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Family-Based Treatment Models Targeting Substance Use and High-Risk Behaviors Among Adolescents
Published in Carolyn Hilarski, Addiction, Assessment, and Treatment with Adolescents, Adults, and Families, 2013
Sanna J. Thompson, Elizabeth C. Pomeroy, Kelly Gober
The Seattle Social Development Project (SSDP) is based on the social development model, which incorporates empirical predictive and protective factors related to antisocial behavior in adolescents. The social development model is based on control theory, social learning theory, and differential association theory (Catalano & Hawkins, 1996). One study (Lonczak, 2000) found encouraging results for risky sexual abuse in adolescents. Additionally, it has been tested for use with adolescent substance use and findings indicate that the model’s factors are potential targets for the prevention or reduction of adolescent alcohol use (Lonczak, Huang, & Catalano, 2001; Catalano, Kosterman, & Hawkins, 1996). Positive effects of the program have been found for students’ attitudes, achievement, and behavior (Hawkins, Catalano, & Morrison, 1992).
Criminal Homicide Theories
Published in R. Barri Flowers, The Dynamics of Murder, 2012
Social learning theory is a modification of differential association theory. Developed by Ronald Burgess and Ronald Akers, the theory posited that deviant behavior is learned through social interaction with people who represent one’s primary source of reinforcement.54 These social reinforcements are seen as symbolic and verbal rewards for supporting group norms and expectations. Nonsocial reinforcements are noted but believed to be less significant in the learning process and criminal behavior.
Risk and protective factors related to alcohol and drug use amongst American Indian youth: An application of the social development model
Published in Journal of Ethnicity in Substance Abuse, 2022
Lidia E. Nuño, Veronica M. Herrera
The SDM is grounded in criminological theory and takes a developmental life course perspective (Catalano & Hawkins, 1996). The theory integrates and synthesizes the propositions that have the strongest empirical support from control theory, social learning theory, and differential association theory, into a coherent model in order to achieve greater explanatory and predictive power than that provided by the individual theories alone (Catalano & Hawkins, 1996). The SDM proposes that individuals with positive socialization and firmer bonds or attachments to their peers, family, and community will be less likely to engage in problem behavior and more likely to develop skills for obtaining their goals in a legitimate fashion. According to this model, youth with negative social bonds (e.g., deviant peer associations) or adolescents lacking social ties altogether will be at the greatest risk of engaging delinquency or substance use (Catalano et al., 1996). The SDM has been shown to predict early problem behavior among elementary school children (Catalano et al., 1999) adolescent substance use (Catalano et al., 1996), adolescent alcohol use (Lonczak et al., 2001), and adolescent violence and gang involvement (Huang et al., 2001; Nuño & Katz, 2019).
The moderating role of positive peers in reducing substance use in college students
Published in Journal of American College Health, 2022
Sarah Jean Beard, Jennifer Michelle Wolff
One potential mechanism is explained by differential association theory,19 which emphasizes the socialization process in criminal behavior, proposing that intimate personal relationships provide a context for the learning of motives, attitudes, and techniques that support deviant tendencies.19,20 Thus, for adolescents and young adults, friendships and peer relationships serve as a medium to learn deviant behaviors such as substance use—or conversely, positive behaviors such as volunteering—depending on their socialization partners. Similarly, younger adolescents may engage in “deviancy training,”21 by which social interactions (e.g., discussions about rule-breaking behaviors) can positively reward deviancy (e.g., laughing), and subsequently encourage future deviant behaviors in the individual.
Peer Victimization, Antisocial Cognition, and Delinquency in Early Adolescent Schoolchildren: A Test of the Person–Situation Interface
Published in Journal of School Violence, 2020
Glenn D. Walters, Dorothy L. Espelage
The gap in the literature that the present study is designed to fill is finding an explanation for the robust relationship that exists between victimization and offending (Jennings et al., 2012). Two aspects of the person–situation interface were consequently explored as possible explanations for this relationship. The person–situation interface that serves as the focus of the current investigation is embodied in several models of person–situation interface popular in criminology and developmental psychology. Differential association theory, for instance, holds that delinquency is the consequence of the mediating effect of definitions favorable and unfavorable to violations of the law (Sutherland, 1947). Social development theory (Catalano et al., 1996), on the other hand, considers the interaction between person and situation, as represented by intersecting risk and protective factors, as vital in the evolution of a delinquent lifestyle (Fleming et al., 2008) as well as in promoting substance misuse (Lonczak et al., 2001). Wikström’s (2004) situational action theory also considers the person x situation interaction as central to delinquency development, such that a person’s moral propensities interact with the moral norms of the setting in which he or she operates.