Also in this Issue:
-
The Timing of Physical
Abuse of Children
-
ADHD in Girls
-
Impulsivity and Antisocial
Behaviour
-
Prevention of Antisocial
Behaviour in Youth
-
Aggression Prevention and
Intervention Programs
-
Nurse Home-Visitation and
Early Onset Behaviour Problems
-
School-Based
Violence Prevention Program
-
The Development of Persistent
Criminal Offending
-
Homicide-Suicide and Other
Forms of Aggression
-
Child Training Program
Produces Good Results
Absentee
Fathers: Impact on Antisocial Behaviour in Families
Pfiffner, L.J., McBurnett,
K., Rathouz, P.J. (2001). Father absence and familial antisocial characteristics.
Journal of Abnormal Child Psychology, 29:5, 357-367.
 This
study examined whether the presence or absence of biological fathers was
associated with increased antisocial behaviour in families. Studies that
target fathers of antisocial children face the problem that many are not
available for participation or cannot even be located; father departure
rates range from 20% to as high as 75% in these families. Investigators
studied relationships between antisocial behaviour and three paternal
conditions: 1. Two parent families, 2. Separated but recruitable fathers,
3. Fathers who refused to participate or could not be located. The antisocial
symptoms were tabulated for 161 clinic-referred children and their parents.
Results
showed that families with fathers at home had fewer paternal, maternal,
and child antisocial symptoms, and scored higher on multiple socio-economic
status (SES) indicators, than did families with departed fathers.
Antisocial characteristics
were highest, and SES was lowest, when fathers could not
be located or recruited.
In fact, antisocial behaviour in any family member was more likely if
the father was absent and non-participating. The heightened antisocial
behaviour in children associated with absent biological fathers was not
changed by the presence of stepfathers, nor was it accounted for by lower
SES.
Several hypotheses
were advanced to explain these results:
- Deprivations inherent in
father departure (diminished father relationship, disrupted family structure,
reduced supervision, etc.) cause children to become more antisocial.
If this were the case, restoring a father figure might partially remedy
child behaviour problems associated with biological father departure.
However, in the families separated from biological fathers, child antisocial
behaviour did not significantly differ between those with and without
a stepfather.
- It is possible that a common
genetic factor might explain both father departure and increased child
antisocial behaviour. A two-pronged explanation is suggested: a) increasing
degrees of antisocial personality in fathers are reflected in more separation
and diminished contact with the family and b) antisocial personality
is transmitted across generations, partly involving genetic mechanisms,
thus causing child antisocial behaviour to be related to parental antisocial
behaviour, whether the biological father is part of the family or not.
Comment
There
is a well-documented relationship between paternal Antisocial Personality
Disorder (APD) and child Conduct Disorder (CD). Psychopathy has been associated
with an inherited structural abnormality in the frontal lobes and/or a
chemical imbalance of the brain. Adoption and twin studies confirm a genetic
link, albeit one which is modifiable by positive environmental conditions.
Father departure or disappearance is not a random event; antisocial individuals
are less likely to sustain intimate partnerships and acknowledge family
responsibilities. It is noteworthy that this study showed that the presence
of stepfathers did not mitigate the likelihood of antisocial behaviour.
After a biological father departed, the introduction of a stepfather raised
the family’s income but did not improve the child’s behaviour.
Specialized parenting strategies and professional guidance may therefore
be needed not only for the single mothers of problem children whose partners
have departed, but also for the stepfathers who join these families if
positive child socialization is to be successful.
School-Based
Violence Prevention Program
Shapiro, J.P., Burgoon,
J.D., Welker, C.J., & Clough, J.B. (2002). Evaluation of the peacemakers
program: School-based violence prevention for students in grades four
through eight. Psychology in the Schools, 39:1, 87-100.
School-based
intervention programs have recently been implemented in many school settings
in an effort to prevent youth violence. While there is little research
on the effectiveness of these interventions, some intervention programs
for young children have been proven effective. The objective of this study
was to evaluate the effects of a prevention program delivered to almost
2,000 students in grades 4 through 8 called The Peacemakers Program. A
pre- and post-program assessment was done on both students involved in
the program and those who did not receive the intervention.
The Peacemaker
Program
This
program includes a primary prevention component delivered by teachers.
The intervention includes sessions related to attitudes about violence,
values, and self-concepts. The purpose of the primary prevention is to
increase the attractiveness of non-violent behaviours and to strengthen
the student's motivation to learn psychosocial skills (anger management,
self-perception, problem-solving, conflict resolution, and peer pressure).
The second component of this program includes a remedial component implemented
by school psychologists and counsellors for students referred because
of aggressive behaviour.
Results
Evidence
was obtained from both student self-reports and teacher-report measures
and the results indicated positive effects. The following 6 out of 7 areas
examined resulted in a positive change for students:
- · Knowledge of psychosocial
skills.
- · Self-reported aggressive
behaviour.
- · Teacher-reported
aggressive behaviour.
- · Number of aggression-related
disciplinary incidents.
- · Use of conflict mediation
services.
- · Suspensions for violent
behaviour.
The
largest group difference at 67% was reflected in a reduction in suspensions
for violent behaviour. In other areas, intervention effects were stronger
for boys than girls and for middle school students as compared to upper
elementary school students.
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Institute
for the study of Antisocial behaviour in Youth (lAY) 
