Childhood psychiatric disorders and young adult crime: a prospective, population-based study.

OBJECTIVE: While psychopathology is common in criminal populations, knowing more about what kinds of psychiatric disorders precede criminal behavior could be helpful in delineating at-risk children. The authors determined rates of juvenile psychiatric disorders in a sample of young adult offenders and then tested which childhood disorders best predicted young adult criminal status. METHOD: A representative sample of 1,420 children ages 9, 11, and 13 at intake were followed annually through age 16 for psychiatric disorders. Criminal offense status in young adulthood (ages 16 to 21) was ascertained through court records. RESULTS: Thirty-one percent of the sample had one or more adult criminal charges. Overall, 51.4% of male young adult offenders and 43.6% of female offenders had a child psychiatric history. The population-attributable risk of criminality from childhood disorders was 20.6% for young adult female participants and 15.3% for male participants. Childhood psychiatric profiles predicted all levels of criminality. Severe/violent offenses were predicted by comorbid diagnostic groups that included both emotional and behavioral disorders. CONCLUSIONS: The authors found that children with specific patterns of psychopathology with and without conduct disorder were at risk of later criminality. Effective identification and treatment of children with such patterns may reduce later crime.

Potential pathways from stigmatization and internalizing symptoms to delinquency in sexually abused youth.

Although childhood sexual abuse (CSA) has been linked to risk for delinquency, research is limited on the potential pathways from CSA to subsequent delinquent outcomes. A total of 160 youth with confirmed CSA histories were interviewed at the time of abuse discovery, when they were 8 to 15 years of age, and again 1 and 6 years later. The findings supported the proposed relations from stigmatization following the abuse (abuse-specific shame and self-blame attributions) and internalizing symptoms to subsequent delinquency through anger and affiliation with deviant peers. This longitudinal research suggests that clinical interventions for victims of CSA must be sensitive to these affective and cognitive processes and how they affect delinquent activity.

Early physical abuse and later violent delinquency: a prospective longitudinal study.

In this prospective longitudinal study of 574 children followed from age 5 to age 21, the authors examine the links between early physical abuse and violent delinquency and other socially relevant outcomes during late adolescence or early adulthood and the extent to which the child's race and gender moderate these links. Analyses of covariance indicated that individuals who had been physically abused in the first 5 years of life were at greater risk for being arrested as juveniles for violent, nonviolent, and status offenses. Moreover, physically abused youth were less likely to have graduated from high school and more likely to have been fired in the past year, to have been a teen parent, and to have been pregnant or impregnated someone in the past year while not married. These effects were more pronounced for African American than for European American youth and somewhat more pronounced for females than for males.

Norm-Narrowing and Self- and Other-Perceived Aggression in Early-Adolescent Same-Sex and Mixed-Sex Cliques.

We examined the relations between group context and self- and other-perceptions of aggressive behavior in an ethnically-diverse sample of 168 male and female grade 7 adolescents. We used self- and peer-reports of aggression in high- and average-aggressive mixed-sex and same-sex cliques to examine whether group members would assimilate their self-report of aggression to the aggression report of their peers by way of perceived homophily or, conversely, engage in contrast and see their level of aggression as comparatively low in the face of high-aggression peers. Among boys in mixed-sex groups, comparison with highly-aggressive others resulted in a self-perception of lower levels of aggression than those perceived by their peers. Conversely, girls in mixed-sex groups reported their own levels of aggression to be higher than those perceived by their peers. We interpret these findings in terms of the notion of "norm narrowing": rather than being set by the larger social environment, such as the school, norms are more narrowly determined within one's immediate peer group.

Validity of teacher ratings in selecting influential aggressive adolescents for a targeted preventive intervention.

This study describes a method for using teacher nominations and ratings to identify socially influential, aggressive middle school students for participation in a targeted violence prevention intervention. The teacher nomination method is compared with peer nominations of aggression and influence to obtain validity evidence. Participants were urban, predominantly African American and Latino sixth-grade students who were involved in a pilot study for a large multi-site violence prevention project. Convergent validity was suggested by the high correlation of teacher ratings of peer influence and peer nominations of social influence. The teacher ratings of influence demonstrated acceptable sensitivity and specificity when predicting peer nominations of influence among the most aggressive children. Results are discussed in terms of the application of teacher nominations and ratings in large trials and full implementation of targeted prevention programs.

Evaluating the impact of interventions in the Multisite Violence Prevention Study: samples, procedures, and measures.

This paper discusses the procedures and measures that were developed and utilized to evaluate the impact of the GREAT (Guiding Responsibility and Expectations in Adolescents Today and Tomorrow) programs in the Multisite Violence Prevention Project (MVPP). First, we describe the three different samples used to examine the impact of the programs, and the different sources of data used to assess these samples. Next, we outline procedures used to collect and manage the data. In the last section, we summarize the final set of measures selected for use in this study. Throughout the paper, we highlight ways in which the participating institutions collaborated to develop consistent procedures for use across the four sites. Overall, the paper provides important information related to the evaluation of violence prevention efforts, particularly for working effectively in multisite collaborative studies.

Peer rejection and aggression and early starter models of conduct disorder.

Peer rejection and aggression in the early school years were examined for their relevance to early starting conduct problems. The sample of 657 boys and girls from 4 geographical locations was followed from 1st through 4th grades. Peer rejection in 1st grade added incrementally to the prediction of early starting conduct problems in 3rd and 4th grades, over and above the effects of aggression. Peer rejection and aggression in 1st grade were also associated with the impulsive and emotionally reactive behaviors found in older samples. Being rejected by peers subsequent to 1st grade marginally added to the prediction of early starting conduct problems in 3rd and 4th grades, controlling for 1st grade ADHD symptoms and aggression. Furthermore, peer rejection partially mediated the predictive relation between early ADHD symptoms and subsequent conduct problems. These results support the hypothesis that the experience of peer rejection in the early school years adds to the risk for early starting conduct problems.