Longitudinal study of associations between family-level emotion socialization and adolescent adjustment is limited. When American children (53.5% girls) were in second grade (N = 213; M[subscript age] = 7.98; data collected 2002-2003), mothers and fathers (79.8% of mothers and 74.2% of fathers were White) reported on their reactions to children's…

Although school climate plays an important role in the development of adolescent prosocial behaviors and problem behaviors, little is known about the mechanisms underlying school climate's impact on such behaviors, particularly in Chinese adolescents. This study used a multi-informant approach to investigate the mediating role of social-emotional…

For students with significant behavior problems, difficulties with executive function (EF) and associated self-regulation are not uncommon, and middle school is a crucial period when students are at greater risk for escalating behaviors that have long-term impacts (e.g., school dropout, incarceration; Kauffman & Landrum, 2018). Therefore, in…

This study evaluated emerging adult effects of the PROmoting School-Community-University Partnerships to Enhance Resilience (PROSPER) universal prevention delivery system implemented in middle schools. Twenty-eight rural school districts were randomized to intervention and control conditions, with 1985 nineteen-year-old participants (90.6% White,…

Few longitudinal studies examine how "changes" in parent-child relationships are associated with changes in youth internalizing problems. In this longitudinal study, we investigated how developmental trends (linear change) and year-to-year lability (within-person fluctuations) in parental warmth and hostility across Grades 6 to 8 predict…

Although family-school engagement is important across child and adolescent development, most research, programs, and policies have focused primarily on elementary students and contexts. The current study extends beyond elementary settings by exploring the unique and shared contributions of developmental context on family-school engagement (i.e.,…

Although family-school engagement is important across child and adolescent development, most research, programs, and policies have focused primarily on elementary students and contexts. The current study extends beyond elementary settings by exploring the unique and shared contributions of developmental context on family-school engagement (i.e.,…

Home-school relationships and communication play an important role in promoting children's and adolescents' development and learning. This study investigated the relations between school-initiated and family-initiated contact regarding school events and concerns regarding adolescents' academic, behavioral, and health issues and adolescents'…

Internalizing and externalizing problems commonly co-occur with adolescent post-traumatic stress and grief reactions. However, little is known about whether these co-occurring symptoms moderate adolescents' response to sequenced components of trauma- and grief-focused interventions. Forty-four middle school students (aged 12-14) rated their…

Middle-school-age children are faced with a variety of developmental tasks, including the beginning phases of individuation from the family, building peer groups, social and emotional transitions, and cognitive shifts associated with the maturation process. This article summarizes how traumatic events impair and complicate these developmental…

Adolescence can be a particularly difficult time for youth as they experience the physical, social, and academic changes that accompany maturation. One of the most critical challenges for schools is teaching adolescent students positive social and emotional skills, which are crucial for them to succeed academically and emotionally. "Strong…

Younger adolescents demonstrate a greater vulnerability to negative life events than do older adolescents and adults. The authors examined whether this heightened vulnerability includes a greater likelihood for participating in problem behaviors associated with poor academic outcomes and receiving lower grades. The study was conducted using data…

Evidence is clear that discipline in high school is associated with negative outcomes across the life course. Not only are suspensions related to declining academic trajectories during high school in the form of attendance and academic achievement, students suspended once are also more likely to be suspended again and also substantially increase…

School psychologists are becoming more and more involved in helping our youth to learn better coping strategies, decision making skills, and develop tolerance with others. According to Elias (2002), school psychologists are valuable resources for early adolescents to learn skills necessary to avoid high-risk behaviors, including alcohol and drug…

Bullying and victimization occurring in adolescence can have a long-lasting negative impact into adulthood. This study investigates whether conduct problems (CP) and dimensions of psychopathy predict the developmental course of bullying and victimization from ages 12 to 14 among 1,416 Greek-Cypriot adolescents. Results indicate that initial levels…