Adolescent Reputations and Risk (eBook)

Dr. Annemaree Carroll is Associate Professor in the School of Education at The University of Queensland. Her research activities focus on the self-regulatory processes of adolescent behaviour, and child and adolescent behaviour disorders. The research program has been sustained over 10 years and has resulted in original and substantive contributions to the field. The most significant contributions have been the advancement of proactive interventions (Mindfields™) in behaviour change for young people at–risk and the development of a social-cognitive model for predicting at-risk and delinquent behaviours. Also of importance has been the development of psychometrically sound instruments for use in the study of self-regulatory processes. Dr Carroll has conducted numerous large-scale studies and developed a number of reliable and robust instruments. The continued success in attracting external funding (14 competitive grants) is evidence of the quality others attribute to her research. Her publications over the past 10 years are also evidence of sustained research and international recognition in internationally peer reviewed journals.Professor Stephen Houghton’s research activities focus on developmental disorders of childhood and adolescence particularly in relation to executive functions, and developmental trajectories to delinquency and the mediating effects of self-regulation. Within the past he has initiated research to examine the construct of child psychopathy and the development of antisocial behaviour. Professor Houghton has extensive knowledge and experience of children with developmental disorders, and disruptive behaviour disorders in both practice and research, and is sought regularly as an expert by the media. Professor Houghton has developed a number of reliable instruments with Associate Professor Carroll and has been successful in attracting externally competitive funding (15 grants) and producing publications in internationally peer reviewed journals. A major aspect of the research conducted by Professor Houghton is its innovative nature in tapping into ecologically valid domains and from this developing new theories and intervention strategies.Kevin Durkin is Professor of Psychology at the University of Strathclyde, Glasgow, UK.  He received his PhD from the University of Cambridge and has taught at universities in the UK and Australia. He is a developmental social psychologist with primary interests in social and communicative development, adolescent problem behaviour, and media use by young people.  He has held numerous research grants in these fields, and has published several books and over 120 articles. He serves regularly as a consultant to government and industry bodies concerned with the wellbeing of young people.John Hattie is Professor of Education at Auckland University. His areas of interest are measurement models and their applications to educational problems, including item response models, structural equation modelling, measurement theory, and meta-analysis. Substantive areas include study skills, performance indicators and evaluation, self-concept, models of teaching and learning, and educational psychology. He currently directs the TTle Project (www.asTTle.org.nz), is chief moderator of the Performance Based Research Fund, editor of the International Journal of Testing, an associate editor of the British Journal of Educational Psychology. He has supervised $25m in research grants, published and presented over 450 papers, and supervised 150 theses students.

Adolescent Reputations and Risk 2
Preface 7
Acknowledgments 10
Contents 13
At-Risk Youth: Identifying, Charting, and Explaining the Course of Early Involvement with Crime 16
Children and Adolescents at Risk 17
Factors Placing Young People at Risk 18
Factors That Protect Youth at Risk 21
Youth at Risk and Involvement in Delinquency 22
Theories of Delinquency 25
Self-Regulation and Delinquent Involvement 30
Concluding Comments 31
Reputation-Enhancing Goals: The Theory of Deliberate Choice 32
The Reputation-Enhancing Goals (REG) Model: An Overview 33
Reputation-Enhancement Theory 34
Goal-Setting Theory 37
Reputation-Enhancing Goals: Research Evidence for the Integrated Model 41
Concluding Comments 47
Measuring Delinquency, Goals, and Reputational Orientations in Young Persons 50
General Method 50
Adapted Self-Report Delinquency Scale 51
The Importance of Goals Scale 54
Reputation-Enhancement Scale 59
Concluding Comments 68
Children at Risk: Initiating Goals and Reputations 69
Social Reputations and Goals by Deliberate Choice 72
Initiating Social Identity Through Goals and Reputation 72
Concluding Comments 82
Adolescents at Risk: Establishing Goals and Reputations 84
Using Behavior-Management Systems to Enhance Reputations 85
Trajectories of Delinquent Activity Among at-Risk High School Students 88
Reputational Profiles of Young Adolescents 89
Reputation as Goal-Directed and Deliberate Choice 95
Concluding Comments 100
Establishing and Maintaining Reputations Through Risk-Taking Behavior 101
The Severity of the Problem 101
Adolescent Risk Taking and the Reputation-Enhancing Goals Model 103
Substance Use and Reputations 104
Alcohol Use and Reputations 106
Use of Volatile Inhalants and Reputations 108
Body Modifications and Reputations 112
Concluding Comments 115
Early-Onset Life-Course Persistent and Late-Onset Adolescent-Limited Offenders: Impulsivity, Peers, and Social Reputations 117
Early-Onset Life-Course Persistent Offenders and Late-Onset Adolescent-Limited Offenders: Differential Patterns of Delinquency and Impulsivity 118
Impulsivity and Juvenile Delinquency in Early-Onset and Late-Onset Offenders and Nonoffenders 119
Extending Reputation-Enhancement Theory: The Social Reputations of Loners 125
Study: The Delinquency and Reputational Orientations of Loner and Nonloner Delinquents 126
Psychopathic-like Tendencies and Young Persons at Risk 128
Concluding Comments 129
Psychopathy in Children and Adolescents and the Fledgling Psychopath Hypothesis 130
Child and Adolescent Psychopathy: A Brief Overview 130
Psychopathic-like Traits and Psychopathology: The Fledgling Psychopath Hypothesis 132
Study: Testing the Fledgling Psychopath Hypothesis 134
Diagnostic Group Differences in Levels of Psychopathy and Aggression 139
Relationships Between Levels of ADHD/CD Symptomatology, Psychopathy, and Aggression 143
Concluding Comments 148
Treatment and Interventions for Young Persons at Risk 150
Parent Training and Family Interventions 150
School-Based Interventions 153
Youth Justice Conferencing 155
Cognitive-Behavioral Interventions 155
Wilderness Programs for Youth at Risk 158
Wilderness Boot Camps 161
Interactive Multimedia-Based Programs 163
Concluding Comments 168
Developmental Trajectories of Deviancy: Looking Back, Moving Forward 170
Initiating and Establishing Reputations 170
Attaining and Maintaining a Social Identity of Choice 172
Risk Taking and Social Identity of Choice 174
Early-Onset Life-Course Persistent and Late-Onset Adolescent-Limited Offenders 177
Psychopathology in Young Persons and Risk 178
Treatment and Interventions for Young Persons at Risk 180
Concluding Comments 181
References 183
Index 209