Examining Early Adolescent Positive and Negative Social Technology Behaviors and Well-being During the COVID-19 Pandemic.

Public concerns of how frequently adolescents used screens during the pandemic shutdowns fueled the need to research whether these behaviors were conducive or detrimental to their wellbeing. The aims of this longitudinal survey study of 586 middle school students in the Northeast U.S. were to examine (a) changes in positive and negative social technology behaviors prior to the coronavirus disease (COVID-19) pandemic (fall 2019) compared to during the pandemic (fall 2020) including any differences by subgroups and (b) whether changes in social technology behaviors were associated with wellbeing outcomes and any moderating factors. We found that during this time period, there were significant increases in frequency of checking social media, social technology use before bedtime, and problematic internet use. Students also experienced significant increases in social anxiety, loneliness, and depressive symptoms, but also increased strategies of coping when stressed. By following our preregistered analytical plan, each research aim was addressed within a multilevel modeling framework with time nested within students. We found extremely small effects of social technology behaviors associated with wellbeing, such as online support seeking being related to strategies when coping with stress. Though we found statistically significant effects, none of the findings met our effect size criteria (i.e., effect of ≥.05). Overall, we did not find any strong support that the changes in wellbeing that adolescents experienced during the COVID-19 social distancing was meaningfully related to their social technology use, which is counter to the popular assumption that adolescent wellbeing is intricately tied to their social technology use.

Early Adolescent Social Media-Related Body Dissatisfaction: Associations with Depressive Symptoms, Social Anxiety, Peers, and Celebrities.

OBJECTIVE: It is critical to examine the powerful socializing effects of networked media on early adolescents when social media use, body self-consciousness, and social comparisons are at their peak. METHOD: Using 2 subsamples (N = 374 and N = 396) of those aged 11 to 14 years from a larger survey sample of 700 middle school participants in the Northeast United States, we conducted a cross-sectional pilot survey using brief, descriptive body dissatisfaction measures directly related to social media use. RESULTS: Within our body dissatisfaction subsample, 19% reported dissatisfaction to body image issues. Participants' most common concerns around body image included not being thin enough, not attractive enough, and feeling dissatisfaction with body shape, hair, and face. The results from analysis of covariance analyses showed that those reporting social media-related body dissatisfaction checked their social media more frequently. When compared with those who did not feel negatively about their body image because of social media, those who did had higher rates of depressive symptoms, had online social anxiety, had found it harder to make new friends, and were more socially isolated. Those who followed celebrities checked social media more frequently and were more likely to have depressive symptoms and online social anxiety. CONCLUSION: There may be negative socioemotional health consequences of early adolescent social media users with exposure to particular sources of social media content, such as photographs of celebrities.

Character Development within Youth Development Programs: Exploring Multiple Dimensions of Activity Involvement.

We examined links among three dimensions of youth involvement (intensity, duration, and engagement) in Boy Scouts of America (BSA), an international out-of-school time (OST) youth development program designed to promote moral and performance character in boys. Using data from 737 youth and their parents who participated in one of 40 BSA program sites (commonly referred to as "packs"), we first considered how individual- and pack-level measures of program involvement were differentially linked with character development. Next, we examined whether pack-level involvement characteristics moderate individual-level involvement characteristics, hypothesizing that highly involved packs would serve to further enhance the positive effects of high levels of individual involvement. Results indicated engagement was the strongest, most frequent predictor of increases in both moral and performance character. Although there were no direct effects of pack-level intensity, duration, or engagement, the effects of individual-level engagement were moderated by pack-level engagement, suggesting that the largest increases in moral and performance character occurred among highly engaged youth who were enrolled in highly engaged packs. These results highlight the need to examine multiple dimensions of OST program involvement simultaneously, and suggest that strengthening youth engagement in programming may provide a means for enhancing the positive effects of high-quality youth programming.

The Home and the 'Hood: Associations between Housing and Neighborhood Contexts and Adolescent Functioning.

Adolescents from low-income families face various opportunities and constraints as they develop, with possible ramifications for their well-being. Two contexts of particular importance are the home and the neighborhood. Using adolescent data from the first two waves of the Three City Study (N = 1,169), this study explored associations among housing problems and neighborhood disorder with adolescents' socioemotional problems, and how these associations varied by parental monitoring and gender. Results of hierarchical linear models suggest that poor quality housing was most predictive of the functioning of girls and of adolescents with restrictive curfews, whereas neighborhood disorder was a stronger predictor for boys. Implications for future research on associations between housing and neighborhood contexts and adolescent development are discussed.

Gender, male-typicality, and social norms predicting adolescent alcohol intoxication and marijuana use.

OBJECTIVE: This study examined the direct and interactive effects of gender, male-typicality, and social norms in predicting the initiation and longitudinal patterns of alcohol intoxication and marijuana use in U.S. youth. METHOD: Data were drawn from a longitudinal survey of 10,588 youth who participated in the in-home survey of the National Longitudinal Study of Adolescent Health (Add Health). Multilevel growth modeling used data from three time points to assess trajectories of substance use from adolescence to young adulthood. RESULTS: Analyses indicated that gender, male-typicality, as well as home availability, friend social norms, and schoolmate social norms predicted initial levels of intoxication and marijuana use, with gender, friend norms, and schoolmate norms also predicting differential rates of growth over time in intoxication and marijuana use. Interaction results indicated that gender moderated male-typicality's relationship to both substance use variables, and home availability's relationship to alcohol intoxication. CONCLUSIONS: These findings extend the literatures regarding interrelations among gender, gender roles, social norms, and health risk behaviors by (a) locating the genesis of those effects in adolescence, (b) identifying gender and social norms to be salient in terms of both initiation and growth of substance use over time, (c) suggesting that gender differences should be understood as moderated by other social-contextual variables, and (d) arguing that prevention efforts should address gender and gender roles more explicitly in programming.

Early Exposure to Environmental Chaos and Children's Physical and Mental Health.

Environmental chaos has been proposed as a central influence impeding children's health and development, with the potential for particularly pernicious effects during the earliest years when children are most susceptible to environmental insults. This study evaluated a high-risk sample, following 495 low-income children living in poor urban neighborhoods from infancy to age 6. Longitudinal multilevel models tested the main tenets of the ecobiodevelopmental theory, finding that: (1) numerous distinct domains of environmental chaos were associated with children's physical and mental health outcomes, including housing disorder, neighborhood disorder, and relationship instability, with no significant results for residential instability; (2) different patterns emerged in relation to the timing of exposure to chaos, with more proximal exposure most strongly associated with children's functioning; and (3) the intensity of chaos also was a robust predictor of child functioning. Contrary to expectations, neither biological vulnerability (proxied through low birth weight status), maternal sensitivity, nor maternal distress moderated the role of chaos. Rather, maternal psychological distress functioned as a pathway through which environmental chaos was associated with children's functioning.

Direct and interactive effects of parent, friend and schoolmate drinking on alcohol use trajectories.

OBJECTIVE: This study considered the unique and interactive roles of social norms from parents, friends and schools in predicting developmental trajectories of adolescent drinking and intoxication. DESIGN AND OUTCOME MEASURES: Using data from the National Longitudinal Study of Adolescent Health, which followed adolescents (N = 18,921) for 13 years, we used discrete mixture modelling to identify unique developmental trajectories of drinking and of intoxication. Next, multilevel multinomial regression models examined the role of alcohol-related social norms from parents, friends and schoolmates in the prediction of youths' trajectory group membership. RESULTS: Results demonstrated that social norms from parents, friends and schoolmates that were favourable towards alcohol use uniquely predicted drinking and intoxication trajectory group membership. Interactions between social norms revealed that schoolmate drinking played an important moderating role, frequently augmenting social norms from parents and friends. The current findings suggest that social norms from multiple sources (parents, friends and schools) work both independently and interactively to predict longitudinal trajectories of adolescent alcohol use. CONCLUSIONS: Results highlight the need to identify and understand social messages from multiple developmental contexts in efforts to reduce adolescent alcohol consumption and alcohol-related risk-taking.

Sexual partner accumulation from adolescence through early adulthood: the role of family, peer, and school social norms.

PURPOSE: An early age of sexual initiation and sexual activity with multiple partners are risk factors for an array of detrimental outcomes. Drawing on social norms theory, this study assessed the role of subjective and descriptive social norms from parents, peers, and schoolmates on trajectories of sexual partner accumulation from early adolescence through early adulthood. METHODS: Data were drawn from the in-home survey sample of Add Health, following 14,797 youth from adolescence through early adulthood. Social norms data were drawn from youth, parent, schoolmate, and school administrator reports. Multi-level growth models assess how parent, peer, and school social norms predicted initial levels and growth in sexual partner accumulation. RESULTS: Parent and peer approval of youth sexual behavior, as well as lower perceived negative repercussions of pregnancy, predicted greater initial levels and greater growth over time in the accumulation of sexual partners. Similarly, youth attending schools with a greater proportion of sexually experienced schoolmates reported higher initial levels of sexual partners. In contrast, greater parental warnings regarding negative consequences of sex predicted heightened sexual partner accumulation. Some moderation by youth gender and age emerged as well. CONCLUSIONS: Results highlight the role of both subjective and descriptive social norms, suggesting the importance of understanding and seeking to influence the social beliefs and expectations of youth and their families.

Adolescent academic achievement and school engagement: an examination of the role of school-wide peer culture.

During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each school exists a school-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students' perceptions of the quality of peer relationships within each school. The behavioral component is an aggregate representation of students' actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9 % male, 51.4 % White, 17.8 % Hispanic, 7.6 % African American) in 30 schools, to explore the idea that, during adolescence, the relational and behavioral components of a school's peer culture are related to students' academic achievement and school engagement. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. Implications for future research are discussed.

Relations between housing characteristics and the well-being of low-income children and adolescents.

Extant research has highlighted the importance of multiple characteristics of housing but has not comprehensively assessed a broad range of housing characteristics and their relative contributions to children's well-being. Using a representative, longitudinal sample of low-income children and adolescents from low-income urban neighborhoods (N = 2,437, ages 2-21 years) from the Three-City Study, this study assessed housing quality, stability, type (i.e., ownership status and subsidy status), and cost simultaneously to delineate their unique associations with children's development. Hierarchical linear models found that poor housing quality was most consistently associated with children's and adolescents' development, including worse emotional and behavioral functioning and lower cognitive skills. These associations operated in part through mothers' psychological functioning. Residential instability showed mixed links with functioning, whereas housing cost and type were not consistently predictive. Results suggest that housing contexts are associated with functioning across the developmental span from early childhood through late adolescence, with some differences in patterns by child age.

Trajectories of positive and negative behaviors from early- to middle-adolescence.

Although the positive youth development (PYD) model initially assumed inverse links between indicators of PYD and of risk/problem behaviors, empirical work in adolescence has suggested that more complex associations exist between trajectories of the two domains of functioning. To clarify the PYD model, this study assessed intraindividual change in positive and problematic indicators across Grades 5-10, and the links between these trajectories of development, among 2,516 participants from the 4-H Study of PYD (58.1% females; 64.9% European American, 7.0% African American, 12.3% Latino/a American, 2.6% Asian American or Pacific Islander, 1.8% Native American, 3.0% multiethnic-racial, and 8.4% with inconsistent race/ethnicity across waves). Results from person-centered analyses indicated that most youth clustered in the high trajectories of positive indicators and in the low trajectories of the negative ones. Consistent with past research, overlap between trajectories of positive and negative behaviors was found. These results suggest that theory and application need to accommodate to variation in the links between positive and problematic developmental trajectories.

Meta-analyses of agreement between diagnoses made from clinical evaluations and standardized diagnostic interviews.

UNLABELLED: Standardized diagnostic interviews (SDIs) have become de facto gold standards for clinical research. However, because clinical practitioners seldom use SDIs, it is essential to determine how well SDIs agree with clinical diagnoses. In meta-analyses of 38 articles published from 1995 to 2006 (N = 15,967 probands), mean kappas (z-transformed) between diagnoses from clinical evaluations versus SDIs were 0.27 for a broad category of all disorders, 0.29 for externalizing disorders, and 0.28 for internalizing disorders. Kappas for specific disorders ranged from 0.19 for generalized anxiety disorder to 0.86 for anorexia nervosa (median = 0.48). For diagnostic clusters (e.g. psychotic disorders), kappas ranged from 0.14 for affective disorders (including bipolar) to 0.70 for eating disorders (median = 0.43). Kappas were significantly higher for outpatients than inpatients and for children than adults. However, these effects were not significant in meta-regressions. CONCLUSIONS: Diagnostic agreement between SDIs and clinical evaluations varied widely by disorder and was low to moderate for most disorders. Thus, findings from SDIs may not fully apply to diagnoses based on clinical evaluations of the sort used in the published studies. Rather than implying that SDIs or clinical evaluations are inferior, characteristics of both may limit agreement and generalizability from SDI findings to clinical practice.