Youth and Adolescence

Mari Andrew: Getting There: A Workbook for Growing Up

In Memoriam: David B. Estell

Mari Andrew: Am I There Yet?: The Loop-de-loop, Zigzagging Journey to Adulthood

Unpacking the Longitudinal Associations between the Frequency of Substance Use, Substance Use Related Problems, and Academic Achievement among Adolescents Abstract Previous research repeatedly observed associations between academic achievement and substance use during adolescence. However, the simple frequency of substance use was not differentiated from the emergence of substance use related problems, such as abuse and dependence. This study presents autoregressive cross-lagged models describing inter-relations between academic achievement, frequency of substance use, and substance use related problems among a sample of 1034 seventh graders (46% female; 83% White North Americans; Mage = 12.64 years, SDage = 0.65) who participated in a four-year longitudinal study. The stability of measurement structure of frequency of substance use and substance use related problems was supported. Higher frequency of substance use and substance use related problems did not predict lower academic achievement. A higher academic achievement predicted a later increase in frequency of substance use and substance use related problems in boys, whereas a higher academic achievement predicted a lower frequency of substance use in girls. Although substance use related problems were mainly predicted by frequency of substance use, substance use can remain, nonetheless, non-problematic during adolescence.

Emerging Adulthood and Prospective Depression: A Simultaneous Test of Cumulative Risk Theories Abstract Past research indicates that a history of depression and exposure to abuse and neglect represent some of the most robust predictors of depression in emerging adults. However, studies rarely test the additive or interactive risk associated with these distinct risk factors. In response, the present study explored how these three risk factors (prior depression, abuse, and neglect) synergistically predicted prospective depressive symptoms in a sample of 214 emerging adults (Mage = 21.4 years; SDage = 2.4; 78% females). Subtypes of maltreatment and lifetime history of depression were assessed through semi-structured interviews, and depressive symptoms were assessed annually for three years via self-report measures. The results indicated that for both males and females, a lifetime history of depression, abuse, and neglect-exposure uniquely conferred risk for elevated depressive symptoms. Furthermore, the interaction between neglect and prior depression forecasted increasing depressive symptoms, and a history of abuse also predicted increasing depressive symptoms, but only in females. These findings are contextualized within extant developmental psychopathology theories, and translational implications for trauma-informed depression prevention efforts are discussed.

Long-term Associations Between Substance Use-Related Media Exposure, Descriptive Norms, and Alcohol Use from Adolescence to Young Adulthood Abstract Adolescents and young adults in the United States are constantly exposed to substance-related media and advertising content. The current study seeks to explore, developmentally, how exposure to substance-related media content influences both normative beliefs about peer alcohol use and individual alcohol use. Youth (N = 4‚840; 50.6% female) were followed for ten years from age 12 to 22. Auto-regressive latent trajectory with structured residual (ALT-SR) models were used to explore within-person reciprocal associations between substance-related media content, descriptive norms, and alcohol use. Results indicated that‚ across adolescence and young adulthood, exposure to substance-related media content was associated with increased alcohol use via perceived alcohol norms. The pathway from media exposure to alcohol use was mediated by increased perceived norms for adolescents only. With screen time increasing over the last decade, it is important to invest resources into real-time interventions that address substance-related social media content as it relates to misperceived norms and to begin these interventions in early adolescence.

Being here First: Ethnic Majority Children's Autochthony Beliefs and Attitudes toward Immigrants Abstract Autochthony belief ("that a country is owned by its first inhabitants") can be an acceptable reason for claiming collective ownership of a territory and this claim can have negative consequences for newcomers. Children might reason that a place belongs to their in-group because "we" were here first and therefore have negative out-group attitudes. In three studies among Dutch majority group children (N = 879; Mage = 10.13 to 10.84, SD = 0.82 to 0.98; 49.7 to 54.5% girls), the expected negative association between autochthony beliefs and attitudes was found for different measures of ethnic attitudes, and was robust across gender, age, immigrant target group, ethnic identification, perceived multicultural education and classroom composition. Additionally, the association was especially strong among ethnic majority children who felt less at home in their own country but at the same time cared about being Dutch. It is concluded that a focus on autochthony belief makes a novel and relevant contribution to the intergroup developmental literature and to our limited understanding of children's attitudes toward immigrant groups and newcomers more generally.

Psychosocial Maturation, Race, and Desistance from Crime Abstract Research on maturation and its relation to antisocial behavior has progressed appreciably in recent years. Psychosocial maturation is a relatively recent concept of development that scholarship has linked to risky behavior. Psychosocial maturation appears to be a promising explanation of the process of exiting criminal behavior, known as desistance from crime. However, to date, research has not examined whether psychosocial maturation is related to desistance in similar ways across race/ethnicity. Using the Pathways to Desistance Study which followed a mixed-race/ethnicity group of serious adolescent offenders for 7 years, this research tested growth in psychosocial maturation across race/ethnic groups. The sample (14.46% female, average age 15.97 at baseline) was composed of white (n = 250), black (n = 463), and Hispanic (n = 414) individuals. The results showed variation in trajectories of psychosocial maturation with blacks having higher initial levels but slower growth in maturation over time compared to whites. Psychosocial maturation was negatively related to crime across all racial/ethnic groups. Across all racial/ethnic groups, differences in the magnitude of the association between psychosocial maturation and desistance were small. Rather than needing distinct theories for specific groups, psychosocial maturation appears to be a general theoretical perspective for understanding desistance from crime across races/ethnicities. Policy formulation based on psychosocial maturation would, therefore, be applicable across racial/ethnic groups.

Low-Income Students in Higher Education: Undermatching Predicts Decreased Satisfaction toward the Final Stage in College Abstract It is undesirable when students attend institutions that are less selective than their academic credentials would permit (i.e., undermatching) because of the long-term consequences for their job opportunities and wages, in particular for students from low-socioeconomic (SES) backgrounds. Undermatching may also affect students' satisfaction during college. Research from a life course perspective shows that subjective experiences during college may have long-term impact on adolescents' development. However, little is known about the relation between undermatching and students' subjective experiences during their years in college, and about whether this relation is moderated by SES. From an academic misalignment perspective, undermatching may lead to less satisfaction because undermatched students are not maximizing their potential. However, from a social misalignment perspective, experiences of social mismatch when low-SES students enter the most selective institutions are well documented, and such mismatch may be less pronounced in less selective institutions. Consequently, there may be a positive relation between undermatching and satisfaction with the social environment for low-SES students. The current study tested these relations by using propensity score matching (PSM) to analyse the association between undermatching, SES, and satisfaction among 21,452 respondents (67% female) among 1st, 2nd, 3th, and 4th year college students from a cohort study among students in the Netherlands (Dutch Student Monitor), all of whom were eligible for the most selective institutions. The results indicated a negative relation between undermatching and satisfaction with the social and academic environment, both for low- and high-SES students. The negative relation between undermatching and both forms of satisfaction increases toward the last year in college, especially for low-SES students. This lowered satisfaction in the final stage in higher education implies that the negative consequences of undermatching become more pronounced after students have become more integrated in their colleges. These findings have important implications for the understanding about undermatching in relation to students' development and for the formulation of policies and programs for promoting social mobility.

A Cluster Randomized-Controlled Trial of the MindOut Social and Emotional Learning Program for Disadvantaged Post-Primary School Students Abstract School-based social and emotional learning programs aim to provide students with the skills they need to deal with life challenges, thereby enhancing their social and emotional wellbeing, academic outcomes, and reducing their risk of mental health difficulties. While there is a robust evidence base on the effectiveness of these programs originating from the US, there is a relative paucity of research on how these programs impact young people in other county contexts, especially for older adolescents and those at higher risk. This study sets out to address this research gap by evaluating the effectiveness of a social emotional learning program designed for older adolescents in Ireland, the MindOut program. MindOut is a universal school-based social and emotional learning program designed for older adolescents in Ireland which was developed based on a common elements approach underpinned by CASEL's framework. Employing a cluster randomized-controlled trial, data on social and emotional skills, academic performance and mental health outcomes were collected from students (n = 497; 51.1% female) ages 15–18 years in 32 disadvantaged schools. There were significant improvements in intervention students' social and emotional skills including, reduced suppression of emotions (p = 0.035), use of more positive coping strategies [reduced avoidance coping p = < 0.001) and increased social support coping p = 0.044)]. Improvements in mental health and wellbeing were also found with significantly reduced levels of stress (p = 0.017) and depressive symptoms (p = 0.030) as well as reduced anxiety scores for females students (p = 0.044). These short-term evaluation findings support the positive impact of school-based social and emotional learning programs, such as MindOut, when designed to be both age and culturally appropriate and delivered to older adolescents in disadvantaged schools.

Alexandros Sfakianakis
Anapafseos 5 . Agios Nikolaos
Crete.Greece.72100
2841026182

6948891480

alsfakia@gmail.com