Biomedical subjects

Eric F Dubow

Publications and source records attributed to Eric F Dubow.

5 recordsLinked to original sources

PubMed2006

Middle childhood and adolescent contextual and personal predictors of adult educational and occupational outcomes: a mediational model in two countries.

The authors examined the prediction of occupational attainment by age 40 from contextual and personal variables assessed during childhood and adolescence in 2 participant samples: (a) the Columbia County Longitudinal Study, a study of 856 third graders in a semirural county in New York State that began in 1960, and (b) the Jyväskylä Longitudinal Study of Personality and Social Development, a study of 369 eight-year-olds in Jyväskylä, Finland, that began in 1968. Both samples were followed up during adolescence and early and middle adulthood. Structural modeling analyses revealed that in both countries, for both genders, children's age 8 cognitive-academic functioning and their parents' occupational status had independent positive long-term effects on the children's adult occupational attainment, even after other childhood and adolescent personal variables were controlled for. Further, childhood and adolescent aggressive behavior negatively affected educational status in early adulthood, which in turn predicted lower occupational status in middle adulthood.

Adolescent↗

PubMed2005

Developmental issues in school-based aggression prevention from a social-cognitive perspective.

Contemporary research on the development and prevention of aggressive behavior in childhood and adolescence emphasizes the importance of social-cognitive factors such as perceptual biases, problem-solving skills, and social-moral beliefs in the maintenance of aggression. Indeed, school-based social-cognitive intervention approaches have been identified as best practices by the Centers for Disease Control and Prevention. However, because child age is an important covariate of both intervention effectiveness and social-cognitive ability, school-based prevention program designers should keep in mind a number of issues identified through developmental research. In this paper, we review the social-cognitive model of aggressive behavior development as applied to prevention programming. We then discuss some of the ways in which the broader developmental research base can inform the design of aggression prevention programs. EDITORS' STRATEGIC IMPLICATIONS: Educational administrators and policy makers will find evidence in this review that school-based programs that employ a social-cognitive model represent a strategy that works for preventing violence. Prevention researchers will also benefit from the authors' insights regarding theoretical mediating processes and the importance of a developmental view.

Aggression↗

PubMed2003

Theoretical and methodological considerations in cross-generational research on parenting and child aggressive behavior.

The four studies in this special issue represent important advances in research on the intergenerational transmission of aggressive behavior. In this commentary, we review the key features and findings of these studies, as well as our own cross-generational study of aggression, the Columbia County Longitudinal Study. Next, we consider important theoretical issues (e.g., defining and operationalizing "aggression" and "parenting"; assessing reciprocal effects of parenting and child aggression; identifying the ages at which aggression should be assessed across generations; broadening the investigation of contextual and individual factors). We then discuss several methodological issues (e.g., determining the most informative measurement intervals for assessing prospective effects; sampling considerations; measuring potential moderating and mediating variables that might explain cross-generational continuities and discontinuities in parenting and aggression). Finally, we raise implications of cross-generational research for designing interventions targeting the reduction and prevention of child aggression.

Adolescent↗

PubMed2003

Exposure to "low-level" aggression in school: associations with aggressive behavior, future expectations, and perceived safety.

Examined associations with witnessing and being victimized by "low-level" aggressive acts (e.g., pushing, gossip) and three indicators of psychosocial functioning in a sample of 771 elementary school students from one urban and one suburban school district. Results indicated that exposure to low-level aggression appears to relate to psychosocial functioning in ways similar to more severe forms of aggression. Students who were exposed to higher levels of both witnessing and victimization by low-level aggression reported the highest levels of engagement in aggression, the lowest levels of positive expectations for the future, and the lowest levels of perceived safety. Findings are discussed in the context of research on exposure to aggression in general, with suggestions offered for future studies. Implications of the findings for school-based intervention programs are raised.

Aggression↗

PubMed2002

Childhood predictors of adult criminality: are all risk factors reflected in childhood aggressiveness?

BACKGROUND: Early aggressive behaviour is one of the best predictors of adult criminality. AIM: To assess the degree to which family background variables, parental beliefs and behaviour and child intelligence predict child aggression and adult criminality. METHOD: Data were used from the Colombia County Longitudinal Study, a longitudinal study of 856 children in third grade in New York, in 1959-60. Adult measures of criminal behaviour, child measures taken at age eight, child peer-nominated aggression, child's peer-nominated popularity, child's IQ and parental measures at eight years were used. RESULTS: Aggressive children were less intelligent, less popular, rejected more by their parents, had parents who believed in punishment, were less identified with their parents' self-image and were less likely to express guilt. As adults, more aggressive children with parents who were less well educated, experienced more marital disharmony and who seldom attended church were most at risk for arrest. However, after the effect of early aggression was controlled, most effects disappeared and only parents having a strong belief in punishment added significantly to risk of arrest by age 30; the only fact that then reduced the risk of arrest was having parents who attended church often. Both parental authoritarianism and child IQ reduced the risk of conviction for arrested children. DISCUSSION: Level of aggression at age eight is the best predictor of criminal events over the next 22 years. A clear implication is that the risk for criminality is affected by much that happens to a boy before he is eight years old. Preventive interventions need to target risk factors that appear to influence the development of early aggression.

Adolescent↗