dren ranged in age from 8 to 12 years of age (M � 9.96). A
multimethod,
multiple-informant approach was taken to assessment of child
functioning.
During this first phase of the project, numerous tests of
individual differ-
ences, including an individual achievement test, were
administered to the
children, and they also were interviewed during two sessions
(for most,
during the school day). Their parents or guardians (mothers, in
most cases)
were interviewed during three sessions at their home. Teachers
completed
the Devereux Elementary School Rating Scale (Spivack &
Swift, 1967),
and classroom peer nomination ratings and school records were
also
obtained.
The participants’ schools were located in a diverse but
predominantly
lower to middle class area of Minneapolis; socioeconomic status
among the
children’s families ranged from 7 to 92.3 on the 100-point
Duncan Socio-
economic Index (Hauser & Featherman, 1977), with a sample
mean of 43
(the equivalent of skilled labor or clerical positions). Twenty-
nine percent
of the sample was of an ethnic/racial minority, including
biracial children
(18% African American, 7% American Indian, 3% Hispanic, 1%
Asian).
87. At the time, 27% of the school district was estimated to have
ethnic/racial
minority heritage, though sight counts of minority status for
these two
study schools suggested that these schools had somewhat higher
minority
enrollments in the grades sampled.
The sample was followed up initially after 7 years and then
again after
about 10 years, when the sample ranged in age from 17 to 23.
The 7-year
follow-up was conducted through mailings sent to the
participants and
parents or guardians. A more thorough assessment was
undertaken for the
10-year follow-up, including completion of questionnaires and
interviews.
All but 1 of the original cohort were located, and information
was obtained
concerning 202 of the sample (98.5%), including self-report
personality
data from 187 of the young adults. During this 10-year follow-
up, the
participants filled out a Status Questionnaire, Competence
Rating Scales,
and a self-report personality questionnaire along with other
measures, and
they underwent a 3-hr semistructured interview (usually at the
university).
Their parents (mothers again, in most cases) filled out a Status
Question-
naire and Competence Rating Scales describing their young
adult off-
spring, and they completed a 2-hr interview in their home. The
following
88. analyses include data only from childhood and the 10-year
follow-up,
because these two assessment periods were far more
comprehensive. In the
1167DEVELOPMENTAL PERSPECTIVE ON ADULT
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following sections, we sometimes refer to these two data points
as age 10
and age 20, the mean ages for the participants during those
assessments.
Measures
Personality
Childhood (age 10). Measures of four personality traits in
childhood
were derived previously in this sample (Shiner, 2000): Mastery
Motivation,
Academic Conscientiousness, Surgent Engagement, and
Agreeableness.
Each of these higher order traits was measured through the
combination of
93. lower order scales from the parent interview, the Devereux
teacher ques-
tionnaire, and/or the child interview. Mastery Motivation
incorporated the
parent interview scale Zestful Engagement in Activities, the
child interview
scale Achievement Motivation, and the teacher questionnaire
scale Perfor-
mance Anxiety, which was scored negatively. A child high on
this trait
tended to work with enthusiasm, creativity, and persistence at
schoolwork
and other activities and to strive toward high standards, with
relatively little
concern about external measures of performance. Academic
Conscientious-
ness incorporated the parent interview scale Academic
Conscientiousness
and the teacher questionnaire scale School Carelessness, which
was scored
negatively. A child high on Academic Conscientiousness tended
to ap-
proach school in a serious, thorough, and responsible fashion.
Surgent
Engagement incorporated the parent interview scale
Extraversion, the child
interview scale Expressiveness, and the teacher questionnaire
scale Poor
Comprehension–Disattention, which was scored negatively. A
child scor-
ing high on this scale was engaged in an active, vigorous,
surgent fashion
in both social and nonsocial settings and in familiar and novel
contexts. A
child scoring low on this scale was socially withdrawn and
inhibited,
94. passive, inattentive at school, and reliant on others’ assistance
and likely
had difficulties expressing his or her experience of the world.
Agreeable-
ness incorporated the parent interview scale Friendly
Compliance and the
child interview scale Agreeableness. A child high on
Agreeableness tended
to be cooperative, kind, prosocial, and flexible in accepting
limits rather
than selfish, hurtful, egotistical, and cynical.
A fifth childhood personality trait was added to the present
analyses to
provide more comprehensive coverage of the potential realm of
childhood
personality traits. A child interview lower order scale called
Self-
Assurance versus Anxious Insecurity had been excluded from
previous
analyses in this sample (Shiner, 2000) because of its
heterogeneous con-
tent. The items with the highest positive loadings on this scale
were “has
high level of self-esteem,” “involved in physical activities,” and
“has easy
time making friends,” and the items with the highest negative
loadings
were “fearful/worried/anxious,” “is picked on by other
children,” and
“self-critical.” This scale was included in the present analyses
because it
helped broaden the content of the childhood personality
dimensions to
include a child’s confidence, positive self-regard, lack of
95. negative emo-
tions, and lack of negative self-regard.
Emerging adulthood (age 20; 10-year follow-up). The
participants
completed the Multidimensional Personality Questionnaire
(MPQ; Telle-
gen, 1985; Tellegen, in press; Tellegen & Waller, 1992), a 300-
item
self-report inventory that measures individual differences on a
broad array
of personality traits. The MPQ yields scores on 11 lower order
trait
dimensions; the lower order trait of absorption is not used in the
present
study. These lower order dimensions were derived through an
iterative
process that involved both conceptual elaboration and empirical
refinement
through factor analysis. The item clusters making up the 10
lower order
traits used in this study are described in Table 1. Previous
studies of the
MPQ with samples of late adolescents and adults have
demonstrated that
these lower order scales are internally consistent, stable over
time, and
relatively independent of one another (Caspi & Silva, 1995;
McGue,
Bacon, & Lykken, 1993; Patrick, Curtin, & Tellegen, 2002;
Tellegen et al.,
1988; Tellegen & Waller, 1992).
Factor analyses of the lower order scale scores have resulted in
the three
higher order factors described in the introduction (Patrick et al.,
96. 2002;
Tellegen, 1985; Tellegen & Waller, 1992). PEM is measured by
the
Well-Being, Achievement, Social Potency, and Social Closeness
scales.
NEM is measured by the Stress Reaction, Alienation, and
Aggression
scales. CON is measured by the Control, Harm Avoidance, and
Tradition-
alism scales.
Competent Adaptive Functioning
In an earlier study from this project, three domains of
competent adap-
tive functioning in childhood and emerging adulthood were
confirmed
through structural equation modeling: academic achievement,
rule-abiding
versus antisocial conduct, and social competence with peers
(Masten et al.,
Table 1
Multidimensional Personality Questionnaire (MPQ) Scales
Higher order and lower
order MPQ scales Item clusters for lower order scales
Positive Emotionality
Well-Being Optimistic, hopeful; has cheerful disposition; has
interesting experiences; engages
in enjoyable activities
Social Potency Forceful, decisive; persuasive; seeks leadership
roles; enjoys visibility
Achievement Works hard; enjoys effort; welcomes difficulties;
97. persistent; ambitious;
perfectionistic
Social Closeness Sociable; values close relationships; warm,
affectionate; seeks support
Negative Emotionality
Stress Reaction Tense, nervous; sensitive, vulnerable; worry-
prone, anxious; easily upset;
unexplainable negative emotions; prone to feel guilty
Alienation Target of malevolence; victim of false rumors;
betrayed, deceived; exploited;
pushed around; unlucky
Aggression Physically aggressive; enjoys distressing others;
vengeful, vindictive; enjoys
witnessing violence; victimizes for own gain
Constraint
Control Reflective; cautious, careful; level-headed, sensible;
makes detailed plans
Harm Avoidance Dislikes risky adventures; avoids disaster
areas; dislikes emergencies; avoids injury
Traditionalism Moralistic; endorses religion; positive regard for
parents; condemns selfishness;
endorses strict rearing; values “proper” conduct; opposes
rebelliousness
1168 SHINER, MASTEN, AND TELLEGEN
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1995). Two additional domains were confirmed in emerging
adulthood: job
competence and romantic competence. The participants’ relative
standing
on these dimensions was determined in the current study as
well. The
measures of adaptation and their reliabilities are described in
Table 2. At
each assessment period, a multiple-method, multiple-informant
approach
yielded multiple indicators for each domain of competence. The
indicators
of each competence domain were derived systematically through
data
reduction processes described in detail elsewhere (see Masten et
al., 1995,
1999). Strategies of data reduction included factor analysis and
examina-
tion of reliabilities and discriminant validity. Items that
conceptually and
empirically cohered were typically standardized and averaged to
form
composite scores within informant and method (thus, the scores
were factor
based but not weighted by factor loadings). The participants’
standardized
scores on three to eight reliable indicators were averaged to
103. create a
Table 2
Measures of Competent Adaptive Functioning in Childhood and
Emerging Adulthood
Measure No. items Reliabilitya Description or sample item
Adaptation in childhood
Academic achievement (� � .88)
Grade point average 1 Average in math, reading, language,
spelling, science
Achievement test 1 Total raw score Peabody Individual
Achievement Test
Teacher rating 1 “Knows material when called upon”
Parent interview 3 .80 “How is X doing in school?”
Rule-abiding conduct (� � .77)
Parent interview, home compliance 3 .66 “Does X respond to
your rules at home?”
Parent interview, school compliance 3 .78 “Does X get into
fights and quarrels at school?”
Teacher ratings 8 .93 “Breaks classroom rules” (reversed)
Child interview 6 .89 Reported antisocial behavior
Social competence (� � .50)
Positive peer nomination 7 .93 “Everyone likes to be with”
Negative peer nominations 3 .80 “Has trouble making friends”
(reversed)
Child interview 6 .89 “Develops genuine, close, lasting
relationships”
Adaptation in emerging adulthood
Academic achievement (� � .90)
104. Participant questionnaire 1 .93 “How well is X doing in
school?”
Parent questionnaire 1 .85 “How well is X doing in school?”
Participant interview 1 .85 Grades and attainment
Parent interview 1 .84 “How well is X doing in school?”
Rule-abiding conduct (� � .79)
Participant questionnaire 1 .92 Seriousness of trouble with law
(reversed)
Parent questionnaire 1 .77 Seriousness of trouble with law
(reversed)
Participant interview 5 .83 “Gets into trouble with authority”
(reversed)
Parent interview 3 .80 Aggression (reversed)
CRS—parent 2 .54 “Some people rarely get into fights . . .”
Social competence (� � .86)
Participant questionnaire 1 .83 “Has a positive/active social
life”
Parent questionnaire 1 .69 “Has a positive/active social life”
Participant questionnaire 1 .69 “Has close, confiding
relationships”
Parent questionnaire 1 .66 “Has close, confiding relationships”
Participant interview 8 .94 “Relationship with best friend is
close and reciprocal”
Parent interview 2 .85 Social acceptance
CRS social acceptance—parent 2 .80 “Are popular with others
their age . . .”
CRS close friendships—parent 2 .88 “Don’t have a close friend
. . .” (reversed)
Job competence (� � .73)
Participant questionnaire 1 .68 “Is holding down a job
successfully and reliably”
Parent questionnaire 1 .69 “Is holding down a job successfully
and reliably”
105. Participant interview 4 .96 “Does quite well at paid jobs”
Parent interview 2 .94 “Does quite well at paid jobs”
CRS—participant 1 “Could do better at their paid jobs . . .”
(reversed)
Romantic competence (� � .75)
Participant interview—romantic relationships 2 .82 “Intimacy
with the opposite sex”
Participant interview—sexual responsibility 2 .67 “Responsible
sexual behavior”
CRS—participant 3 .75 “Are able to keep a romantic
relationship going . . .”
CRS—parent 3 .77 “Find it hard to start a romantic relationship
. . .” (reversed)
Note. CRS items are from Manual for the Self-Perception
Profile for College Students by J. Neemann and S. Harter, 1986,
unpublished manuscript,
University of Denver. Copyright 1986 by the authors. Reprinted
with permission. Teacher rating items are from the Devereux
Elementary School Behavior
Rating Scale Manual by G. Spivak and M. Swift, 1967, Devon,
PA: Devereux Foundation. Copyright 1967 by the Devereux
Foundation. Reprinted with
permission. Portions of this table were published in “Linking
childhood personality with adaptation: Evidence for continuity
and change across time into
late adolescence,” by R. L. Shiner, 2000, Journal of Personality
and Social Psychology, 78, Table 1, p. 313. Copyright 2000 by
the American Psychological
Association. CRS � Competence Rating Scales.
a Reliability coefficients are intraclass correlations for single-
item indicators and coefficient alphas for multiitem indicators.
1169DEVELOPMENTAL PERSPECTIVE ON ADULT
PERSONALITY
110. ed
b
ro
ad
ly
.
composite competence score. More than one indicator was used
for each
domain of competence to increase reliability and validity.
Academic achievement. At age 10, academic achievement was
mea-
sured with the child’s grade point average in academic subjects
reported on
the school record from the end of the school year, the total
score obtained
on the Peabody Individual Achievement Test (Dunn &
Markwardt, 1970),
a teacher rating of how well participants knew academic
material from the
Devereux Elementary School Rating Scale (Spivack & Swift,
1967), and a
composite of three parent interview items. At age 20, four
indicators were
used: parallel adolescent and parent questionnaire ratings of
how well the
adolescent was doing (or had done) in school, the adolescent
interviewer’s
overall rating of academic achievement, and a parent interview
rating of
111. how well the adolescent was doing in school.
Conduct. The childhood conduct composite provided an index
of the
extent to which a child exhibited compliance at home and at
school as well
as the extent to which a child did not evidence rule-breaking,
aggressive,
antisocial behavior in the home, school, and broader
community. At
age 20, the participants’ law-breaking behavior was also
included. Al-
though the conduct items tapped rule-breaking behaviors, the
conduct
composite was scored in the opposite direction (ranging from
poor to good
conduct) to be consistent with the other measures of positive
competence.
At age 10, four separately derived, factor-based conduct
indicators were
used, including composites from three parent interview ratings
of compli-
ance at home, three parent interview ratings of compliance
versus rule-
breaking behavior at school, six child interview ratings, and
eight Dev-
ereux teacher questionnaire items. For age 20, conduct was
measured with
five indicators: parallel participant and parent questionnaire
ratings of the
seriousness of the participant’s involvement with the law, a
five-item
factor-based scale from the participant interview, a three-item
factor-based
scale from the parent interview, and a two-item scale taken from
a parent-
112. report version of a set of Competence Rating Scales. The self-
report and
parent-report versions of the Competence Rating Scales were
adapted in
consultation with Harter (Harter, 1986; Neemann & Harter,
1986) from
early versions of her self-perception scales for adolescents and
young
adults.
Social competence. At age 10, the measure of social competence
incorporated indicators of the children’s popularity and
acceptance with
peers and quality of friendships. Peer popularity and acceptance
were
assessed using two indicators from the Revised Class Play peer
nomination
measure (Masten, Morison, & Pellegrini, 1985; Morison &
Masten, 1991):
a seven-item scale of positive social functioning and a reverse
keyed,
three-item scale of social difficulties. Quality of close
friendships was
measured with a nine-item composite from the child interview.
To capture
the developmental changes in children’s peer functioning, the
age 20 social
competence measure primarily tapped the extent to which the
participant
had close friends and an active social life. The eight age 20
indicators were
the following: parallel participant and parent questionnaire
ratings of the
extent to which the participant had a positive, active social life;
parallel
participant and parent questionnaire ratings of the extent to