Deviancy training in male adolescent friendships

1996 ◽  
Vol 27 (3) ◽  
pp. 373-390 ◽  
Author(s):  
Thomas J. Dishion ◽  
Kathleen M. Spracklen ◽  
David W. Andrews ◽  
Gerald R. Patterson
Keyword(s):  
Male Adolescent ◽  
Deviancy Training ◽  
Adolescent Friendships

Structure and deviancy training in after-school programs

2011 ◽  
Vol 34 (1) ◽  
pp. 105-117 ◽  
Author(s):  
Melissa Rorie ◽  
Denise C. Gottfredson ◽  
Amanda Cross ◽  
Denise Wilson ◽  
Nadine M. Connell
Keyword(s):  
After School Programs ◽  
After School ◽  
Deviancy Training ◽  
School Programs

Recent advances in the study of development, social and personal experience, and psychopathology

2006 ◽  
Vol 30 (1) ◽  
pp. 26-30 ◽  
Author(s):  
William M. Bukowski ◽  
Ryan E. Adams ◽  
Jonathan B. Santo
Keyword(s):  
Personal Experience ◽  
Developmental Psychopathology ◽  
Dynamic Properties ◽  
Social Experiences ◽  
Dyadic Interaction ◽  
Interpersonal Processes ◽  
Deviancy Training ◽  
Actor Partner Interdependence Model ◽  
Recent Advances

The field of developmental psychopathology has been challenged by various issues in understanding the link between social experiences and psychopathology. These challenges involve conceptual, methodological and statistical concerns that are often interrelated. This article examines four advances in resolving these concerns. First, co-rumination and deviancy training are discussed as specific interpersonal processes that are examples of important social experiences for predicting psychopathology. Second, dynamic properties of dyadic interaction are discussed as one of the recent advances in methodology for this area. Third, the Actor-Partner Interdependence Model is outlined as one of the recent statistical advances in the study of individuals within a dyad. Fourth, changes in the study of culture are presented as informing the understanding link between social experiences and developmental psychopathology.

Coercion and Contagion in Child and Adolescent Peer Relationships

2015 ◽  
Author(s):  
Timothy F. Piehler
Keyword(s):  
Problem Behaviors ◽  
Peer Relationships ◽  
Internalizing Symptoms ◽  
Positive Reinforcement ◽  
Peer Interactions ◽  
Social Processes ◽  
Future Directions ◽  
Deviancy Training ◽  
Youth Adjustment

Peer relationships during adolescence play a powerful role in youth adjustment. This chapter summarizes research regarding two distinct yet related social processes that have been observed within adolescent peer interactions to be predictive of problem behaviors: coercion and contagion. The mechanisms underlying these two processes are outlined, including positive reinforcement involved in deviancy training (a form of contagion) as well as escape conditioning involved in coercion. The chapter details some of the commonalities between the two processes as seen in adolescence as well as key differences and risk factors unique to each. Several recent studies that simultaneously examined both coercion and contagion in peer interactions are highlighted. Finally, a number of future directions are outlined, including advancing analytic methods to better understand bidirectional effects and further investigating the role of these processes in internalizing symptoms in adolescence.

Deviancy Training

2011 ◽  
pp. 690-691
Author(s):  
Roger J. R. Levesque
Keyword(s):  
Deviancy Training

scholarly journals Friendships and deviancy training in young children

2015 ◽  
Vol 7 (2) ◽  
pp. 112-123 ◽  
Author(s):  
Stefanie Salazar ◽  
Michel Boivin ◽  
Frank Vitaro ◽  
Stéphane Cantin ◽  
Nadine Forget-Dubois ◽  
...  
Keyword(s):  
Young Children ◽  
Behavior Problems ◽  
Positive Reinforcement ◽  
Deviant Behavior ◽  
Antisocial Behaviors ◽  
Convenience Sample ◽  
New Approach ◽  
Deviancy Training ◽  
Content Type ◽  
Teacher Reports

Purpose – The purpose of this study was to test a new approach to deviancy training, that is, the shaping and reinforcing of disruptive behaviors in social interaction, which considers not only reinforcement, but also the modeling processes involved, as well as children's roles as either providers or receivers of the training. Design/methodology/approach – Using teacher reports and observations from a semi-naturalistic experimental setting with young children, the authors examined the prevalence of provided and received modeling and positive reinforcement, as well as the concurrent contribution of behavior problems on these processes in friendship dyads using a convenience sample of six-year-old twins (N=783; 386 boys). Frequency analyses and linear and logistic regressions were conducted. Findings – Results indicated that modeling and positive reinforcement – provided and received – were prevalent in this low-risk sample, that behavior problems were associated mainly with provided dimensions, and that deviancy training processes were also displayed between disruptive and non-disruptive children. Practical implications – Findings are relevant to peer-oriented programs designed to prevent antisocial behaviors. Prevention should target these mixed friendships where deviant behavior likely begins. Originality/value – This study provides preliminary support for a new measure of deviancy training, underscores the importance of the roles taken by children, and shows that deviancy training takes place between disruptive and non-disruptive young children.

Covert antisocial behavior, peer deviancy training, parenting processes, and sex differences in the development of antisocial behavior during childhood

2012 ◽  
Vol 24 (3) ◽  
pp. 1117-1138 ◽  
Author(s):  
James J. Snyder ◽  
Lynn P. Schrepferman ◽  
Lisha Bullard ◽  
Amber D. McEachern ◽  
Gerald R. Patterson
Keyword(s):  
Antisocial Behavior ◽  
Peer Rejection ◽  
Fourth Grade ◽  
First Grade ◽  
Relative Role ◽  
Deviancy Training ◽  
School Year ◽  
Overt Antisocial Behavior ◽  
Covert Antisocial Behavior

AbstractTwo longitudinal studies were used to examine the occurrence and consequences of peer deviancy training during childhood and the relative role of early covert antisocial behavior in risk for antisocial behavior in early adolescence. Peer deviancy training was apparent in a sample of at-risk first grade children, and it showed persistence and increased prevalence across the school year. Peer deviancy training, peer rejection, and unskilled parenting made additive contributions to the development of antisocial behavior during kindergarten and first grade and to antisocial behavior in fourth grade. Skilled parenting partially mitigated the association of peer deviancy training with antisocial behavior for boys. The appearance and growth of covert antisocial behavior was a predictor of fourth grade antisocial for boys and girls, more so than aggressive and overt antisocial behavior. Peer deviancy training and early covert antisocial behavior were key pathways to girls' antisocial behavior in fourth grade, and they complemented the roles of peer rejection and overt antisocial behavior for boys. The relationships of parenting and peer processes to trajectories of antisocial behavior were similar for boys and girls; but boys showed higher levels of antisocial behavior, were more involved in peer deviancy training, and were more likely to experience peer rejection.

Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence

2010 ◽  
Vol 22 (3) ◽  
pp. 603-619 ◽  
Author(s):  
Thomas J. Dishion ◽  
Marie-Hélène Véronneau ◽  
Michael W. Myers
Keyword(s):  
Academic Performance ◽  
Problem Behavior ◽  
Cascade Model ◽  
Early Adolescent ◽  
Equation Modeling ◽  
Late Adolescent ◽  
Deviancy Training ◽  
Gang Involvement ◽  
Adolescent Risk ◽  
Peer Dynamics

AbstractThis study examined the peer dynamics linking early adolescent problem behavior, school marginalization, and low academic performance to multiple indices of late adolescent violence (arrests, parent report, and youth report) in an ethnically diverse sample of 998 males and females. A cascade model was proposed in which early adolescent risk factors assessed at age 11 to 12 predict gang involvement at age 13 to 14, which in turn, predicts deviancy training with friends at age 16 to 17, which then predicts violence by age 18 to 19. Each construct in the model was assessed with multiple measures and methods. Structural equation modeling revealed that the cascade model fit the data well, with problem behavior, school marginalization, and low academic performance significantly predicting gang involvement 2 years later. Gang involvement, in turn, predicted deviancy training with a friend, which predicted violence. The best fitting model included an indirect and direct path between early adolescent gang involvement and later violence. These findings suggest the need to carefully consider peer clustering into gangs in efforts to prevent individual and aggregate levels of violence, especially in youths who may be disengaged, marginalized, or academically unsuccessful in the public school context.

scholarly journals Beyond deviancy-training: Deviant adolescent friendships and long-term social development

2019 ◽  
Vol 31 (5) ◽  
pp. 1609-1618 ◽  
Author(s):  
Joseph P. Allen ◽  
Rachel K. Narr ◽  
Emily L. Loeb ◽  
Alida A. Davis
Keyword(s):  
Deviant Behavior ◽  
Community Sample ◽  
Delinquent Behavior ◽  
Externalizing Symptoms ◽  
Developmental Task ◽  
Deviancy Training ◽  
Functional Difficulties ◽  
Internalizing And Externalizing ◽  
Internalizing And Externalizing Symptoms

AbstractAdolescent association with deviant and delinquent friends was examined for its roots in coercive parent–teen interactions and its links to functional difficulties extending beyond delinquent behavior and into adulthood. A community sample of 184 adolescents was followed from age 13 to age 27, with collateral data obtained from close friends, classmates, and parents. Even after accounting for adolescent levels of delinquent and deviant behavior, association with deviant friends was predicted by coercive parent–teen interactions and then linked to declining functioning with peers during adolescence and greater internalizing and externalizing symptoms and poorer overall adjustment in adulthood. Results are interpreted as suggesting that association with deviant friends may disrupt a core developmental task—establishing positive relationships with peers—with implications that extend well beyond deviancy-training effects.

Deviancy training and association with deviant peers in young children: Occurrence and contribution to early-onset conduct problems

2005 ◽  
Vol 17 (02) ◽  
Author(s):  
JAMES SNYDER ◽  
LYNN SCHREPFERMAN ◽  
JESSICA OESER ◽  
GERALD PATTERSON ◽  
MIKE STOOLMILLER ◽  
...  
Keyword(s):  
Young Children ◽  
Conduct Problems ◽  
Early Onset ◽  
Deviant Peers ◽  
Deviancy Training
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