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Drawing on the self-system model, this study conceptualized school engagement as a multidimensional construct, including behavioral, emotional, and cognitive engagement, and examined whether changes in the three types of school engagement related to changes in problem behaviors from 7th through 11th grades (approximately ages 12–17). In addition, a transactional model of reciprocal relations between school engagement and problem behaviors was tested to predict school dropout. Data were collected on 1,272 youth from an ethnically and economically diverse county (58% African American, 36% European American; 51% females). Results indicated that adolescents who had declines in behavioral and emotional engagement with school tended to have increased delinquency and substance use over time. There were bidirectional associations between behavioral and emotional engagement in school and youth problem behaviors over time. Finally, lower behavioral and emotional engagement and greater problem behaviors predicted greater likelihood of dropping out of school.

The tendency to live in the here and now, and the failure to think through the delayed consequences of behavior, is one of the strongest individual-level correlates of delinquency. We tested the hypothesis that this correlation results from a limited ability to imagine one's self in the future, which leads to opting for immediate gratification. Strengthening the vividness of the future self should therefore reduce involvement in delinquency. We tested and found support for this hypothesis in two studies. In Study 1, compared with participants in a control condition, those who wrote a letter to their future self were less inclined to make delinquent choices. In Study 2, participants who interacted with a realistic digital version of their future, age-progressed self in a virtual environment were less likely than control participants to cheat on a subsequent task.

Objectives The present study tested the efficacy of parenting program components in reducing disruptive or delinquent child behaviors at first post-treatment for families with children in early versus middle childhood. Methods Eighty-five studies were identified, containing five parenting components (Psychoeducation [PE], Behavior management [BM], Relationship enhancement [RE], Parental self-management [SM], and Parent as a coach [PC]). Results For both early and middle childhood, four parenting program components were effective, namely (1) BM, (2) BM with RE, (3) BM with SM, and (4) BM with PE and RE and SM and PC. However, BM with RE and SM, as well as BM with PE and RE and SM, were effective during early childhood. BM with RE appeared to be the most beneficial intervention during early childhood, while BM was most effective during middle childhood. Conclusion The evidence highlights the need to implement different programmatic components developmentally, during early versus middle childhood.

Childhood atopic dermatitis (AD) is associated with chronic itch, pain and sleep disturbance, which may predispose children to high-risk behaviors in their school and home environments. We examined the association between AD and delinquent/high-risk behaviors in children and adolescents. Data were analyzed from The Fragile Families and Child Wellbeing Study, a longitudinal birth cohort study consisting of 4898 children born in urban cities between 1998 and 2000. A 1-year history of AD was associated with ≥ 75th percentile of mean delinquent behavior scores at age 9 (adjusted odds ratio (aOR) [95% confidence interval] 1.39 [1.14–1.68]), but not age 15 (1.05 [0.86–1.29]). At age 9, a 1-year history of AD was associated with a higher number of delinquent behaviors (adjusted risk ratio [95% CI] 1.12 [1.03–1.23]). AD at ages 5 (aOR [95%CI] 1.31 [1.04–1.64]) and 9 (1.38 [1.14–1.67]) was associated with the highest quartile of mean delinquent behavior scores at ages 9 or 15. Children with AD persisting at multiple age groups had significantly increased odds of ≥ 75th percentile of mean delinquent behavior scores at age 15 (aOR [95%CI] 1.41 [1.09–1.81]). AD was found to be associated with the following delinquent problems: damaging property (aOR [95%CI] 1.38 [1.08–1.77]), cheating on a test (1.62 [1.17–2.26]), fist fight involvement (1.47 [1.21–1.79]) and school suspension (1.36 [1.08–1.71]). This study suggests that childhood AD may precede the onset of delinquent and high-risk behaviors later in childhood and adolescence.

Extant work shows that market actors who span multiple social categories tend to be devalued relative to their more specialized peers. Scholars typically explain this pattern of results with one of two arguments. Some contend that perceptual factors—namely, the difficulties that buyers have in making sense of category spanners—contribute to the observed pattern of devaluation. Others argue that the penalty for category-spanning stems from the fact that those who do not focus their efforts narrowly tend to offer products that are of lower quality. Because these two mechanisms often co-occur, it has been difficult to provide definitive evidence of the perceptually driven component of the multiple-category penalty. We employ a natural experiment on a peer-to-peer crowd-funding website to address this gap. Difference-in-difference analyses on matched samples show that category spanning is perceived negatively and can result in devaluation, even in the absence of underlying quality differences. This result supports the argument that perceptual issues contribute to the penalty for category spanning.

Community schools offer children an integrated set of educational and social services, but sound scientific evidence on their effectiveness is lacking. Therefore, this study reviews the literature on community schools. First, we characterize community schools and find that their key activities are cooperating with other institutions, involving parents, and offering extracurricular activities. Second, we describe an exemplary community school for which causal evidence shows improved academic achievement. Third, we explore whether the three main activities of community schools influence academic performance, dropout, and risky behavior. Academic performance does not appear to be influenced by extracurricular activities. On the other hand, extracurricular activities do appear to be related to reduced dropout and risky behavior. In addition, there is a positive association of cooperation and parental involvement with academic achievement, and a negative correlation of these two factors with dropout and risky behavior. However, more causal evidence is needed before it can be concluded that community schools are effective.

Children who experience multiple transitions in family structure may face worse developmental outcomes than children raised in stable, two-parent families, and perhaps even worse than children raised in stable, single-parent families-a point denoted in much prior research. Multiple transitions and negative child outcomes, however, may be associated through common causal factors such as parents' antecedent behaviors and attributes. Using a nationally-representative, two-generation longitudinal survey that includes detailed information on children's behavioral and cognitive development, family history, and mothers' attributes prior to children's births, we examine these alternative hypotheses. Our results suggest that, for white children, the association between the number of family structure transitions and cognitive outcomes is largely explained by mothers' prior characteristics but that the association between the number of transitions and behavioral outcomes may be causal in part. We find no robust effects for number of transitions for black children.

Delinquency refers to a juveniles’ behavior pattern characterized by repeated offending, and is regarded mainly in its social, but also criminal aspects. Delinquent and non-delinquent individuals may be a product of the same society or even the same family. Young individuals who are unable to find affection and protection within the family may become more susceptible to delinquency as a form of empowerment. More than socioeconomic conditions, the lack of interaction between parents and children, the existence of psychopathological problems in either parent, and academic problems, together with a biological vulnerability, may be deciding factors for the involvement of young individuals in delinquent behavior. This review aims to analyze the influence of environmental and genetic factors in the development of delinquent behavior. Studies related to the influence of the environment and genes on the development of delinquent behavior were obtained from multiple databases, through rigorous exclusion and inclusion criteria. Of the 152 documents retrieved, 87 were retained for further analysis, and 36 final studies were considered eligible for inclusion. In addition to these, ten studies were added trough manual search, with the final sample thus comprising 46 articles, published between 1983 and 2016. Objectives, methodological aspects (samples and instruments), and main conclusions were extracted from each study. Overall, the interaction between genetic and environmental factors appears to best explain the variation of delinquent behavior. Environmental risk factors may have differential effects on the behavior of individuals, particularly according to their genetic propensity for delinquency.

Some prior studies have found that, for boys, earlier puberty is linked to higher crime and delinquency, while other studies have found that earlier puberty is associated with greater social competence and beneficial psychosocial development. The current study suggests that these seemingly contradictory results actually represent two divergent pathways by which earlier pubertal timing can affect adjustment. Which pathway boys take is highly dependent on psychosocial context. Using a sample of 310 African American boys and their primary caregivers tracked across three waves of data collection from ages 10.55–18.84 from the Family and Community Health Study (FACHS), the current study utilizes Latent Moderated Structural Equation Modeling (LMS) to analyze effects of interactions between pubertal timing and social contextual factors on criminal behavior and social competence. Results suggest that criminogenic effects of early puberty are contingent on deviant peer group, poor school experience, harsh parenting, and neighborhood disorganization, whereas the association between earlier puberty and social competence is attenuated by harsh parenting. Results suggest that modeling both positive and negative development outcomes together may give a clearer picture of the developmental consequences of pubertal timing for boys. In addition, this study shows the importance of social context in shaping the meaning and consequences of biological variables like pubertal timing.

The aim of this study was to investigate which factors predict lifetime reports of delinquent behavior in young adults who had received adaptive multimodal treatment of attention-deficit/hyperactivity disorder (ADHD) starting at ages 6–10 years. Participants were reassessed 13–24 years ( M  = 17.6, SD = 1.8) after they had received individualized ADHD treatment in the Cologne Adaptive Multimodal Treatment Study (CAMT). Their behavior was classified as non-delinquent ( n  = 34) or delinquent ( n  = 25) based on self-reports regarding the number of police contacts, offenses, and convictions at follow-up. Childhood variables assessed at post-intervention (e.g., externalizing child behavior problems, intelligence, and parenting behavior) that were significantly associated with group membership were entered as possible predictors of delinquency in a Chi-squared automatic interaction detector (CHAID) analysis. Delinquent behavior during adolescence and adulthood was best predicted by (a) meeting the symptom count diagnostic criteria for conduct disorder (CD) according to parent ratings, in combination with a nonverbal intelligence of IQ ≤ 106 at post-intervention, and (b) delinquent behavior problems (teacher rating) at post-intervention. The predictor variables specified in the CHAID analysis classified 81% of the participants correctly. The results support the hypothesis that a childhood diagnosis of ADHD is only predictive of delinquent behavior if it is accompanied by early conduct behavior problems. Low nonverbal intelligence was found to be an additional risk factor. These findings underline the importance of providing behavioral interventions that focus on externalizing behavior problems to children with ADHD and comorbid conduct problems.