%0 Journal Article %J Child Adolesc Social Work J %D 2015 %T Life Course Associations between Victimization and Aggression: Distinctive and Cumulative Contributions. %A Logan-Greene, Patricia %A Nurius, Paula S %A Hooven, Carole %A Thompson, Elaine Adams %X
The connections between early maltreatment and later aggression are well established in the literature, however gaps remain in our understanding of developmental processes. This study investigates the cascading life course linkages between victimization experiences from childhood through early adulthood and later aggressive behavior. The diverse, at-risk sample is of particular importance to child and adolescent specialists, as it represents highly vulnerable youth accessible through conventional school settings. In addition to direct pathways from proximal life periods, path analysis revealed significant indirect mediated pathways through which earlier life victimization contributes to aggressive behaviors in later life periods as well as revictimization. Multivariate regressions support theorized cumulative effects of multi-form victimization as well as distinct contributions of victimization domains (emotional, witnessing, physical, property, and sexual) in explaining aggressive behavior. Consistent with theorizing about the developmental impact of early maltreatment, results bolster the importance of interrupting pathways from victimization to revictimization and later aggression. Findings are evaluated in light of implications for early identification and prevention programming.
%B Child Adolesc Social Work J %V 32 %P 269-279 %8 2015 Jun 1 %G ENG %N 3 %1 http://www.ncbi.nlm.nih.gov/pubmed/26190900?dopt=Abstract %0 Journal Article %J Child Adolesc Social Work J %D 2012 %T Distinct Stress and Resource Profiles Among At-Risk Adolescents: Implications for Violence and Other Problem Behaviors. %A Logan-Greene, Patricia %A Nurius, Paula S %A Thompson, Elaine Adams %XThis study tests for the presence of subgroups among youth at-risk for school drop-out and whether those groups differ on levels of violence and related problem behaviors. Latent profile analysis was employed with a diverse adolescent sample (N = 849) to identify and describe subgroups based on assessment of stress and coping resources, resulting in four distinct groups: Low Risk, Unprotected, Risk Only, and High Risk. Tests across these groups demonstrated significant heterogeneity in violent behaviors, substance use, and school disengagement. The value of stress and protective resource assessment and tailoring interventions to meet the differing needs of vulnerable youth is discussed.
%B Child Adolesc Social Work J %V 29 %P 373-390 %8 2012 Oct 1 %G ENG %N 5 %1 http://www.ncbi.nlm.nih.gov/pubmed/25067883?dopt=Abstract %R 10.1007/s10560-012-0269-x %0 Journal Article %J J Youth Stud %D 2011 %T Multi-Domain Risk and Protective Factor Predictors of Violent Behavior among At-risk Youth. %A Logan-Greene, Patricia %A Nurius, Paula S %A Herting, Jerald R %A Hooven, Carole L %A Walsh, Elaine %A Thompson, Elaine Adams %XThis study extends prior examination of adolescent violence etiology, drawing on an ethnically diverse, community accessed, yet emotionally vulnerable sample (N = 849) of adolescents at-risk for school drop-out. A balanced risk and protective factor framework captured theorized dimensions of strain, coping, and support resources. We tested the combined and unique contribution of risk and protective components spanning individual, peer/school, and family predictor domains, including victimization histories. Hierarchical regressions yielded significant overall explanation of violent behaviors as well as unique predictors within each of the three domains. Tests for sex differences and moderating effects suggested that levels of risk and protective factors differed for males and females, although the functional relationships to violence were the same for both sexes. Results are discussed relative to prevention and early intervention programs; particularly the importance of understanding adolescent violent behaviors within a context that addresses stress and distress.
%B J Youth Stud %V 14 %P 413-429 %8 2011 Jun %G eng %N 4 %R 10.1080/13676261.2010.538044