Patterns of Social-Emotional Needs and Trajectories of Aggression and Substance Use among Middle School Boys

Autor/inn/en	Tan, Kevin; Gorman-Smith, Deborah; Schoeny, Michael; Choi, Yoonsun
Titel	Patterns of Social-Emotional Needs and Trajectories of Aggression and Substance Use among Middle School Boys
Quelle	In: Journal of Early Adolescence, 39 (2019) 9, S.1217-1243 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431618812740
Schlagwörter	Social Development; Emotional Development; Aggression; Substance Abuse; Males; Middle School Students; At Risk Students; Behavior Problems; Interpersonal Competence; Anxiety; Urban Schools; Grade 6; Illinois (Chicago); North Carolina (Durham); Georgia; Virginia (Richmond) + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Drug use; Drug consomption; Drogenkonsum; Male; Männliches Geschlecht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interpersonale Kompetenz; Angst; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Co-occurring social-emotional problems are associated with increased risk of aggression and substance use. However, few studies examine their configurational patterns. This study identifies patterns of co-occurring social skills, anxiety, learning, and conduct problems among 2,632 urban boys at entry into sixth grade, and their related aggression and substance use trajectories through eighth grade. Latent class analysis revealed four patterns at school entry: "low-all," "poor social skills," "positive social skills," and "high all." Findings point to important variation in risk. Problem behaviors increased the least through middle school for the "low-all" pattern. The "positive social skills" pattern had an average increase, while the "poor social skills" pattern had higher levels of problem behaviors in sixth and seventh grade. The "high all" showed the fastest increase in problem behaviors and the highest levels in eighth grade. Discussion focuses on implications for a multi-tiered school-based system of supports for behavioral risk management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01