The relation between exposure to violence and social information processing among incarcerated adolescents

Effects of Parenting and Community Violence on Aggression-Related Social Goals: a Monozygotic Twin Differences Study

Community violence exposure and harsh parenting have been linked to maladaptive outcomes, possibly via their effects on social cognition. The Social Information Processing (SIP) model has been used to study distinct socio-cognitive processes, demonstrating links between community violence exposure, harsh parenting, and maladaptive SIP. Though much of this research assumes these associations are causal, genetic confounds have made this assumption difficult to rigorously test. Comparisons of discordant monozygotic (MZ) twins provide one empirical test of possible causality, as differences between MZ twins must be environmental in origin. The present study examined effects of parenting and community violence exposure on SIP - specifically aggressive and avoidant social goals - in a sample of 426 MZ twin dyads (N = 852 twins, 48% female). Phenotypically, we found that lower positive parenting and greater harsh parenting were associated with greater endorsement of dominance and revenge goals. We also found that indirect and direct community violence exposure was associated with greater endorsement of avoidance goals. Using an MZ difference design, we found that the relationships between lower levels of positive parenting and endorsement of dominance and revenge goals were due, in part, to environmental processes. Moreover, the relationships between the impact of indirect and direct community violence exposure and avoidance goals, as well as between the impact of indirect community violence exposure and revenge goals, appeared to be due to non-shared environmental processes. Our results establish social and contextual experiences as important environmental influences on children's social goals, which may increase risk for later psychopathology.

Contextual violence and its link to social aggression: a study of community violence in Juárez

The city of Juárez, Mexico has been immersed in an atmosphere of violence and danger for more than a decade. Due to this violence, residents of Juárez may be at risk of severe contextual victimization, which occurs when individuals are indirectly affected by the physical and socio-cultural conditions of their violent communities through second-hand information (e.g., witnessing or hearing about violent acts in their everyday life). The objective of this study was to explore the effects of contextual victimization on variables related to community violence such as aggression, post-traumatic stress disorder (PTSD), and acceptance of violence. Data were collected from a sample of university students in Juárez (n = 298) using the Aggression Questionnaire (AQ), the Acceptance of Violence Scale (AVS), Checklist for PTSD Traits scale, and the Contextual Victimization by Community Violence scale (CVCV). Participants’ responses were analyzed in structural equation models (SEM) to uncover the latent variables behind each scale and test the hypothesized effects of CVCV on PTSD, AQ and AVS. Good validity indexes and internal consistency of all instruments were confirmed. SEM show significant positive effects of contextual violence on PTSD and PTSD on the disposition to aggression, but not on the acceptance of violence. Also, the variance explained of PTSD and AQ found in the sample of women (20% of PTSD and 23% of AQ) is almost twice than in men’s sample (9% for PTSD and 14% for AQ).

Promoting Nurturing Environments in Afterschool Settings

Given the rise in dual-career and single-parent families, and the need for monitoring and supervision during out-of-school time, afterschool settings are becoming important contexts for the prevention of problem behaviors and the promotion of the positive development of youth. Research indicates that high-quality afterschool programs can have positive effects on children's academic, socio-emotional, and behavioral outcomes. But less is known about how these influences occur and potential mechanisms involved in this nurturing and promotion process. This paper draws upon the current theoretical and empirical literature in school settings and beyond to examine ways in which afterschool settings can be leveraged as a potential nurturing environment. We apply the conceptualization of nurturing environments put forth by Biglan et al. (Am Psychol 67(4):257-271, 2012. doi: 10.1037/a0026796 ), which attends to the minimization of toxic social and biological conditions, reinforcement of diverse prosocial behaviors, limiting opportunities and influences for problem behavior, and promoting psychological flexibility in the pursuit of one's values and goals. This paper concludes by identifying potential future research directions and practice implications regarding afterschool settings as nurturing environments for all youth.

Neighborhood Deprivation during Early Childhood and Conduct Problems in Middle Childhood: Mediation by Aggressive Response Generation

The tremendous negative impact of conduct problems to the individual and society has provided the impetus for identifying risk factors, particularly in early childhood. Exposure to neighborhood deprivation in early childhood is a robust predictor of conduct problems in middle childhood. Efforts to identify and test mediating mechanisms by which neighborhood deprivation confers increased risk for behavioral problems have predominantly focused on peer relationships and community-level social processes. Less attention has been dedicated to potential cognitive mediators of this relationship, such as aggressive response generation, which refers to the tendency to generate aggressive solutions to ambiguous social stimuli with negative outcomes. In this study, we examined aggressive response generation, a salient component of social information processing, as a mediating process linking neighborhood deprivation to later conduct problems at age 10.5. Participants (N = 731; 50.5 % male) were drawn from a multisite randomized prevention trial that includes an ethnically diverse and low-income sample of male and female children and their primary caregivers followed prospectively from toddlerhood to middle childhood. Results indicated that aggressive response generation partially mediated the relationship between neighborhood deprivation and parent- and teacher-report of conduct problems, but not youth-report. Results suggest that the detrimental effects of neighborhood deprivation on youth adjustment may occur by altering the manner in which children process social information.

When a smile becomes a fist: the perception of facial and bodily expressions of emotion in violent offenders

Previous reports have suggested an enhancement of facial expression recognition in women as compared to men. It has also been suggested that men versus women have a greater attentional bias towards angry cues. Research has shown that facial expression recognition impairments and attentional biases towards anger are enhanced in violent criminal male offenders. Bodily expressions of anger form a more direct physical threat as compared to facial expressions. In four experiments, we tested how 29 imprisoned aggressive male offenders perceive body expressions by other males. The performance of all participants in a matching-to-sample task dropped significantly when the distracting image showed an angry posture. Violent offenders misjudged fearful body movements as expressing anger significantly more often than the control group. When violent offenders were asked to categorize facial expressions and ignore the simultaneously presented congruent or incongruent posture, they performed worse than the control group, specifically, when a smile was combined with an aggressive posture. Finally, violent offenders showed a greater congruency effect than controls when viewing postures as part of an emotionally congruent social scene and did not perform above chance when categorizing a happy posture presented in a fight scene. The results suggest that violent offenders have difficulties in processing emotional incongruence when aggressive stimuli are involved and a possible bias towards aggressive body language.

Development and validation of the social information processing application: a Web-based measure of social information processing patterns in elementary school-age boys

The purpose of this study was to evaluate the psychometric properties of an audio computer-assisted self-interviewing Web-based software application called the Social Information Processing Application (SIP-AP) that was designed to assess social information processing skills in boys in 3rd through 5th grades. This study included a racially and ethnically diverse sample of 244 boys ages 8 through 12 (M = 9.4) from public elementary schools in 3 states. The SIP-AP includes 8 videotaped vignettes, filmed from the first-person perspective, that depict common misunderstandings among boys. Each vignette shows a negative outcome for the victim and ambiguous intent on the part of the perpetrator. Boys responded to 16 Web-based questions representing the 5 social information processing mechanisms, after viewing each vignette. Parents and teachers completed measures assessing boys' antisocial behavior. Confirmatory factor analyses revealed that a model positing the original 5 cognitive mechanisms fit the data well when the items representing prosocial cognitions were included on their own factor, creating a 6th factor. The internal consistencies for each of the 16 individual cognitions as well as for the 6 cognitive mechanism scales were excellent. Boys with elevated scores on 5 of the 6 cognitive mechanisms exhibited more antisocial behavior than boys whose scores were not elevated. These findings highlight the need for further research on the measurement of prosocial cognitions or cognitive strengths in boys in addition to assessing cognitive deficits. Findings suggest that the SIP-AP is a reliable and valid tool for use in future research of social information processing skills in boys.

Who is likely to help and hurt? Profiles of African American adolescents with prosocial and aggressive behavior

Prosocial behavior and aggression among children and adolescents are important indicators of social and interpersonal competence. The goal of this study was to investigate whether there are different prototypes among African American adolescents that can help explain prosocial and aggressive (relational and overt) behaviors. Also of interest was whether these profiles differed for boys and girls. The selection of independent variables (e.g., empathy, anger management, normative beliefs about aggression, and ethnic identity) was guided by an information processing model of aggression and prosocial behaviors. The sample consisted of 789 (57% female) African American adolescents between the ages of 11 and 14. Cluster analysis produced three profiles that were similar for boys and girls. These were labeled "well-adjusted," "poorly adjusted," and "low identity." A fourth profile was labeled "low empathy" for girls and "poor anger management" for boys. These four clusters significantly differentiated who engaged in prosocial behavior and relational and overt aggression. Findings suggest that prevention programs may consider targeting well-adjusted youth to serve as peer modes. Additionally, programs that promote empathy, anger management, ethnic identity, and normative beliefs against aggression may be useful for reducing aggression and increasing prosocial behavior among poorly adjusted youth.

Violence exposure and psychopathology in urban youth: the mediating role of posttraumatic stress

Understanding the mechanisms underlying the development of violence exposure sequelae is essential to providing effective treatments for traumatized youth. This longitudinal study examined the mediating role of posttraumatic stress in the relationship between violence exposure and psychopathology, and compared the mediated models by gender. Urban adolescents (n=1,358) were surveyed using the Social and Health Assessment. The proposed relationships were examined using Structural Equation Modeling. Posttraumatic stress fully mediated the relationships between victimization and depression and anxiety in girls, and partially so in boys. In addition, posttraumatic stress partially mediated the relationships between violence exposure and commission of violence in boys. Current findings support the longitudinal effects of violence exposure on adolescent mental health. Posttraumatic stress represents a unique mechanism for the development of psychopathology in girls and is also related to negative outcomes in boys. These findings have direct implications for prevention and rehabilitation efforts among violence exposed youth.