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Books on the topic 'Adolescent antisocial behavior'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Henri, Giller, and Hagell Ann, eds. Antisocial behavior by young people. Cambridge, UK: Cambridge University Press, 1998.

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2

Psychotherapy of antisocial behavior and depression in adolescense. Northvale, N.J: J. Aronson, 1999.

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3

Treatment of antisocial behavior in children and adolescents. Homewood, Ill: Dorsey Press, 1985.

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4

Social and antisocial development. Oxford: BPS Blackwell, 2002.

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5

Schauss, Alexander G. Nutrition and behavior: How what you eat affects what you do--and can even prevent or promote delinquency and antisocial acts. New Canaan, CT: Keats Pub., 1985.

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6

Antisocial behavior. New York: Rosen Pub., 2011.

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7

Smart, Diana. Patterns and precursors of adolescent antisocial behaviour: Outcomes and connections. Melbourne: Australian Institute of Family Studies, 2005.

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8

Peeters, Jos. Antisociale jongeren. Leuven: Garant, 2000.

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9

Smart, Diana. Patterns and precursors of adolescent antisocial behaviour: Types, resiliency and environmental influences. Melbourne: Crime Prevention Victoria, 2003.

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10

Reid, John B., Gerald R. Patterson, and James Snyder, eds. Antisocial behavior in children and adolescents: A developmental analysis and model for intervention. Washington: American Psychological Association, 2002. http://dx.doi.org/10.1037/10468-000.

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11

Kennedy, Richard E. Emergence of normative beliefs legitimizing antisocial behaviour in adolescents: The roles of monitoring, attachment, and temperament. St. Catharines, Ont: Brock University, Dept. of Psychology, 2005.

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12

Conscienceless acts, societal mayhem: Uncontrollable, unreachable youth and today's desensitized world. Golden, Colo: Love and Logic Press, 1995.

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13

Anthony, Burgess. Заводной апельсин. Moskva: ĖKSMO, 2003.

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14

Anthony, Burgess. La naranja mecánica. 2nd ed. Barcelona, España: Minotauro, 1994.

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15

Anthony, Burgess. A clockwork orange: 2004. London: Arrow, 1990.

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16

Anthony, Burgess. A clockwork orange. Harmondsworth: Penguin Books, 1999.

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17

Anthony, Burgess. A Clockwork Orange. 6th ed. London: Penguin Books, 1996.

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18

Anthony, Burgess. A clockwork orange. New York: W.W. Norton, 1987.

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19

Anthony, Burgess. Uhrwerk orange: Roman. München: Wilhelm HeyneVerlag, 1993.

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20

Anthony, Burgess. A clockwork orange. New York: Ballantine Books, 1988.

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21

Anthony, Burgess. A Clockwork Orange: The Restored Edition. New York, USA: W.W. Norton & Co., 2012.

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22

Anthony, Burgess. A clockwork orange. London: Compact Books, 1994.

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23

Anthony, Burgess. A Clockwork Orange: Authoritative text backgrounds and contexts criticism. New York: W.W. Norton & Co., 2011.

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24

Anthony, Burgess. La naranja mecánica. Madrid: Unidad, 1999.

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25

Anthony, Burgess. A Clockwork Orange. Waterville, Me: Thorndike Press, 2002.

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26

Anthony, Burgess. A clockwork orange. New York: Norton, 1988.

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27

1950-, Henggeler Scott W., ed. Multisystemic treatment of antisocial behavior in children and adolescents. New York: Guilford Press, 1998.

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28

1950-, Henggeler Scott W., ed. Multisystemic therapy for antisocial behavior in children and adolescents. 2nd ed. New York: Guilford Press, 2009.

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29

Preventing antisocial behavior: Interventions from birth through adolescence. New York: Guilford Press, 1992.

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30

Preventing Antisocial Behavior: Interventions from Birth through Adolescence. The Guilford Press, 1992.

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31

Farrington, David P., Rolf Loeber, Welmoet B. Van Kammen, and Magda Stouthamer-Loeber. Antisocial Behavior and Mental Health Problems: Explanatory Factors in Childhood and Adolescence. Lawrence Erlbaum, 1998.

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32

Antisocial Behavior and Mental Health Problems: Explanatory Factors in Childhood and Adolescence. Taylor & Francis Group, 2015.

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33

Rolf, Loeber, ed. Antisocial behavior and mental health problems: Explanatory factors in childhood and adolescence. Mahwah, N.J: L. Erlbaum Associates, 1998.

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34

Coughlin, Chris D. Longitudinal study of the relationship between family coalitions and adolescent antisocial behavior. 1992.

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35

Aggression and Antisocial Behavior in Children and Adolescents: Research and Treatment. The Guilford Press, 2002.

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36

Aggression and Antisocial Behavior in Children and Adolescents: Research and Treatment. The Guilford Press, 2004.

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37

1940-, Reid John B., Patterson Gerald R, and Snyder James J, eds. Antisocial behavior in children and adolescents: A developmental analysis and model for intervention. Washington, DC: American Psychological Association, 2002.

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38

Antisocial Behavior in Children and Adolescents: A Developmental Analysis and the Oregon Model for Intervention. American Psychological Association (APA), 2002.

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39

Kazdin, Alan E. Parent Management Training: Treatment for Oppositional, Aggressive, and Antisocial Behavior in Children and Adolescents. Oxford University Press, Incorporated, 2009.

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40

Parent Management Training: Treatment for Oppositional, Aggressive, and Antisocial Behavior in Children and Adolescents. Oxford University Press, USA, 2005.

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41

Cherkasova, Mariya V., Gabrielle Weiss, and Lily Hechtman. Adolescent and Adult Outcomes of Childhood Attention Deficit Hyperactivity Disorder. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190213589.003.0002.

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The Montreal study was the first to conduct a long-term follow-up for children with ADHD into adolescence and adulthood. Contrary to the conventional belief at the time, the study found that the children did not generally outgrow ADHD as they entered adolescence. Many continued to have symptoms of the disorder and to show functional impairments, such as academic underachievement, employment instability, antisocial behavior, and increased rates of psychiatric comorbidity. Outcomes in adulthood fell into three general categories: (1) ~30% had fairly normal functioning; (2) ~60% had continuing problems with ADHD symptoms, as well as work, family, interpersonal, social, and emotional difficulties; (3) ~10% had serious psychiatric and antisocial pathology, problematic substance use, and criminality. Outcome predictors were identified, including personal characteristics (e.g., symptom severity, IQ), family characteristics (e.g., parenting styles), and social context (e.g., peer relationships).

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42

Patterson, Gerald R. Coercion Theory. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.2.

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This chapter describes research supporting a stage model for the progression of antisocial behavior from early childhood through late adolescence. Early coercion within the family leads to growth in a child’s oppositional behavior, which in turn undermines school readiness and can precipitate early influence of deviant peers. Antisocial behaviors in middle childhood are prognostic of deviant peer group association in early adolescence. Involvement with deviant peers and deviancy training in adolescence account for the progression from antisocial behavior to violence, arrests, and multiple forms of problem behavior. The chapter reviews randomized intervention studies that have shown that parent management training leads to reduced coercion, increased positive interactions with parents, less deviant peer involvement, and ultimately, fewer serious antisocial behaviors in adolescence. In this sense, application of the coercion model to understanding and changing antisocial behavior is one of the few success stories of a translational research enterprise.

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43

Craig, Jessica, and Alex R. Piquero. Crime and Punishment in Emerging Adulthood. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.010.

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Emerging adulthood is a time of transition and identity development, largely between late adolescence and into early adulthood. During this period, individuals are navigating their new roles as adulthood ensues and, for some, antisocial behavior is part of this time period. This chapter highlights some of the main findings regarding the age–crime relationship, discusses some of the most central theories for understanding this relationship, and reviews the various punishment and rehabilitation strategies that have been applied to adolescent (and, very recently, emerging adulthood) offending. The authors identify gaps in the knowledge base, and possible avenues for both theoretical and empirical research are suggested.

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44

Eiden, Rina D. Etiological Processes for Substance Use Disorders Beginning in Infancy. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190676001.003.0007.

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The chapter highlights results from the Buffalo Longitudinal Study, which began in infancy and was guided by a developmental cascade model. The chapter discusses the importance of the co-occurrence of parent alcohol problems with depression and antisocial behavior beginning in early childhood, and how these parental risks in infancy may predict the quality of parent–child interactions and infant–parent attachment. These processes in early childhood may set the stage for one of the most salient developmental issues at preschool age—the development of self-regulation. Together, the parent–child relationship and child self-regulation may predict one of the most clearly established pathways to adolescence substance use disorders—continuity of externalizing problems from childhood to adolescence. Finally, this chapter presents results from a developmental cascade model from infancy to adolescence, with implications for development of preventive interventions for adolescent substance use disorders.

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45

Klapwijk, Eduard T., Wouter van den Bos, and Berna Güroğlu. Neural Mechanisms of Criminal Decision Making in Adolescence. Edited by Wim Bernasco, Jean-Louis van Gelder, and Henk Elffers. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199338801.013.12.

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Adolescence is a time of change in which there is an increase and peak in criminal behavior. This chapter discusses the neurocognitive mechanisms underlying criminal decision making in adolescents. First, it provides a brief overview of the neural basis of decision making in typically developing adolescents. Second, it discusses studies that examine decision-making processes in delinquent and antisocial adolescents compared to their typically developing peers. The chapter focuses on executive functioning and empathy, and it is concluded that delinquent and antisocial adolescents mainly display affective deficits. This is manifested in risky and impulsive decisions and in impaired sensitivity to the distress and perspectives of other people. Finally, the chapter argues that future research on criminal decision making in adolescence could benefit from focusing on subgroups of offenders and from including environmental factors such as peer influence in experimental designs.

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46

Martha, Putallaz, and Bierman Karen L, eds. Aggression, antisocial behavior, and violence among girls: A developmental perspective. New York: Guilford Press, 2004.

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47

Baliousis, Michael, Najat Khalifa, and Birgit Völlm. The Neurobiology of Antisocial Personality Disorders Focusing on Psychopathy. Edited by Christian Schmahl, K. Luan Phan, Robert O. Friedel, and Larry J. Siever. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199362318.003.0014.

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This chapter reviews the evidence base for a range of biological factors in antisocial personality disorder (APD) and psychopathy in adults (there is a substantial evidence base for children and adolescents with antisocial behavior as well, though the inclusion of these studies is outside our scope), including genetic factors, neurophysiological and neuropsychological findings, structural and functional brain changes, and transmitter and hormone aberrations. In order to summarize the evidence, this chapter systematically reviews others’ reviews and meta-analyses in the field but also refers to individual studies of particular relevance. The chapter focuses more on psychopathy than on APD because it provides a more narrow and less controversial concept, at least in relation to its use in research.

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48

Kazdin, Alan E. Psychosocial Treatments for Conduct Disorder in Children and Adolescents. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199342211.003.0005.

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Significant advances have been made in the treatment of antisocial and aggressive behavior (conduct disorder), a severe source of impairment among children and adolescents. Several psychosocial interventions with strong evidence in their behalf with children and adolescents are highlighted in the chapter. They include parent management training, multisystemic therapy, multidimensional treatment foster care, cognitively based treatments, functional family therapy, brief strategic family therapy, and the Good Behavior Game. The treatments have been very well studied, with multiple replications. There remain questions about the long-term impact of treatments, the persons for whom one or more of these treatments are well suited, and how to optimize therapeutic change.

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49

E, Moffitt Terrie, ed. Sex differences in antisocial behaviour: Conduct disorder, delinquency, and violence in the Dunedin longitudinal study. Cambridge, UK: Cambridge University Press, 2001.

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50

Eddy, J. Mark, Betsy J. Feldman, and Charles R. Martinez. Short- and Long-term Impacts of a Coercion Theory–Based Intervention on Aggression on the School Playground. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.21.

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Aggression between students at school is a common problem, particularly within the context of the school playground. Key mechanisms in coercion theory, including positive and negative reinforcement for aggression and peer deviancy training, can operate with abandon on school playgrounds without adult supervision, monitoring, and appropriate intervention. The Linking the Interests of Families and Teachers (LIFT) multimodal preventive intervention, designed to address aggression on the playground, is described. The short-term and intermediate follow-up findings from a randomized controlled trial of LIFT on aggression on the playground as well as other forms of child antisocial behavior are overviewed. Long-term follow-up findings on the relations between playground aggression and antisocial behaviors during mid-adolescence and emerging adulthood are then reported. It is argued that to be effective, coercion theory–based prevention programs like LIFT need to continue across elementary school and into secondary school, rather than be delivered at only one point in time.

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