Depressive Symptoms Among Delinquent Youth: Testing Models of Association with Stress and Support

Carolyn A. McCarty, Ann Vander Stoep, Elena S. Kuo and Elizabeth McCauley

Abstract
The high prevalence of depression among incarcerated youth indicates a need to better understand factors that contribute to depression within this vulnerable subgroup. Previous research in general community samples has suggested that high levels of stress and low levels of parental support are associated with depression in young people, but it is unclear whether or how they might be associated with depression among incarcerated youth who are already vulnerable. Using a sample of 228 adolescents (aged 1318 years) who were detained in the juvenile justice system, stress and support were modeled as independent main effects and as interactive risk factors in relation to depressive symptoms. More stressful life events and less caregiver support were each independently associated with depressive symptoms, but no evidence was found for the buffering hypothesis in this sample. Stressful life events were more strongly associated with depressive symptoms among boys compared to girls.

Key Words depression - stress - support - incarcerated youth

JOURNAL OF YOUTH AND ADOLESCENCE

The Impact of Parental Stressors on the Intergenerational Transmission of Antisocial Behavior

Abstract
We examine the extent to which parental antisocial behavior is related to child antisocial behavior and, if it is, the extent to which the effect is mediated by parental stressors and by parenting behaviors. In particular, we examine two sources of stressdepressive symptoms and exposure to negative life events. The study is based on data from the Rochester Intergenerational Study, a prospective multi-generation panel study. The parent sample is 73% male and 27% female and predominantly African American (69%); the child sample consists of each parents oldest biological child. We find significant levels of intergenerational continuity in antisocial behavior for mothers and for fathers who live with or supervise their child, but not for fathers who have low levels of contact with their child. Results of structural equation models of mediating pathways are similar for mothers and for supervisory fathers. Of the two stressors we examine, depressive symptoms appears to be the more consistent mediator. It, both directly and indirectly via its impact on parenting behaviors, influences the childs early onset of antisocial behavior. The results imply

that childhood antisocial behavior has deep roots, extending back to the parents adolescent development.

Keywords Intergenerational continuity - Antisocial behavior - Mediating pathways - Parenting - Parental stressors
SEX ROLES
Volume 55, Numbers 7-8, 535-544, DOI: 10.1007/s11199-006-9107-y ORIGINAL ARTICLE

The Role of Maternal Employment, Role-Altering Strategies, and Gender in College Students Expectations of Work Family Conflict
Christy H. Weer, Jeffrey H. Greenhaus, S. Nihal Colakoglu and Sharon Foley

Abstract:
We examined the relationship between maternal employment and college students expected workfamily conflict as well as the relationship between expected conflict and the anticipated use of family-altering and career-altering strategies. Results indicated a positive relationship between the extensiveness of maternal employment and expected workfamily conflict only for men. In addition, students who expected extensive workfamily conflict anticipated delaying marriage, limiting the number of children they will have, and, in the case of men, intending not to have children. There was no relationship between expected workfamily conflict and the anticipated use of career-altering strategies. Implications of the findings and directions for future research are discussed.

HIGHER EDUCATION
Volume 59, Number 3, 353-366, DOI: 10.1007/s10734-009-9252-7

Student adjustment to higher education: the role of alternative educational pathways in coping with the demands of student life
Rebecca Shankland, Christophe Genolini, Lionel Riou Frana, Julien-Daniel Guelfi and Serban Ionescu

Abstract
The present longitudinal study measured student adjustment to higher education, comparing 50 participants from alternative schools (Steiner, Montessori, New Schools) with 80 students from the traditional school system. We hypothesized that students from alternative schools adapt better, because of greater perceived social support, academic self-efficacy, and task-oriented coping styles. Measures were taken during the last school year (baseline characteristics), and at the beginning of the first and last terms of the first year in higher education. The quality of

adjustment was assessed through academic results, and physical and psychological well-being. The following instruments were used: the State-Trait Anxiety Inventory by Spielberger (1983), the 13items Depression Inventory by Beck et al. (1961), the Coping Inventory for Stressful Situations by Endler and Parker (1990), and semi-directed interviews. Results show that students from alternative schools adjust better to higher education: they report less anxiety and depression symptoms, and show greater life satisfaction and academic achievement.

Keywords Adjustment - Alternative schools - Anxiety - Coping styles - Depression - Higher education
INTERNATIONAL JOURNAL OF STRESS MANAGEMENT
Volume 9, Number 3, 147-162, DOI: 10.1023/A:1015515714410

Stress and Student Job Design: Satisfaction, Well-Being, and Performance in University Students
Sarah J. Cotton, Maureen F. Dollard and Jan de Jonge

Abstract
It is imperative that the university environment be supportive and capable of nurturing optimal learning and performance in students. Using job design and work stress theories, the study assessed relationships between psychosocial work characteristics, well-being and satisfaction, and performance in a random sample survey of Australian university students (N = 176). Methodological improvements were a time lag between survey and performance measures, an objective measure of performance, and LISREL structural equation modeling. Results showed high levels of psychological distress and low levels of satisfaction, both linked to high demands combined with low control. In accord with the happy-productive studenthypothesis, satisfaction mediated the impact of the work environment on performance. Reengineering the design of the student work environment may therefore improve performance outcomes (student grades) through enhancing satisfaction.

student stress - student well-being - academic performance - academic achievement and student job design
CURRENT PSYCHOLOGY
Volume 23, Number 2, 138-146, DOI: 10.1007/BF02903074

Personality, social support, and anxiety among adolescents preparing for university entrance examinations in turkey
Aylin Ilden Kokar and Tlin Genz

Abstract
This study aimed to investigate the importance of different sources of perceived social support, sociotropic and autonomic personality dispositions, achievement expectation, and importance of academic achievement in predicting anxiety symptoms of male and female students who were preparing for the university entrance exam. Three hundred and forty students with ages varying from 16 to 21 participated in the study. Separate multiple regression analyses were run for males and females in predicting anxiety symptoms. The total Sociotropy score and the total Social Support score predicted anxiety for females, whereas for males, anxiety was predicted by four variables, namely, Achievement Expectancy, Concern over Approval, Social Support from Family, and Social Support from Friends. Implications of these results were discussed.
IDENTIFYING POTENTIAL FOR EQUITABLE ACCESS TO TERTIARY LEVEL SCIENCE
2010, Part 1, 89-106, DOI: 10.1007/978-90-481-3224-9_5

Adjustment of Under-Prepared Students to Tertiary Education

Abstract
Once students are admitted to institutions, they need to adapt and this is the subject of this chapter. The chapter begins with an examination of studies looking into gaps in education, particularly between school and university level. The basic theoretical model to be used here is the notion of a holistic study of gaps, conceived by Rollnick et al. (1998, International Journal of Educational Development, 18, 453365). The chapter looks at elements of the gap that impinge on students ability to adapt to tertiary study. Gaps in subject matter knowledge are present but so are differences in teaching styles. Surprisingly similarities also exist, such as in methods of assessment. On the non-cognitive side the issue of epistemological access is again found to be significant. Other studies of adjustment to higher education reveal challenges of alienation and engagement (Case, 2007, Teaching in Higher Education, 12, 119133) in engineering education. The chapter concludes with an examination of mentoring programmes and life-skills programmes both of which contribute to the achievement of epistemological access.