2005 CESC-SSHRC Symposium Predicting Stability and Change in Pre-Adolescent Antisocial Behaviour

1. 2005 CESC-SSHRC SymposiumPredicting Stability and Change in Pre-Adolescent Antisocial Behaviour Terrance J. Wade, PhD*, Brock University John Cairney, PhD, Centre for Addiction and Mental Health David J. Pevalin, PhD, University of Essex Policy Partner: Chris Malkiewich Ontario Secondary School Teachers Federation * Terrance Wade is supported by the Canada Research Chairs Program

2. Key Learning Objectives • Examine whether children manifesting a high level of problem behaviours also perform poorly at school; √ • Examine whether stability and change in problem behaviour profiles over time results in changes in educational performance; √ • Identify mechanisms that may explain the change in levels of problem behaviours to facilitate educational success.

3. Previous Findings (Presented at 2004 – CESC-SSHRC Symposium) • Children with marked behavioural deficits are generally the ones who perform poorly in school and suffer increased health problems. • Previous results confirm that these children come from more disadvantaged family environments and perform worse in school. • Next Step • What factors predict movement into and out of the highest need cluster for the purpose of designing interventions?

4. Methodology • National Longitudinal Survey of Children and Youth (NLSCY) – Statistics Canada • National Cohort of Children 4 to 7 Years of Age (at Wave 1) • 2-Year interval between Waves: Wave 1 Wave 2 Wave 3 (Baseline) 1994 1996 1998

5. Methodology • Cluster Analysis Over Time • Identification of the High Needs Group • As children move into and out of the High Needs Group, we have previously identified the educational consequences of this movement. • Now, we want to predict what factors predict children moving into and out of the High Needs Group.

6. Cluster Stability and Change Over Time High Need High Need Wave 1 1994 Wave 2 1996 Time

7. Cluster Stability and Change Over Time High Need Wave 1 1994 Wave 2 1996 Wave 3 1998 Time

8. What Predicts Cluster Stability and Change Over Time? • Social Determinants • Gender; Age; Mother’s education, age, and martial status; Household income adequacy; Number of children 17 and under in house • Parenting and Family Functioning • Family dysfunction, Hostile parenting, Positive parent-child interaction, Maternal depression • Extra-Curricular Activities and Mentoring • Sports with a coach, Sports without a coach, Art/Music lessons, Clubs and activities • Homework and Parental Assistance • Frequency of assigned homework, Time spent doing homework, Parent helping and checking homework

9. Wave 1 to Wave 2 Summary (1994 to 1996) • Stability in the Highest Needs Cluster • Background (1994) • None • Change (1994 to 1996) • Single Parent, hostile parenting, maternal depression • Transition Into the Highest Needs Cluster • Background (1994) • Maternal age, single parent, more children in house, hostile parenting, parental help and checking homework • Change (1994 to 1996) • Single parent, hostile parenting, positive parent-child interactions, maternal depression

10. Wave 2 to Wave 3 Summary (1996 to 1998) • Stability in the Highest Needs Cluster • Background (1996) • Hostile parenting, positive parent-child interaction • Change (1996 to 1998) • Hostile parenting, positive parent-child interaction, family functioning • Transition Into the Highest Needs Cluster • Background (1996) • Income adequacy, hostile parenting, positive parent-child interaction • Change (1996 to 1998) • Hostile parenting, family functioning

11. Gender DifferencesWave 1 to Wave 2 • Stability in the Highest Needs Cluster • Boys • Single parent, maternal depression • Girls • Maternal education, hostile parenting • Transition Into the Highest Needs Cluster • Boys • None • Girls • None

12. Gender DifferencesWave 2 to Wave 3 • Stability in the Highest Needs Cluster • Boys • Single parent, income adequacy, positive parent-child interaction • Girls • Sport activities (no coach) • Transition into the Highest Needs Cluster • Boys • Sport activities (with coach) • Girls • Single parent, more children living in house, positive parent-child interaction

13. Key Learning Objectives… Revisited • Identify mechanisms that may explain the change in levels of problem behaviours to facilitate educational success. • Single parent family structure. • Hostile parenting, lack of positive parent-child interactions, family dysfunction. • There are some distinct differences between girls and boys.

14. Dissemination Record • Community • Education Services Committee, Ontario Secondary Students Teachers’ Federation (OSSTF) (April, 2004) • Stars and Beyond: Students at Risk, Provincial Conference (Nov, 2004) • OSSTF District 14 Professional Development Day (Dec, 2005) • Academic • American Society of Criminology (Nov, 2003) • Canadian Society Epidemiology and Biostatistics (Mar, 2004) • American Psychiatric Assoc (May, 2004) • Canadian Sociology Anthropology Assoc (June, 2004) • American Society of Criminology (Nov, 2005)

15. Contact Us • Terry Wade twade@brocku.ca • John Cairney john_cairney@camh.net • David Pevalin pevalin@essex.ac.uk • Chris Malkiewich malkiec@osstf.on.ca