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Abstract
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VioLit summary:
OBJECTIVE:
This article by Patterson tested and analyzed three structural equation models designed to examine antisocial behavior in children.
METHODOLOGY:
A quasi-experimental design was used for this study. The author conducted a literature review of material on antisocial behavior. In addition, the research utilized secondary data to test and analyze the study's models.
FINDINGS/DISCUSSION:
The research rested on three assumptions of antisocial children: aggression scores for children are stable; antisocial behavior covaries with peer rejection, academic problems, and low self-esteem; and parents of antisocial children lack effective family management skills. The author hypothesized that poor family management skills lead to antisocial behavior in children. He argued that this behavior leads to peer rejection, school failure, and rejection by the parents. It was stated that these factors produce low self-esteem. The study further hypothesized that low self-esteem, peer rejection, and school failure put the child at risk for greater problems. To test these hypotheses the study developed performance models and built component constructs.
The study presented the findings from the three structural equation models. The first model was the basic training model. It was shown that this model assumes that antisocial behavior is learned and the initial basic training ground is the home. It focused on parents' discipline techniques and parenting skills and their relation to children's antisocial behavior. It was argued that parents who fail to punish coercive behavior start a coercion process. The study presumed that more effective discipline would decrease antisocial behavior. The findings supported this model. The author felt confident that the model was reliable and robust. It was shown that the data provided a fit to the theory-driven model.
The second model focused on the relationship between antisocial behavior and disruptions with peers, school, and self-esteem. The study posited that antisocial behavior's coercive and noncompliant core creates these disruptions. It was shown that normal peer relations, academic progress, and self-esteem levels suffer because of noncompliance and coercive exchanges. The author stated that this is a simplistic model as it is simply testing if indeed antisocial behavior is related to low self-esteem, lack of peer acceptance, and academic incompetence. The research reported that the findings supported this model.
The third model discussed variables related to disruptions in parenting skills. The study placed these variables into "early onset" and "late starters" categories. The early onset variables included difficult child temperament, families with social disadvantages, and inept training in parenting. For the late starters category the variables included two problems in parents' family management skills. These two disruptors were stressors and parent substance abuse. Stressors included factors such as divorce, unemployment, medical problems, and daily hassles. It showed that parents' ineffective family management skills initiate the process of peer, school, and self-esteem problems for children. The author stated that the findings also supported this model.
AUTHOR'S RECOMMENDATIONS:
The author noted that the third model was effective for analysis of single-parent families but not for intact families. He recommended that a new, more complex model be developed to fit intact families. The study suggested that the new model include multiple indicators of support or buffering and family problem-solving skills. The researcher noted that these variables are being considered in current studies.
(CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado)
Male Behavior
Male Aggression
Male Antisocial Behavior
Model
Child Antisocial Behavior
Child Aggression
Child Behavior
Child Male
Child Problem Behavior
Behavior Causes
Family Relations
Parent Child Relations
Parental Rejection
Peer Relations
Peer Rejection
Child Self-Esteem
School Achievement
School Performance
Parenting Skills
Aggression Causes
03-05 |