The Social Failure Model: Do Classroom Norms Play a Role in the Development of Antisocial Behavior and Depressive Symptoms?

This study examined the moderating role of descriptive and status norms in the stability of youth's antisocial behavior, and the link between initial antisocial behavior and the development of depressive symptoms over the course of one academic year, while controlling for initial depression levels. A total of 1081 students (51.06% girls; grades 4 through 6) in schools in low to average socio-economic status neighborhoods completed self-reports and a peer nomination inventory in the fall (T1) and spring (T2) of one year.

Marginalized, but not demobilized: Ethnic minority protest activity when facing discrimination.

In a context of backlash against diversity in many countries, we know little about how ethnic minorities respond politically when they personally experience discrimination. Moving beyond the study of electoral participation, this research investigates whether experiences of discrimination push ethnic minorities toward an alternate political pathway for those who feel sidelined by the political community: protest activity. The study also examines whether the context of discrimination (i.

Special Considerations for Pediatric Burn Injuries.

Burns are the fifth leading cause of non-fatal childhood injuries. Physiological differences between children and adults lead to unique considerations when treating young burn survivors. In addition to the physical and psychological concerns which must be considered in adult burn rehabilitation, pediatric burn rehabilitation must also consider the developmental stage of the child, preexisting developmental delays, and the impact of scaring on growth and motor skill attainment.

Physical and relational aggression as predictors of children's friendship experiences: Examining the moderating role of preference norms.

Aggressive behavior is generally detrimental to children's friendships, both in terms of having friends and in terms of keeping friends. Despite this general tendency, many aggressive children have friends and some of these friendships are stable. We examined the moderating role of preference norms in the classroom and child's sex in the association between children's physical and relational aggression and their friendship experiences.