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The purpose of this paper is to investigate the developmental trajectory and patterns of physical aggression and relational aggression over time, and also to examine the gender differences of the three-year developmental process as well as the impact of the developmental trajectory on mental health.

Participants: the participants of this study were newly enrolled junior school students. The study spanned three years with continuous tracking performed once every other year. Measures: class play questionnaire. Aggressive behaviors were measured by an adaptive Chinese version of the revised class play assessment. Statistical analysis: to address the questions of the present study, the latent class growth model (LCGM) was used to analyze the three-year longitudinal data by Mplus 6.1.

The initial level of physical aggression in boys was higher than that in girls. There were three types of developmental trajectory for boys, corresponding to a lower initial level-increasing group, a middle initial level-increasing group and a higher initial level-stable group. However, girls demonstrated different patterns, corresponding to a lower initial level-increasing group, a middle initial level-increasing group and a higher initial level-decreasing group. In contrast to the physical aggression, the initial level of relational aggression in boys was lower than that in girls. There were four types of developmental trajectory for boys, corresponding to a lower initial level-increasing group, a middle initial level-increasing group, a middle initial level-declining group and a higher initial level-declining group. Girls illustrated different patterns, corresponding to a lower initial level-stable group, a middle initial level-increasing group and a higher initial level-declining group. Different developmental trajectory of physical and relational aggression would influence the interpersonal relationship.

This paper used a person-centered latent variable approach instead of the variable-centered approach to investigate the developmental trajectory and patterns of physical aggression and relational aggression over three year by employing the LCGM. The initial level of physical aggression in boys was higher than that in girls. In contrast, the initial level of relational aggression in boys was lower than that in girls. There were gender differences in the pattern of physical and relational aggression development trajectory. Different developmental trajectory of physical and relational aggression would influence the interpersonal relationship.

Previous criminological research has examined the causes and correlates of violent juvenile offending, but failed to explore the developmental taxonomies of crime throughout history. Theoretically, developmental trajectories of offending (i.e. life‐course persistent and adolescence‐limited offenders) should be identifiable irrespective of time and place. This study aims to examine the pre‐offense characteristics of nineteenth‐century American parricide offenders.

Using archival records of two major newspapers (New York Times, Chicago Tribune), the study examines 220 offenders who committed attempted and completed parricides during the latter half of the nineteenth century (1852‐1999).

Results reveal that a small group of adult parricide offenders displayed antisocial tendencies at an early age that persisted into adulthood. These findings are consistent with the developmental literature, thus providing support for identification of pre‐offense characteristics of parricide offenders across historical periods.

The findings reported in this paper are of value to psychologists, historians, and criminologists, for they illuminate the similarities in predictors related to violent behaviors in a small subsection of adult offenders across two centuries.

The present study uses data from the National Longitudinal Study of Adolescent Health (Ad Health) to evaluate the effects of exposure to violent victimization in childhood on adolescent delinquency and subsequent adult criminality.

Using Longitudinal Latent Class Analysis (LLCA), the present study investigates whether there are distinct and diverse longitudinal delinquency trajectories among those exposed to violence in childhood.

Findings from the current study indicate that there are three distinct trajectories of delinquency and offending from age 14 to 27 for both males and females exposed to violence in childhood. Further, it appears that violent victimization in childhood bridges the gender gap in delinquency between males and females. Thus, childhood violent victimization, and the fact that females are victimized by parents/caregivers and romantic partners at higher rates than males, might be partially responsible in explaining the narrowing of the gender gap between male and female offending in the recent decades. At the same time, childhood violent victimization also seems to impact males and females in somewhat different ways. Practically, all female victims stop offending by their late 20s, whereas a fairly large proportion of males exposed to violent victimization in childhood steadily continue offending.

Although this study was able to identify the diverse impacts of violence exposure on engagement in subsequent delinquency, it did not examine the unique contributions of each type of violence on adolescent outcomes or the chronicity of exposure to each of these types of violent victimization. We were also not able to measure all types of violence experiences in childhood, such as exposure to parents’ or caregivers’ intimate partner violence.

While early prevention would be the most desirable option for both genders for the most optimal outcome, the retrospective intervention and treatment programs should be gender-specific. For males, they should heavily focus on providing alternative ways to cope with anger, impulse control and frustration, as well as teach empathy, cognitive problem solving skills, verbal communication skills, and tangible life and job skills. For females, most successful intervention and treatment programs may focus on helping the girls through a transition from adolescence to adulthood while providing mental health, medical, and family support services.

The paper uses a unique methodological approach to identify distinct and diverse longitudinal delinquency trajectories. The findings demonstrate how more resilient individuals (in terms of externalizing behaviors) can bring down the mean scores of delinquency even though many other individuals can be severely affected by violence exposure in childhood.

The purpose of this paper is to explore how different trajectories of emotional symptoms relate to alcohol use in adolescence.

In all, 431 participants (majority female), aged approximately 13 years at baseline were followed over three years and reported on their emotional symptoms and alcohol use. Latent class growth analyses explored different trajectories of emotional symptoms and regression models were run to relate these trajectories to alcohol use (full standard drink, and binge drinking) at 36-month follow-up (age 16 years).

While the majority of adolescents were best characterised by low-stable emotional symptoms, those with high-stable symptoms were more likely to be have consumed a full standard drink of alcohol and binge drunk when aged 16 years.

Findings highlight the importance of prevention and early intervention, particularly targeting adolescents with elevated stable emotional symptoms who were more likely to be using alcohol at 16 years of age.

The present study is one of the first longitudinal investigations into the use of alcohol by community adolescents with different emotional symptom trajectories.

Building upon a larger mixed-methods research agenda, the purpose of this research study was to explore the growth of generativity (i.e. care for the next generation) among college student leaders who mentor, answering the central question “What changes in generativity do college student leaders who mentor associate with their mentoring experience, and why?” and associated sub-question “How does generativity develop among college student leaders who mentor?”

Applying methodological innovation to a phenomenological design, semi-structured interviews were conducted and triangulated with pictorial degree-of-change graphs among 33 collegiate leadership mentors at a large Midwestern USA land-grant university.

The findings indicated that senior collegiate leadership mentors overwhelmingly acknowledged sustained generativity increases as a result of mentoring a younger student when given the tools, environment to process and time needed to develop trusting investment relationships. These increases in generativity were associated with changes in their understanding of generativity, the desire to pass on the knowledge given to them and growth in both mentor and mentee.

Findings from the current study advance mentoring research and practice by providing a deeper understanding of mentoring as a developmental intervention, informing antecedents of generativity and utilizing innovative qualitative methodological techniques.

Over 2 million individuals are incarcerated in the US criminal justice system. More than half of incarcerated Americans are also parents of minors. Parental incarceration can lead to a higher risk of mental illness and enduring trauma in children, as well as other problematic cognitive, developmental, and educational outcomes. Examining parental incarceration through a racial equity lens is critical, as people of color make up 67% of the incarcerated population despite making up only 37% of the US population. Further, gender-related equity issues pose important challenges for families with incarcerated parents. Here, we discuss prison-based psychosocial interventions designed both to build parenting skills and to improve parent well-being within a racial and gender equity lens. We hypothesize that effective services in these areas are essential components in a broad strategy designed to mitigate the potential negative effects suffered by families and children of incarcerated parents of color as a result of their imprisonment.

To utilize LGBTQ affirmative theory to inform clinical work which affords queer youth with disabilities agency and authorship in their negotiations of sexuality.

The authors use a case study to explore the use of queer affirmative theory and peer consultation to guide and evaluate an ongoing clinical case of a young gay man with cerebral palsy as he negotiates his developing sexuality amid powerful messages from media, pornography, friends, and parental influence.

This paper finds that a queer affirmative therapy model which explores themes of intersectionality, and utilizes nuanced views of sexual identity, sexual behavior, and gender identity are useful to practitioners to encourage agency and authorship for queer disabled people in their negotiations of ability, sexuality, identity, and behavior.

This paper provides an alternative approach to nurturing queer identity by (1) creating refuge for emerging sexualities; (2) allowing for difficult dialogues where ability, sexuality, and gender can be pragmatically discussed, performed, and negotiated; (3) tolerating the discomfort of these difficult dialogues and pushing through to nurturing the unique queerness that evolves out of these conversations; and finally (4) encouraging transformation of all participants including client and practitioners. The practitioners discuss their own transformation through the co-created dialog with each other and with the client.

The purpose of this quantitative research was to determine if there are differences in scores on the Connor- Davidson Resilience Scale among undergraduate students involved in honors leadership programs at a four- year university. The study was an analysis of students’ reported resilience scores in relation to the number of leadership activities in which they participated to examine the potential impact of leadership practices on resilience levels of the students. Results of the dependent variables were the total resilience score, and the five factors of resilience: persistence and tenacity; emotional and cognitive control; adaptability and ability to bounce back; control; and spiritual influences. Independent variables were the number of leadership programs completed, age, gender, and class status. The level of significance used for the statistical test was .05. There was no significant difference in the total resilience scores among the three activity groups. However, a majority of students scored well above the national average score, and male students scored slightly higher than females. Additionally, females scored higher than the national average.

Research has extensively underlined the positive impact of emotional, social and cognitive competencies on leadership effectiveness. Despite the fact that literature acknowledges that these competencies can be learned from different experiences over a person’s lifetime, research has mainly focused on leadership development in adulthood. Through the case study of the Ca’ Foscari Competency Centre, this chapter advances the understanding on how higher education can favour leadership development at the early stage, in terms of identity formation and self-regulation, through the implementation of the intentional change theory, considering that this learning process varies according to different developmental trajectories.

This article aims to describe patterns of change in innovation networks and to clarify the roles of time and history in shaping network trajectories. The authors test seven predictor variables and their interactions to examine their influences on network performance over time.

A fuzzy simulation of innovation networks and investigations of different network types, using two classes of growth modeling techniques, help refine understanding of innovation as an interactive, developmental process.

Innovation network trajectories are influenced by self-reinforcing, contradictory and damaging forces. History affects network trajectory development, particularly with regard to financial resource access. The temporal processes reveal three contrasting classes of developmental trajectories for innovation networks.

The study methodology can account for theoretically derived factors leading to innovation, in and across types of networks and for changes over time; it moves beyond a cross-sectional approach. Although the model structure is generic, the parameters are based on a radical innovation, so the findings may not transfer directly.

Managers in innovation business networks can use the identified variables to improve network performance, by facilitating processes that inject financial capital and integrating heterogeneous skills that focus on a wider variety of skills that generate both exploratory and exploitative knowledge development.

This article contributes to discourses on network trajectories through an analysis of processes that influence the growth and decline of innovation business network performance. An original methodology generates and analyzes dynamic longitudinal network data.