Temperament and Adolescent Substance Use: A Transactional Analysis of Emerging Self-Control

Autor/inn/en	Wills, Thomas Ashby; Dishion, Thomas J.
Titel	Temperament and Adolescent Substance Use: A Transactional Analysis of Emerging Self-Control
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 33 (2004) 1, S.69-81 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
Schlagwörter	Personality; Parent Child Relationship; Adolescents; Substance Abuse; Peer Groups; Self Control; Risk; Models; Intervention; Clinical Psychology + Suchen Sie Ihr Suchwort? Personalität; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Drug use; Drug consomption; Drogenkonsum; Gleichaltrigengruppe; Peer Group; Selbstbeherrschung; Risiko; Analogiemodell; Klinische Psychologie
Abstract	Presented is a conceptual framework linking the construct of temperament with environmental factors that covary with the onset and escalation of substance use. We propose that transactions between temperament characteristics of the child in family and peer contexts influence the development of self-control ability, a mediating factor for onset and possible transition to abuse in later adolescence. Risk-promoting dimensions may influence the emergence of self-control by amplifying relationship processes that detract from competence development. Emergence of good self-control can serve as a resilience factor and is linked with health-promoting cognitions. We also suggest that temperament and self-control moderate links between parenting, peer associations, and substance use. Implications of the transactional model for clinical intervention and research are discussed. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10