Deviant Peer Influences in Programs for Youth: Problems and Solutions

Front Cover
Kenneth A. Dodge, Thomas J. Dishion, Jennifer E. Lansford
Guilford Press, Jun 1, 2007 - Psychology - 462 pages

Most interventions for at-risk youth are group based. Yet, research indicates that young people often learn to become deviant by interacting with deviant peers. In this important volume, leading intervention and prevention experts from psychology, education, criminology, and related fields analyze how, and to what extent, programs that aggregate deviant youth actually promote problem behavior. A wealth of evidence is reviewed on deviant peer influences in such settings as therapy groups, alternative schools, boot camps, group homes, and juvenile justice facilities. Specific suggestions are offered for improving existing services, and promising alternative approaches are explored.

 

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Contents

CHAPTER 1
3
CHAPTER 2
14
CHAPTER 3
44
CHAPTER 4
67
CHAPTER 5
90
CHAPTER 6
97
CHAPTER 7
122
CHAPTER 8
141
CHAPTER 13
234
CHAPTER 14
253
CHAPTER 15
278
CHAPTER 16
296
CHAPTER 17
312
CHAPTER 18
328
CHAPTER 19
342
CHAPTER 20
366

CHAPTER 9
162
CHAPTER 10
185
CHAPTER 11
203
CHAPTER 12
215
References
395
Index
447
Copyright

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Popular passages

Page 405 - Eddy, JM, & Chamberlain, P. (2000). Family management and deviant peer association as mediators of the impact of treatment condition on youth antisocial behavior.
Page 405 - Eddy, JM, Reid, JB, & Fetrow, RA (2000). An elementary school-based prevention program targeting modifiable antecedents of youth delinquency and violence: Linking the Interests of Families and Teachers (LIFT). Journal of Emotional and Behavioral Disorders, 8, 165-176. Eddy, JM, Reid, JB, Stoolmiller, M., & Fetrow, RA (2003). Outcomes during middle school for an elementary school-based preventive intervention for conduct problems: Follow-up results from a randomized trial.
Page 399 - Chamberlain, P., & Reid, JB ( 1994). Differences in risk factors and adjustment for male and female delinquents in treatment foster care. Journal of Child and Family Studies, 3, 23-39.

About the author (2007)

Kenneth A. Dodge, PhD, is the William McDougall Professor of Public Policy and Professor of Psychology at Duke University, where he directs the Center for Child and Family Policy. He has teamed up with colleagues to create, implement, and evaluate the Fast Track Program to prevent chronic violence in high-risk children and the Durham Family Initiative to prevent child abuse. He has been honored with the Distinguished Scientific Contribution Award from the American Psychological Association, the Boyd McCandless Award, and the Senior Scientist Award from the National Institutes of Health.

Thomas J. Dishion, PhD, is Professor of Clinical Psychology and Director of Research at the Child and Family Center at the University of Oregon. His interests include understanding the development of antisocial behavior and substance abuse in youth and designing effective interventions and prevention programs. He focuses on family-centered interventions and the negative effects of aggregating high-risk youth into intervention groups. He has published over 90 scientific reports on these topics, a book for parents on family management, and two books for professionals.

Jennifer E. Lansford, PhD, is a Research Scientist at the Duke University Center for Child and Family Policy. Her research focuses on the development of aggression and other behavior problems in youth, with an emphasis on how family and peer contexts contribute to or protect against these outcomes. She examines how experiences with parents (e.g., physical abuse, divorce) and peers (e.g., rejection, friendships) affect the development of children's behavior problems, how influence operates in adolescent peer groups, and how cultural contexts moderate links between parents' discipline strategies and children's behavior problems.

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