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Delinquent Girls and the Relation of the Parent-Adolescent Relationship and Peer Influence to Quality of Decision-Making

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Title:
Delinquent Girls and the Relation of the Parent-Adolescent Relationship and Peer Influence to Quality of Decision-Making
Creator:
JENKINS, PAMELA LASHAWN ( Author, Primary )
Copyright Date:
2008

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Subjects / Keywords:
Adolescence ( jstor )
Adolescents ( jstor )
Child psychology ( jstor )
Criminals ( jstor )
Delinquency ( jstor )
Juvenile delinquency ( jstor )
Parents ( jstor )
Peer pressure ( jstor )
Questionnaires ( jstor )
Young offenders ( jstor )

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University of Florida
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University of Florida
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Copyright Pamela Lashawn Jenkins. Permission granted to University of Florida to digitize and display this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
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7/12/2007
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659860318 ( OCLC )

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Full Text







DELINQUENT GIRLS AND THE RELATION OF THE PARENT-AODLESCENT
RELATIONSHIP AND PEER INFLUENCE TO QUALITY OF DECISION-MAKING















By

PAMELA LASHAWN JENKINS


A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL
OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY

UNIVERSITY OF FLORIDA

2007





























O 2007 Pamela Jenkins



































To my son Brandon, my sister Adrianna, and my brother Tony.









ACKNOWLEDGMENTS

I first give thanks and honor to God for not only making this possible, but giving me the

strength and determination to get through this process. All things are possible with God. Special

thanks go to my committee chairperson, Dr. Edil Torres, whose patience and guidance helped to

carry me through the Einal stages of this proj ect to completion. I will forever be grateful for his

willingness to take on this proj ect late and your dedication to making sure it was completed.

Thanks to Dr. Shaw for her wise words in the beginning of my program and unyielding support

when I things became really tough for me. Thank you to Dr. West-Olantunji and Dr. Miller for

your guidance and support even under short notice. Thanks to Dr. McNeil, my undergraduate

advisor who always encouraged me to strive for my dreams and to think big.

A special thank you goes to my friends and family. Thanks my son Brandon, who in

essence had to go through this process with me, even when I was unbearable to be around at

times. I thank him for not running away. A heartfelt thank you goes to my brother Tony for

listening when times were difficult and I wanted to give up and for motivating me when it

seemed this would never be over. I also thank my sister Adrianna who became my unofficial

research assistant at times without complaining and to my friend Kecia, who has been there for

me for many years and even laughed with me when it seemed like I would be in school forever.

A special thank you goes to my aunt Geraldine, who always believed in me, encouraged me, and

supported me when others seemed to do the opposite. A special thanks goes out to my

Counselor Education family and friends who rallied with me late to get things done. Their

unending support and prayers will never be forgotten. I am grateful for Dr. Harrison Davis who

took the time to be my guide, my cheerleader at times, and always made sure I had what I

needed. I am blessed and thankful that you were apart of this journey.












TABLE OF CONTENTS


page

ACKNOWLEDGMENTS .............. ...............4.....


LIST OF TABLES ............ ....... ...............7....


LIST OF TERMS ........._.. ........_. ...............8...


AB S TRAC T ......_ ................. ............_........9


CHAPTER


1 INTRODUCTION ................. ...............11.......... ......


Statement of the Problem ................. ...............13................
Theoretical Framework............... ...............1
Need for the Study ................. ...............17.......... ....
Purpose .............. ........... ...... .........1
Research Questions and Hypotheses ................. ...............19.......... ....
Organization of Study ................. ...............20........... ....

2 REVIEW OF RELATED LITERATURE ................. ...............21........... ...


History of Delinquency............... .............2
Gender Differences ................. ...............24.................
Eti ol ogy ................. ........... ...............25......
Family Environment ................. ...............26.................
Family Psychopathology .............. ...............28....
Parenting Styles ................. ...............28.................
Parental Attachment .............. ...............29....
Social Learning Theory ................. ...............31................
Social Control Theory .............. ...............32....
Parent-Adolescent Relationships ................. ...............33.................
Parental-Adolescent conflict .............. ...............34....
Parental Involvement............... ..............3
Communication .............. ... ......... ............3
Parent-Child Relationships and Delinquency ................. ...............38................
Peer Influence ................. ...............38.................
Decision-Making ..................... ...............40.
Adolescent Decision-Making .............. ...............40....
Decision-Making Competence .............. ...............41....
Criminal Decision-Making ................. ...............42.................
Sum m ary ................. ...............43.......... ......












3 METHODOLOGY .............. ...............45....


Statement of Purpose ................. ...............45................
Research Design .............. ...............45....
Research Variables .............. ...............46....
Data Collection Procedure ................. ...............46........... ....
Instrumentation ................. ...._ .........._ .............4
Parent Environment Questionnaire (PEQ) .............. ...............47....
Decision-Making Questionnaire (DMQ) ...._.. ................. ............... 48......
Berndt' s Vignettes of Peer Influence (BVPI) ...._ ......_____ ...... ....__........4
Research Questions Hypotheses ............. ...... ._ ...............49....
Data Analysis............... ...............50


4 RE SULT S ............ _...... ._ ............... 1....


Data Collection and Response Rate............... ...............51..
M measures Data .............. .... ........... ........5
Decision Making Questionnaire (DMQ) ...._ ......_____ .......___ ............5
Parent Environment Questionnaire (PEQ) .............. ...............52....
Berdnt' s Peer Influence Vignettes (BPIV) ................. ...............53...............
Reliability Estimates for the DMQ, PEQ, and BPIV .............. ...............53....
Preliminary Analy ses ................. ...............55.................
Regression Analy ses ................. ...............55.................
Hypothesis 1 .............. ...............55....
Hypothesis 2 .............. ...............56....
Hypothesis 3 .............. ...............57....

5 DI SCUS SSION ................. ...............60................


Limitations of the Study .............. ...............60....
Future Research .............. ...............64....
Summary ................. ...............65.................


APPENDIX. INFORMED CONSENT LETTER................ ...............66


LIST OF REFERENCES ................. ...............67........... ....


BIOGRAPHICAL SKETCH .............. ...............76....

















LIST OF TABLES


Table page


4-1 Age of participants ................. ...............57................

4-2 Ethnic Background............... ...............5

4-3 Regressions .............. ...............58....

4-4 Regressions .............. ...............58....

4-5 Regressions .............. ...............58....

4-6 Intercorrelations ................. ...............59........ .....










LIST OF TERMS


The terms below are defined as they applied to this research.


Adolescent


individuals between the ages of 12 and 18.


Decision-making


Juvenile delinquent




Parent-adolescent
relationship


Peer influence




Parent


making choices from the given alternatives of choices and the
cognitive process of reaching a decision.

an adolescent who commits criminal offenses that are violations of
laws and ordinances committed by persons between the ages of 14
and 18 and have been adjudicated in a court of law (Griffin and
Griffin, 1978).

the degree of satisfaction, types of disagreements and level of
involvement between parent and the adolescent.


the degree that an adolescent conforms to the ideals, delinquent
behaviors and activities, legal or illegal, of the group of peers that
the adolescent primarily associates with and engage in activities
with.

is not limited to the biological parents of the juvenile. It is defined
as the individual or individuals whose responsibility is to take care
of the adolescent. They also can be foster parents, grandparents, or
legal guardians.

the amount of time invested by parents in the life of their
adolescent doing things with the them, such as school work, daily
activities, special activities, as well as the amount of interaction
between the parent and juvenile


Parental involvement









Abstract of Dissertation presented to the Graduate School
of the University of Florida in Partial Fulfillment of the
Requirements for the Degree of Doctor of Philosophy

DELINQUENT GIRLS AND THE RELATION OF THE PARENT-ADOLESCENT RELATIONSHIP
AND PEER INFLUENCE TO QUALITY OF DECISION-MAKING

By

Pamela Lashawn Jenkins


May 2007

Chair: Edil Rivera Torres
Major: Mental Health Counseling

My study examined the influence of the parent-adolescent relationship and peer influence

on the level of decision-making for girls who are currently in a residential program. My research

sought to determine the degree of the relationship between the adolescent' s level of decision-

making and the following variables: (a) parental involvement, (b) parent adolescent conflict, and

(c) prosocial, antisocial, and neutral peer influence. I hoped that this research might result in the

identification of important characteristics that would inform future research and mental health

practice.

My study dealt with 102 adolescents who are currently court ordered to a diversion

program in Macon, Georgia. Each of the girls completed a Decision-Making Questionnaire, the

Berdnt' s Peer Influence Vignettes, and a Parent Environment Questionnaire. The decision-

making questionnaire contained demographic questions.

A regression analysis was used to evaluate the contributions of the three variables in

predicting the offender' s level of decision-making as measured by the Decision Making

Questionnaire (DMQ). There was a significant association between level of decision-making

and neutral peer influence. There were no significant associations between parent involvement,










parental conflict, prosocial and antisocial peer influence and level of decision-making of the girls

who are delinquent. Discussion of these results, the study's limitations, and suggestions for

future research are then presented.









CHAPTER ONE
INTRODUCTION


"Adolescence is a time of increased pressure for problem solving and personal decisions"

(Worrell & Danner, 1989, p. 3). During this time, adolescents are required to make lifelong

decisions concerning career, health, risky behavior, and school involvement (Fried & Repucci,

2001). Transitioning through this phase can be a difficult time for adolescents and their families.

For the adolescent, this is a period full of contradiction, turmoil, rebellion against authority, and

idealism, with varying influences from the adolescent' s environment. This is also a time when

decision-making increases for an adolescent. Some researchers have noted there is great amount

of influence from the environment on the decision-making in the life of an adolescent (Byrnes,

2002; Evans, Brown, & Killian, 2002, Mann, Harmoni, & Powers, 1989). Decision-making has

been defined by Byrnes (2002) as making choices from the given alternatives of choices. For

adolescents who have conduct problems and have become delinquent, this period can exert much

stress on the family unit.

Conduct problems, aggression, and delinquency all refer to antisocial behaviors that reflect

a failure of the individual to conform his or her behavior to the expectations of some authority

figure (e.g., parent, teacher) or to societal norms, or for the individual to respect the rights of

other people (Frick, 1998). Juvenile delinquency is defined as participation in illegal behavior

by a minor who falls under a statutory age limit (Segal, Welsh, & Senna, 2003). Current

research describes the young female offender as: (a) being 13 to 18 years old, (b) having grown

up poor and in a high-crime neighborhood, (c) likely to belong to an ethnic group, (d) having a

poor academic history, (e) a high school drop out, (f) experiencing abuse or exploitation, (g) an

abuser of drugs and/or alcohol, (h) having unmet medical and mental health needs, (i) feeling









that life is oppressive, and (j) lacking hope for the future (Barnow, Schuckit, Lucht, Ulrich, &

Freyberger, 2002; OJJDP, 1998; Dishon, Capaldi & Yoerger, 1999).

Adolescence has been described as a time in which risk-taking behaviors, which lead to

delinquent behavior, increases. In 1996, 45% of high school seniors reported having tried

marijuana, 30 % reported being drunk in the past two weeks, and 22 % reported smoking

cigarettes daily. Nearly two-thirds of U. S. teenagers reported initiation of sexual intercourse

prior to high school graduation. In consequence, those who are sexually active experience a high

number of sexually transmitted diseases and for girls, unintended pregnancies (U. S. Department

of Health and Human Services, 1997).

There are several studies concerning the decision-making of adolescents. These studies

have focused on informed consent (Ambuel & Rapapport, 1992), judgment and taking

responsibility (Fried & Repucci 2001), competence to stand trial (Woolard, 1998), and waiver of

rights (Grisso, 1981). In regard to risky decision-making, these studies focus on early

pregnancy (Gordon, 1996), good and poor judgment, (Cauffman & Steinberg, 2001), and sexual

risk-taking (Koniak-Griffin & Brecht, 1995). Fried and Reppucci (2001) noted, "while

adolescent decision-making has been studied in a least a few criminal contexts, it has not been

studied in relation to decisions that lead to criminal activity" (p. 47). Nor has risk-decision-

making been studied exclusively in females. Much of the research on delinquency has been with

boys. This is due partly because the number of boys being arrested has been much higher than

the arrest rates for girls. However, this trend has now begun to change (Scahill, 2002) and there

needs to be a focus on the faulty decision-making of girls that causes them to get arrested,

become chronic offenders, and even enter into an adulthood of criminal activity. This trend will









be discussed in a later section of this dissertation. My study exclusively examines delinquent

girls' decision-making processes and how this is affected by parent and peer factors.

Statement of the Problem

Decisions by adolescents to engage in criminal activities have drastically increased over

the recent years. Adolescent girls now make up the fastest growing segment of the juvenile

justice system and have forced a shift in focus for law enforcement, social services, and others

involved with adolescent girls (Scahill, 2002). "In 1980, there were about 12,000 women in

prison; by 2000 there were over 85,000, more than a seven-fold increase in two decades"

(Maquire, 1994, p. 600). In 1996, Poe-Yamagata and Butts compiled statistics gathered from

the Federal Bureau of Investigations (FBI), National Juvenile Court data archive, and the

Children in Custody census. Some of the more alarming national trends that they noted were:

* arrests of young female offenders increased by 23% while arrests of young male offenders
increased by 11%;

* court cases involving juvenile females charged with delinquency increased by 31 %
compared to a 21% increase for juvenile males;

* arrests for violent crime offenses increased by 55% for juvenile females and by 33% for
juvenile males;

* arrest of female offenders for property crime offenses increased 22% while males decreased
by 3% (p. 1).

Bloom (2002) noted that, in 1993, 32% of the victims of homicides by girls were members

of their own family and that 79% of those homicides involved a relational conflict, such as an

argument or physical fight with family members. This suggests that there are serious relational

problems at home between adolescent girls and their families that need to be further addressed.

It is also important that my research inform gender- specific treatment for girls currently being

developed. Although there is an increased need for services for delinquent girls, this population

still remains overlooked and underserved by the juvenile justice system (Chesney-Lind, 1998).









Until recently, most of the research on delinquency has been geared toward males, leaving

researchers and clinicians to ponder whether the findings are also applicable to girls (Calhoun,

Jurgens, & Chen, 1993). Given the negative outcomes for many, if not most, delinquent girls, it

is imperative for clinicians and researchers to identify and focus on variables that will help

delinquent girls and their families function better.

Silverhorn and Frick (2001) have proposed that most antisocial girls follow a delayed-

onset pathway, in which putative factors that contribute to antisocial behavior are present in

childhood, but the manifestation of antisocial behavior does not occur until adolescence. Age of

onset is an important dimension in terms of both identifying etiologic factors and developing

effective treatment or prevention programs (Keenan et al., 1999). Frick (1998) noted,

they labeled this pattern the delayed-onset traj ectory to describe the fact that many of these
girls show the same pathological individual (cognitive and neuropsychological
dysfunctions) and social (e.g., dysfunctional family backgrounds) factors in childhood,
which are characteristic of boys in the childhood-onset traj ectory. However, they do not
display antisocial behavior until they reach adolescence when factors, such as decreased
parental supervision and increased peer acceptance of antisocial behavior, overcome the
cultural prohibitions against their display of antisocial behavior (p. 17).

My study will focus on whether or not there is a direct relationship between the quality of

decision-making of juvenile delinquent females and the quality of parent-adolescent relations,

plus the influences, positive or negative, of their peers. In short, does a poor relationship with

family, particularly parent or parents or association with peers who exert negative influences or

both contribute to poor decision-making by girls who are delinquent? Although research exists

that implies this relationship (Collins & Repinski, 2001; Laursen & Collins, 2005), to date the

literature indicates there are no studies that exclusively examine the relationship between

adolescent female decision-making and their parent-adolescent relationship plus peer influence.

My study will examine the following variables: the parent-adolescent relationship, which

consists of parental involvement and parent-child conflict, the influence of the peer group, and










degree of positive decision-making. My research will examine how the decision-making of

adolescent is affected by peer influence and the parent-adolescent relationship and to what

degree. These factors will be examined to determine whether they correlate or conflict with

confident decision-making.

Theoretical Framework

Adolescence is a period in which critical decisions are made by the adolescent concerning

different aspects of that adolescent' s life. It is a time where adolescents are establishing their

identities, exerting their autonomy, and engaged in separation from their primary caregivers.

This is also a period where peer relationships are strengthened and solidified. One theory used to

explain the decisions made by delinquents is that of Gordon (1996).

Gordon's theory consists of three overarching components: social and psychological

factors, cultural and societal factors, and cognitive components. According to Gordon (1996),

the interplay of these three areas informs the decision-making of any group of adolescents,

including delinquents, and each area has an effect on the other.

Another theory to explain adolescent decision-making was postulated by Simon (1955).

Simon's theory asserts that "due to cognitive limitations, faster decisions could be made by

limiting alternatives considered and constraining analysis" (p. 4), so that the decision makers are

limited in their decision-making abilities, thus causing them to make decisions that may be

faulty, thus leading to delinquency. Simon attempted to account for obstacles that adolescents

may face, such as peer pressure, family problems, or problems in school. "This idea, called

Bounded Reality, entails an individual factoring problems into a number of variables and making

decisions that appear reasonable rather than optimal" (p. 42). Simon organized the decision-

making steps, which he termed "obj ects of rational calculation" as:

*The set of optimal alternatives;










* The relationship that determines the payoff (satisfaction and goal attainment) as a function
of the alternative that is chose

* The preference orderings among payoffs (p. 42).

From Gordon and Simon's studies, other decision-making perspectives were proposed,

including decision theory (Furby & Beyth, 1996). Furby and Beyth (1996) identified several

skills of the Janis and Mann (1977) Decision theory that are considered important in effective

decision-making: (1) identifying the possible options; (2) identifying the possible consequences

that follow from each option; (3) evaluating the desirability of each of the consequences; (4)

assessing the likelihood of each consequence; and (5) making a choice using a decision rule (p.

5). It is important to identify what steps in decision-making may be lacking for an adolescent

who chooses to engage in criminal decision-making. This part of their study will help to form

future programs and the practice of mental health professionals.

The process of socialization influences decision-making based on observed patterns,

imitation, associations, and reinforcements that are learned through the child and adolescent' s

environment. Several aspects of the parent-child relationship and peer influence can affect the

decision-making of delinquent girls. The parent-child relationship can determine what kinds of

peers girls eventually decide to choose as friends. Adolescents who have positive parent-child

relationships are more inclined to have friends of whom their parents approve.

Girls who have healthy relationships with their parent or parents are also more inclined to

imitate the positive parental decision-making. When they have a strong foundation already

instilled from their parents, they are less likely to be influenced by peers to engage in criminal

decision-making (Lerner & Steinberg, 2004). Moreover, when girls who are delinquent feel that

their parents or caregivers do not care, they are more likely to engage in criminal decision-









making and associate with peers who share this sort of risk-prone behavior (Freid & Repucci,

1999).

Adolescents who have disagreements, high levels of tension, and severe anger exchanges

with their parents are more prone to turn such things as drugs and alcohol and are less likely to

have parenting that promotes positive decision-making than adolescents in less hostile

environments (Lerner & Steinberg, 2004). Often this conflict can cause adolescents to run away

from home or even run to their peers for support. Although relationships are important to girls,

they are less likely to turn to their parents if they do not feel supported. Research has also shown

that parents who are stressed due to conflicts with their adolescents tend to have poor parenting

practices (Steinberg, 2001).

Need for the Study

Girls who are juvenile delinquents are also at a higher risk for having or developing mental

health, health-related, and family problems during adolescence and adulthood. Research

indicates that a high number of juvenile delinquent females have been abused and sexually

victimized in childhood and adolescence. In a number of instances, childhood and adolescent

victimization set the stage for their entry into youth homelessness, unemployment, drug use,

survival sex (and sometimes prostitution), pregnancy, and ultimately, serious criminal acts

(Chesney-Linda & Sheldon, 1998). It has been reported that the many girls who have been

abused may run away from home or be placed in foster care either because no one believes them

or the parents do not know how to handle the situation (Bloom, 2002). They are then caught in

the revolving door of running away, being arrested, and then perhaps being placed back in the

home with the person who previously abused them. The Commonwealth Fund (1997)

conducted a study of 6748 girls and boys grades 5 through 12 that indicated the following: one in

five girls in grades 9 through 12 reported that she had been physically or sexually abused and









high school girls were more than twice as likely as high school boys to report sexual abuse in

grades 9 through 12. In a study of female delinquents, Mouzakitis (1981) interviewed 60

incarcerated girls of whom 68 % reported physical abuse and 53 % reported sexual abuse.

Acoca (1999) notes that the occurrence of childhood and adolescent sexual abuse increases the

lifetime risk for any psychiatric disorder four-fold and increases the risk of adolescent deviant

and delinquent behavior, such as stealing, battery, and substance abuse, three-fold, especially in

girls. In addition, females who survive childhood abuse are at a far greater risk of committing

any future violent offenses (as measured by arrest) than are males (Belknap, Winter, & Cady,

2001). Sexually abused girls who have experienced sexual intercourse often display antisocial

behavior and are at risk for the development of mental health problems such as conduct disorder

(Zahn-Waxler, 1993). In a Swedish birth cohort study, 30% of adult women with childhood

conduct problems had a criminal record, a mental disorder, or both by age thirty (Kratzer &

Hodgins, 1997).

In the earliest years of the juvenile court system, girls were frequently institutionalized for

such offenses as sexual immorality or waywardness, and well into the seventies, contemporary

"status offenses, such as being a runaway, often functioned as buffer charges for the court' s

concern about the sexual behavior of girls (Chesney-Lind & Sheldon, 1998). Unfortunately, this

preoccupation with sexual behavior has indirectly caused such real issues of adolescent females,

such as abuse, and comorbid mental health issues, to be overlooked and not addressed in the

same manner that it is addressed in the male population (Bloom, 2002). Although there are

several theories concerning the development of juvenile delinquency, my study will specifically

focus on family and peer factors associated with female juvenile delinquency and the quality of

decision-making on the level positive or prosocial decision-making.









Because there is virtually no decision-making research with adolescent females done exclusively

on those who are delinquent, it is important that research focus on such issues as decision-

making, family environment, and peer aff61iation so that mental health professionals can develop

and implement prevention programs that will be of benefit to this population.

Purpose

Freid and Reppucci (2001) noted that there is a need to focus on factors that increase

criminal decision-making of adolescents. The maj or purpose of my study was to examine the

relationship between parent-adolescent relationships, peer group influences, and the decision-

making of female juvenile delinquents. Due to the lack of such services as gender-specific

programs and mental health treatment, and to the rise in the number of adolescent girls offending

and reoffending, there is a need to understand and to research such skills as decision-making,

which has such a big impact on the life of an adolescent. My study will recommend practices

that will individualize treatment for girls, which will prove to be time- and cost- effective.

Research Questions and Hypotheses

* Is there a positive association between the level of decision-making demonstrated by girls
who are delinquent and the level of parental involvement of their parents?

H1: There is no statistically significant association between the level of decision-making by
delinquent girls and the parental involvement of their parents.

* Is there a positive association between the level of decision-making demonstrated by the
girls who are delinquent and level of parent-adolescent conflict?

H2: There is no statistically significant association between the level of decision-making by
delinquent girls and level of parent-adolescent conflict.

* Is there a positive association between the level of decision making demonstrated by girls
who are delinquent and the extent to which they are influenced by their peers?

H3: There is no statistically significant association between the level of decision-making
and level of antisocial, neutral, or prosocial influence of their peers.









Organization of Study

An introduction has been presented in Chapter 1. A review of the literature is presented in

Chapter 2 and methodology of the study will be presented in Chapter 3. The results of the study

are presented in chapter 4. Chapter 5 includes a summary and discussion of the results, plus

recommendations for the application and future study.









CHAPTER TWO
REVIEW OF RELATED LITERATURE

The following is primarily a review of empirical research on family factors, peer

affiliation, and decision-making of delinquent girls. This chapter is divided into four sections.

The first section is a brief historical background of the criminal justice system and delinquent

girls. The second section deals with the etiology of delinquency. The third section focuses on

research pertaining to social learning theory and delinquency, parent-adolescent relationship,

peer influence and decision-making. The chapter concludes with a brief summary.

History of Delinquency

The roots of the juvenile justice court system can be traced to the 16th century European

educational and religious reform movements. Due to the increase in problematic children in the

states, a formal development of the juvenile justice system began in 1899. The Illinois state

legislature passed a revolutionary bill regarding juvenile delinquency and authorized the

establishment of the first juvenile court in Cook County (Chicago). According to Bynum and

Thompson (2002), "from that beginning, similar legislation was successfully enacted in all other

states, creating special legal procedures apart from the older criminal court systems for dealing

with youths and children accused of violating a state law or municipal ordinance" (p. 18). Prior

to this, three important events took place, which laid the foundation for the formal development

of the juvenile court system:

* In 1825 in New York City, the House of Refuge was established. This provided
correctional facilities for children between 7-14 after they had been convicted.

* In 1841 the city of Boston first tried probation on supervised released, a method of treating
juveniles outside of the correctional institution but under supervision of the criminal court.

* In 1869, the state of Massachusetts officially established probation with supervision for
juvenile law violators (p. 386).









In the late 19th century, there was a movement by a group of social reformers to initiate

specialized treatment for children and youth. Platt (1969) noted, "the Child Savers, as they were

called, were convinced that urban slum life exerted a corrupting influence on idle youth. They

insisted that because of the tender age of delinquent youths, they could be reclaimed from a

criminal life if proper steps were taken" (p. 45). According to Platt (1969), the plan that the

Child Savers developed included the following principles:

* Young offenders must be segregated from the corrupting influences of adult criminals.
Delinquents should be removed from their environment and imprisoned for their own good
and protection.

* Reformatories should be guarded sanctuaries, combining love and guidance with firmness
and restraint.

* Delinquents should be assigned to reformatories without trial and with minimal legal
requirements.

* Due process is not required because reformatories are intended to reform and not to punish.

* Sentences should be indeterminate, so that inmates are encouraged to cooperate in their
own reform and recalcitrant delinquents are not allowed to resume their criminal careers.

The road for girls in the juvenile justice system has not been an easy one. The ways in

which societies have dealt with youth's problem have varied tremendously over the past few

centuries, and these have had a distinct impact on the lives of girls (Chesney-Lind & Shelden,

1998, p.124). It has been noted that the lives and criminal acts of delinquent girls were not

important to the fathers of criminology (Bloom, 2002). However, there was a concern about

their sexual conduct or waywardness, which helps to set up the juvenile justice system for girls.

Girls began to be arrested for status offenses such as running away, curfew violation,

incorrigibility, etc. This led to a high number of delinquent girls being placed in the system.

Chesney-Lind and Pasko (2004) noted status offenses categories; during this period were

essentially "buffer charges" for suspected sexuality when applied to girls. The reports of abuse










by these girls who were running away were often ignored and therefore they were often placed in

detention centers and training schools as delinquents if they refused to stay home. They also

reported that "in a review of a 1960's study of girls in training school who were incarcerated for

the big five (running away, incorrigibility, sexual offenses, probation violation, and truancy) the

underlying vein in many of these cases was sexual misconduct by the girl delinquents" (p. 60).

Chesney-Lind and Shelden (1998) noted that there was a widely held belief that there was

an increase in female criminal activity due in part to the women' s movement in the 1960's and

1970's. They also state that the danger of educating women and removing their domesticity and

maternity would bring out the innocuous semi-criminal within all women (p.95). In a 1921

passage from the New York World magazine, Smart (1976) reiterated a quote from W.I.

Thomas, which stated:

The modern age of girls and young men is intensely immoral and seemingly
without the pressure of circumstances. At whose door we may lay fault, we
cannot tell. It is the result of what we call the emancipation of woman, with
its concomitant freedom from chaperonage, increased intimacy between the
sexes in adolescence, and a more tolerant viewpoint towards all things unclean
in life. This seems the only logical forbear of the present state.


This same attitude and theme still has an affect on the criminal justice system today. Girls

have fewer diversion programs and treatment options than do boys and much of the research

about delinquents were with males until recently (Bloom, 2002). Girls are arrested at high rates

for running away, which has been linked to abuse. Often times, these girls are placed back in

these same homes without the issue of abuse being addressed. More recently, the topic of female

delinquency has begun to attract more attention due to the high number of girls being arrested. It

is hoped that this attention will help in the creation of programs better suited for females and

generate needed funding for treatment services for girls.









Gender Differences

There are varying differences in the juvenile system for girls and boys, which include

treatment, court sentencing, and research. Research has also demonstrated there is a difference

in the diagnosing of mental health disorders for girls and boys (Little & Little, 2003). This is

important because this may help those who are currently developing mental health treatment

programs for girls. For example, conduct disorder (CD) is the second highest mental health

diagnosis for adolescent girls. The recent rise in the number of cases of girls being diagnosed

with CD has caused some to become concerned (Little & Little, 1003). Conduct disorder is a

precursor to more serious delinquent activity in girls (Acoca, 2002) and a criterion for diagnosis

of delinquency. However, girls do not receive the same degree of attention for mental health

treatment and research as do their male counterparts (Acoca, 2002).

This lack of attention could be due in part to a lack of research regarding prevalence of CD

in adolescent females. Little and Little (2003) assert there are several reasons for this lack of

research on females with CD. One reason may be a perception among mental health

professionals that CD among girls is sufficiently rare. Another reason is that much of the

research in anti-social behavior has come from the criminal justice system (p. 184). Most

outcome studies have either concentrated solely on boys or have considered all children with CD

together, without separately examining CD in girls (Robins, 1986). Due to this, the empirical

findings and theories based on understanding males may not generalize to females (Goodham &

Kolsdorf, 1997). Because males have much higher arrest and imprisonment rates and also

commit more serious crimes than females, relevant research has tended to concentrate on males

(Zoccolillo, 1993).









Gender Socialization. A second account of gender differences, not unique to the developmental

account, emphasizes the differential socialization of males and females (Little & Little, 2003).

Keenan and Shaw (1997) suggest that there is little difference between boys and girls in early

behavior problems; as time goes by; however, developmental differences and social influence

serve to either ameliorate or shape girls' behavior problems into less aggressive forms. Hill and

Maughan, (2001) assert,

socialization experiences do appear to differ in some ways between the sexes in early
childhood: Mothers are more likely to encourage young girls to behave pro-socially,
and they respond more positively to shy rather than to moody or intense behaviorism
girls. Girls may thus be encouraged to show over- rather than under- controlled
behavior, so that when problems arise, they are channeled into internalizing rather
than externalizing modes of expression (pg. 191).


Webster and Stratton (1996) assert that female may be more influenced by parental

psychological status than boys due to girls' socialization in the family. Little and Little (2003)

noted, "social norms lead girls to spend more time playing at home. As such, girls' behaviors

may be more affected by the behavioral display (hostile, aggressive, or depressive) of parents

than the behavior of boys" (pg. 189). Due to the differences between boys and girls, mental

health programs and diversion programs may be more effective and meet the needs of girls if

these differences are taken into account by mental health professionals and the juvenile justice

sy stem. These differences can aid developers of gender specific programming in developing

these programs.

Etiology

There is a need to now focus on precursors of female adolescent juvenile delinquency

(McCord, 1991). Farrington, (1995) defines risk factors as "prior factors that increase the risk or

occurrence of a negative outcome such as antisocial behavior" (p. 96). An increasing body of

research points to six particularly important features of delinquent and especially incarcerated










girls: (1) family dysfunction, (2) trauma and sexual abuse, (3) mental health and substance abuse

problems, (4) high-risk sexual behaviors, (5) school problems, and (6) affiliation with deviant

peers (Hubbard & Pratt, 2002). Although there are several theories concerning the development

of juvenile delinquency, this study will specifically focus on family and peer factors associated

with juvenile delinquency and the impact of social learning and attachment on the level of

severity .

One possible emotional precursor to juvenile delinquency is children's delayed

development in empathy, emotional responsiveness to others, and lack of guilt (Keenan et al.,

1999). In general, girls score higher on measures of empathy than boys (Keenan & Shaw, 1997).

These early factors may temporarily protect girls from engaging in early-onset antisocial

behavior (Alvarez & Ollendick, 2003). However, girls' guilt about aggressive behavior seems to

decline with age (Keenan et al., 1999), perhaps helping to explain the decreasing gender

distinction in conduct problems in adolescence. Among both sexes, children with conduct

problems score lower on measure of empathy than non-conduct-di ordered children (Cohen,

Cohen, & Brooks, 1996). Girls are socialized to be "sugar and spice and all that' s nice", while

boys are socialized to be macho and aggressive.

Family Environment

There are many family dynamics and family environmental factors associated with

juvenile delinquency. These include family stress, family conflict, harsh or inconsistent

discipline, physical abuse, and inadequate supervision and monitoring of child behavior (Dodge,

Lochman, Harnish, Bates, & Pettit, 1997). Stressful family dynamics may directly produce an

adjustment disorder with conduct symptoms and social and cultural factors may directly maintain

behavioral patterns of misconduct such as delinquency.









Research has shown that adolescent females, more so than males, tend to be more affected

by the family environment (Chesney-Lind & Shelden, 1998). They generally have more

responsibilities and care-taking duties than their male siblings. High level of poverty, violence,

and abuse can increase the occurrence of delinquency in African American homes and girls from

these broken homes tend to run away (Chesney-Lind & Shelden, 1998).

There are several bodies of research that support the idea that families of delinquent

females have greater family dysfunction than do their male counterparts (e.g., Chamberlain &

Moore, 2003, Kanof, 2003; Henggeler et al. 1987; Santisban et al. 1999; & Wood et al. 2002).

There are also several other sets of studies of girls who were arrested and detained that reported

that they come from families that had severe problems (Funk, 1999; Kim & Fendrich, 2002; and

Lenssen et al., 2002).

Rodney, Tachia, and Rodney (1999) researched the home environment and its relationship

to delinquency. The study consisted of 556 African American adolescent (85 % males). They

reported that extended family members, parents' time spent with the child, home discipline and

family rules were significantly related to conduct disorder. Only 25 % reported a close

relationship to either parent with participants being closest to their mother or female guardian.

Cummings (1994) noted that "boys' perceptions of marital discord tended to agree much

more closely with those of their mothers than did girls' perceptions of marital discord. These

differing perceptions of the threat involved in parental discord, increases the likelihood of

internalizing difficulties was associated with perceptions of self-blame by girls" (pg. 176). Girls

are more likely to blame themselves for their parents' problems than are boys. They internalize

this blame, which can lead to problems such as depression (Chesney-Lind, 1998).









Family Psychopathology

Disruptive and antisocial behaviors have been shown to aggregate in families (Bohman,

Cloniger, Von Knorring, & Sigvardson, 1984). Parental depression may also be a risk factor

for the development of juvenile delinquency in girls (Little & Little, 2003). Kahn and Hanna,

(2000) note, in regard to other mental health disorders, depression in the mother along with

mother negativity and father negativity and life stress, significantly predicted girls externalizing

problem. Davies and Windle (1997) also reported that maternal depression, negative life events,

low family intimacy, parenting impairments, and marital discord predicted females use of

alcohol and participation in delinquent behavior six months later.

Parent and family risk factors for the development of Conduct Disorder (CD) include

parent-psychopathology, parent criminal behavior, and ineffective, inconsistent parenting

(Sholevar & Sholevar, 1995). Kazdin (1998) cites harsh and inconsistent parental punishment;

poor child monitoring; low levels of parental warmth, affection, and emotional support; marital

discord; family size (i.e., families with more children); presence of siblings with antisocial

behavior; and socioeconomic disadvantage as risk factors contributing to the diagnosis of CD.

This is important because CD has been reported as a precursor to juvenile delinquency and is

also a criterion for the diagnosis of CD.

Parenting Styles

As early as the preschool years, noncompliant child behaviors are associated with

particular patterns of parenting and parent-child relationships (Campbell, 1995). Studies of the

early emergence of disruptive, aggressive behaviors suggest that biological propensities in the

child- as indexed for example, by difficult temperament-interact with care giving environments

to contribute to more and less adaptive outcomes (Little & Little, 2003). These themes of

negativity and hostility in parent-child relationships, along with inconsistent, inept strategies for









control, emerge repeatedly as correlates of conduct problems throughout the childhood and

adolescent years (Hill & Maughan, 2001). Correspondingly, parents who are emotionally

positive and who give attention to their children's prosocial behaviors are more likely to have

nonaggressive children with self-regulatory skills, suggesting that these parenting skills may

serve as protective factors against the development of behavior problems (Radar, Reid, &

Webster-Stratton, 2003). Parents who adjust their parenting styles in response to their teens'

changes are more likely to have psychologically healthy adolescents than parents who coercively

attempt to constrain their adolescents' extra familial involvements (Liddle & Schwartz, 2002).

When this does not happen, it can create conflict between the parent and their adolescent due to

the fact that this is a period when adolescents are seeking their freedom and discovering their

own identity apart from their parents.

Parental discipline practices have also been reported to have an effect on the behavior of

adolescents. Dishion, French and Patterson (1992) conducted a study that reported parental

attention to deviant behavior, interactions in which increasingly aggressive child behavior is

reinforced, inattention to prosocial behavior, coercive punishment, poor monitoring of child

activities, and failure to set limits, referred to as inept discipline practices, unwittingly develop

and exacerbate aggressive child behavior.

Parental Attachment

Several bodies of research have examined the effect of separate parental attachment on

delinquency. These studies examined whether one parent had a greater influence over deterring

delinquency than the other (Hindelang, 1973; Jensen & Brownfield, 1983; Johnson, Khron, &

Massey, 1980). Their findings were inconclusive and inconsistent. Johnson, Khron, & Massey

(1980) reported that ties to the mother were a deterrent in delinquency. Johnson, (1987) reported

just the opposite. He noted that the father' s attachment played a greater role in the deterring









juvenile delinquency than did the mother's role. Rankin and Kern (1994) analyzed data from a

1972 study of delinquency and attachment conducted with 51 boys and 48 girls with 81.6 %

white andl3 % black. They tested two hypothesis: (1) as long as a child is strongly attached to

one parent, strong ties to the other parent play an insignificant role in reducing delinquency

further, and (2) single parent homes are not always associated with delinquency as long as the

child is strongly attached to the custodial parent.

Delinquent adolescents attach to deviant peers because of a weak attachment with their

parents (Kazdin, 1998). Keiley (2003) also noted the behaviors used by adolescents to gain

control over disruptive, chaotic, and aversive circumstances at home carry over to their

relationships with peers and teachers often resulting in academic failure and associations with

deviant peers.

There is a growing body of research that supports the notion that nurturant and involved

parenting decreases the risk of deviant peer affiliations during childhood and adolescence

(Arbona & Powers, 2004). Blackson et al., (1996) reported a correlation between sons' reports

of negative parenting practices and their deviant peer affiliations. Zimmerman, Scheuer-

Englisch, and Grossmand (1996) found that in a sample of academically at-risk adolescents,

social acceptance by peers was positively related to adolescent attachment security. Vuchnich

and et al., (1992) found that sixth-grade teachers' report of boys' poor peer relations correlated

negatively with home observers' reports of positive discipline, and correlated positively with

coders ratings of parental aversive behaviors. A majority of these studies, however, were

conducted with samples of boys only. For example, Blackson et al. (1996) reported a correlation

between sons' reports of negative parenting practices and their deviant peer affiliations.










Theories of Delinquency

Two maj or theories that have been historically linked to delinquency, but not limited to,

are Social Learning Theory and Social Control Theory. They will be discussed in the next

section.

Social Learning Theory

Social learning theory was developed by Akers & Burgess and was a revised form of

Sutherland' s (1947) theory of differential association. According to Sutherland (1947), "the

process of learning criminal behavior by association with criminal and anti-criminal patterns

involves all of the mechanisms that are involved in any other learning" (p.7).

Sutherland (1947) asserts that "there are nine clear propositions of differential association

which are as follows:

* Criminal behavior is learned.

* Criminal behavior is learned in an interaction with other persons in a process of
communication.

* The principal part of the learning of criminal behavior occurs within intimate personal
groups.

* When criminal behavior is learned, the learning includes (a) techniques of committing the
crime, which are sometimes very complicated and sometimes very simple; (b) the specific
direction of motives, drives, rationalizations, and attitudes.

* The specific direction of motives and drives is learned from definitions of legal codes as
favorable and unfavorable.

* A person becomes delinquent because of an excess of definitions favorable to violation of
law over definitions unfavorable to violation of law.

* Differential association may vary in frequency, duration, priority, and intensity.

* The process of learning criminal behavior by association with criminal and anti-criminal
patterns incorporates all the mechanisms that are involved in any other learning.










*Although criminal behavior is an expression of general needs and values, it is not
explained by those general needs and values since noncriminal behavior is an expression of
the same needs and values.

These nine propositions laid the foundation for all of the different theoretical orientations

that would later be derived from differential association.

Akers (1966; 1973; 1998; 1999) was one of the first to expand on Sutherlands' (1947)

theory. Akers, however, maintained that deviance was also learned through imitation or operant

conditioning. Akers (1999) "subsequently developed the differential association-reinforcement

theory, most often labeling it 'social learning' and applying it to criminal, delinquent, and

deviant behavior "(p. 62). The four areas included in Akers' social learning theory are

differential association, definitions, imitation of models, and differential reinforcement. All four

areas can either serve to inhibit or encourage delinquency. Akers (1998) noted the following:

The probability that persons will engage in criminal and deviant behavior is increased and
the probability of their conforming to the norm is decreased when they differentially
associate with others who commit criminal behavior and espouse definitions favorable to
it, are relatively more exposed in-person or symbolically to salient criminal/deviant
models, decline it as desirable or justified in a situation discriminative for the behavior,
and have received in the past and anticipate in the current or future situation relatively
greater reward than punishment for the behavior (p. 99).

Social Control Theory

Travis Hirschi developed control theory, which is one of the oldest and most prominent

theory of delinquency. "Hirshi, (1969) posits that the strength of the relationship or social bonds

is established in childhood through a natural attachment to peers, parent, teachers, and others

who demonstrate the expected norms of societal behavior. If this social bond is firmly intact for

an individual, then there will be no patterns of delinquent behavior. Segal, Walsh, and Senna

(2001) note, there are four major elements of Hirshi's argument. They are (1) all people have the

potential to commit crimes because they are pleasurable; (2) people are kept in check by their









social bonds and attachment to society; and (3) weakened social bonds free people to engage in

antisocial but personally desirable behaviors (p. g. 123).

One important aspect of Social Control theory is attachment or social bonds. Attachment

or social bonds provides a unique framework for considering the development of conduct

disorder and delinquency in that it offers a macroanalytic, developmental and organizational

perspective, incorporating behavioral, cognitive and affective aspects of the developing child' s

development (Hill & Maughan, 2003). This experience sets the foundation for adolescent

psychological development in regards to family and peer associations. However, the time

spent with parents in the early years can serve to form positive attachments, which lay the

foundation for healthy psychological development and prosocial behavior in girls. Warr (1993)

asserted among adolescents with strong bonds to their parents, the potential loss of parental

approval or affection may be sufficient to deter delinquency even when the pressure from peers

is intense.

Parent-Adolescent Relationships

Hall (1904) described adolescence as a time of storm and stress for both the adolescent and

their parents. Hall (1904) noted that adolescence is a time when "the wisdom and advice of

parents and teachers is overtopped, and in rude natures they may be met by blank contradiction"

(p. 79). He asserted that this was due in part to "parents who still think their adolescents are

mere children, and tighten the rein when need to loosen it" (Arnette, 1999, p.384). This can be

difficult for an adolescent, who is already going through a period that is defined by a search for

individuation and autonomy. Arnette (1999) defines these three key elements of storm and stress:

*Conflict with parents. Adolescents have a tendency to be rebellious and to resist adult
authority. In particular, adolescence is a time when conflict with parents is especially high.










* Mood disruptions. Adolescents tend to be more volatile emotionally than either children
or adults. They experience more extremes of mood and more swings of mood from one
extreme to another. They also experience more frequent episodes of depressed mood.

* Risk Behavior. Adolescents have higher rates of reckless, norm-breaking, and antisocial
behavior than either children or adults. Adolescents are more likely to cause disruptions of
the social order and to engage in behavior that carries the potential for harm to themselves
and/or the people around them.

For the purpose of this study, research concerning parent-adolescent conflict and risk behavior,

more specifically, delinquency of girls will be discussed in the following sections.

Lawrence Steinberg (2001) summarized 25 years of research on parent-adolescent

relationships. Steinberg attempted to answer two questions: (1) What defined a normal family to

include parental conflict, and (2) how does this relationship affect the development of the

adolescent. Steinberg (2001) goes on to state:

the answer to the first question depends on what is meant by conflict and more
importantly, from whom one gathers data. There is a need for a new perspective on the
family, one that states that parents and adolescents bring to their relationship with each
other. With regard to the second question, it is argued that there is enough evidence to
conclude that adolescents benefit from having parents who are authoritative; warm, firm,
and accepting of their needs for psychological autonomy (p. 11).

He also stated that because of these two facts it would be beneficial for parents to be

educated about adolescence from a holistic point of view which would include several

organizations such community agencies, mental health, healthcare care organizations.

Parental-Adolescent conflict

Parental and adolescent conflict has been shown to be an important factor in the

development of juvenile delinquency. Although researchers have offered varying explanations

for underlying processes it has been hypothesized that conflict transforms the unilateral parent-

child relationships of middle childhood to the more material relations of late adolescence and

young adulthood (Smetana & Gaines, 1999). Research has indicated that aversive adolescent

relationships and in particular high levels of adolescent-parent conflict predict a range of









psychosocial problems during adolescence including drug and alcohol abuse, delinquency, and

premarital sexual relations (Smetana, Abernathy, & Harris, 2000).

There is a growing body of research on parent-adolescent conflict and its effect on

adolescent development, delinquency (Smetana & Gaines, 1999; Arbona & Powers, 2004;

Conger & Ge, 1999). McGue, et al., (2005) studied 1,330 eleven-year-old twins who completed

a self-report measure of conflict and aspects of warmth in the parent-child relationships. Three

years later, 1 177 of the twins completed the study. They reported that between the ages of 1 1-

14, parental warmth decreased, whereas parental conflict increased significantly. They also

noted that the changes were significantly greater for girls than boys. The parent-child

relationship was assessed using the Parent Environment Questionnaire (PEQ) at both the intake

assessment and follow up assessment. Their overall finding was that gender moderated changes

over time for the PEQ scales for conflict, regard for parent and regard for child.

Allison and Shultz (2004) reported similar results when they studied a group of 356

adolescents in grades 6, 7, and 8. Using the Issues Checklist (Printz, 1979), they reported that

conflict increased between grades six through eight and peaking at age seven. They also noted

that "there was considerable variation in both the frequency and intensity of conflict across

specific issues" (p. 101). Allison and Shultz (2004) noted that it is important to study early

adolescence which had been previously associated with relational changes in the family

including heightened levels of conflict between young adolescent and their parents. Their

sample consisted of 165 males and 192 females.

Smetana and Gaines (1999) studied 95 African American adolescents between 11 and 14

year olds and their parents. They wanted to assess the level of parent-adolescent conflict using

the Issues checklist (Printz et al., 1979). Parents were also assessed using the Children's Report









of Parent Behavior Inventory (Schafer, 1965). Family decision-making and attachment to

parents were also assessed. They reported that parent-adolescent conflicts were relatively high

but more intense for girls. They also noted that the number of conflicts and adolescent

concession to parent' s demands were predicted by their relationship with both parents and their

demographic background.

Synder, Cramer, Frank, and Patterson (2005) reported that ineffective maternal discipline

and hostile attribution predicted growth in child conduct problems both at home and at school.

Their study consisted of 134 boys and 132 girls from a community sample. The Child Behavior

Checklist (Achenback, 1991) was used to assess child behavior. Teachers assessed child

behavior using the teacher report of child behavior (Achenback, 1991). Parent child interaction

was coded using the Family Peer Process Code (FPP, Stubbs, Crosby, Forgath, & Capaldi,

1998). None of these studies researched girls exclusively.

Parental Involvement

Although adolescence is a period when adolescents began to form stronger bonds with

their friends, while disengaging with their parents, this is also an important time when they

began to make important life decisions regarding their future and transition into adulthood.

Studies have shown that parents who are involved in their children's life early on tend to

continue these types of relationships during adolescence (Lerner & Steinberg, 2004). Flouri and

Buchanan (2002) reported that parent involvement during adolescence predicted closeness

during adolescence, with strong links between early father involvement and closeness to father at

age 16 for girls

Communication

One aspect of this relationship is the amount of communication that exists between parent

and their adolescent. Several studies have predicted that communication and poor parenting










practices predicted conduct problems (Cole, Dodge; Daddles, Sanders, Morrison, & Rebgetz,

1992). There are other similar studies that have researched the parenting environment, which

included the amount of communication that exists in the families. Hill and Bush (2001)

examined 94 boys and girls to determine if parent environment was a predictor of conduct

problems. They assessed parenting environment using the Child Behavior Report of Parenting

Behavior Inventory (Shafer, 1965). Parent environment consisted of parental discipline and the

affective relationship. Family communication was also assessed using the expressiveness scale.

Hill and Bush (2001) reported that parenting and family interaction patterns were associated with

children's' anxious symptoms and conduct problems. There were also differences in how girls

related to their mothers and fathers with girls showing a strong relationship to their mothers.

Caughlin and Ramey (2005) studied 57 adolescents, ages 13 to 16 to determine the effect

of the demand/withdraw patterns of communications in adolescent dyads. The overall goal of

this study was to determine if and when the demand/withdraw interaction occurred and how this

affected the communication between the parent and adolescent. Their findings indicated that

when parents make demands from adolescents they tend to withdraw and at higher level than

when the communication is vice versa. Two measures were used to assess the demand withdraw

behaviors of the parents and their adolescents. The first was through the use of outsider ratings

and the second was through post conversation reports of demand and withdraw. Their findings

are important because adolescents tend to withdraw during this period in an attempt to gain their

freedom and develop autonomy. Examining the communication styles of parents and

adolescents is important because this may affect who they consult when faced with decision-

making.









Parent-Child Relationships and Delinquency

Adolescent delinquent girls are all affected differently by parental-adolescent conflicts, and

degree of parental involvement. If delinquent girls and their parents have a conflictual

relationship they are more likely to internalize these conflicts which can lead to externalizing

behaviors and mental health issues such as depression (McCabe, Lansing, Garland, & Hough

(2002). Delinquent girls have been shown to turn to their peers for support when they do not feel

supported by their parents or their parents are not involved in their life (Maughan & Hill, 2003).

Parent-child relationships have been studied in great detail (for review see Connor, 2002:

Steinberg 2001). What is important now is to identify specific aspects of these relationships that

may promote or deter criminal decision making of delinquent girls.

Peer Influence

It is widely known that adolescence is a time when peer friendships become more

important as they seek autonomy and freedom from their parents. Girls' friendships have been

shown to be more important to them than they are to boys and they tend to have more friends

than do boys (McCarthy, Felmlee, & Hagan, 2004). Past research has often tried to clarify

whether parents influence peer association or whether peers influence each other regardless of

the parental relationship (Collins & Laursen, 2004). Adolescents often tend to associate with

peers who have similar goals and interests whether they are positive or negative.

Peer affiliations and influence have been shown to contribute to delinquent behavior in

girls. Adolescents tend to seek support from peers when parental support is absent (Baumrind,

1991). Gilligan (1982) conducted research that revealed girls' sense of identity is developed

through and because of their relationships. Same-sex relationships are of more importance to

girls than they are to boys. Due to this, adolescent girls go to great lengths to conform to the

norms of a peer group to which they wish to belong (Lecroy & Daly, 2001). McCarthy,









Felmlee, and Hagan (2004) assert that youth from both genders value the support and intimacy

that their friendships provide. They go on to note that females consistently report that they

spend more time with friends, expect and receive more kindness, commitment and empathy from

them, and have a more open, intimate and disclosing relationships (p. 809). In their study of 563

girls in grades nine through twelve they assessed the level of closeness and intimacy in these

relationships. They report that the relationship between female dominated friendship networks

and presence of property crime was negative and significant. This supports the belief that if a

girl has female dominated friendships, she is less likely to engage in criminal behavior.

Relationships were strongest for girls who were in school and weakest for those who lived on the

streets. Their findings implicated that peer influence was not as strong for girls as it was for

boys. However, this raises the question of whether girls whose primary network consists of boys

are more likely to engage in criminal decision-making.

Girls may be more influenced by deviant friends and peers than boys because they value

social relationships more than boys and because their friendships are characterized by more

intimacy and closeness than boys (Maughan and Hill, 2003). Therefore peer association for

delinquent females may play an important role in predicting delinquency if the adolescent

associates with delinquent peers.

Adolescent girls tend to mature at a quicker rate than do males. Mature delinquent girls

often associate with older peers and have older romantic partners. This exposes these girls to

alcohol, drugs, and the club scene, which are some areas that they would not have otherwise

been as readily available to them. Research has shown that there is a link between mature and

developed delinquent females and their association with delinquent males. Caspi et al., (1987)










reported that early maturing girls experience higher levels of delinquency in mixed sex schools

than they do in all-female schools where exposure to males was absent.

Agnew and Brezina (1997) also reported that girls who associate with male friends are at a

greater risk of delinquency than are females who do not. Theorists have speculated that these

delinquent girls represent a key link in the intergenerational transmission of male criminality, as

they often associate romantically with antisocial men, become teen mothers, and show poor

parenting abilities that increase the risk for disruptive behavioral development among their

offspring (Capaldi, Kim, & Shortt, 2004). Silverhorn and Frick, (1999) noted that there may be

important gender differences in the development of disruptive behavior problems, leading

investigators to argue that better attempts are needed to understand the early nature and course of

these problems among girls.

Decision-Making

Adolescent Decision-Making

Some have argued that adolescents have the decision-making competence of adults

(Steinberg & Scott, 2003) and that they should be held accountable for their actions in the same

manner that an adult is. Decision-making can be defined as the process of making choices

among possible alternatives. Gardner and Steinberg (2005) noted,

"It is assumed that adolescents have more opportunities to engage in risky taking

behaviors with peers because this is a period when they tend to spend more time with their peers.

Further support for the heightened peer effects on risky behavior during adolescence comes from

the additional finding on the risky-shift. Although a number of researchers have found that risk-

taking tendencies are greater when individuals are in groups than when along, several studies

have found the opposite to be true" (p. 328). Evans, Brown, and Killian, (2002) assert that









adolescent decision-making skills, are complicated by many factors such as family structure,

socioeconomic class, religiosity, and race/ethnicity.

Decision-Making Competence

There are several studies and reviews on the development of adolescent decision-making.

Mann, Harmoni, and Power (1989) discussed the development of competence in decision-

making of adolescents. Their review focused on cognitive aspects of decision-making and nine

indicators of competence: choice; comprehension; creativity; compromise; consequentiality;

connectedness; credibility; consistency; and commitment. They reported that by the age of 15

many adolescents show a reliable level of competence in metacognitive understanding. They

also noted "barriers to achieving competence in decision-making during adolescence include

attitudinal constraints (e.g. beliefs about the proper age for making decision), peer group

pressures to conformity, breakdowns in family structure and functioning, and restricted legal

rights to make important person decisions" (p. 265).

In a similar study, Ormond, Luszcz, Mann, and Beswick (1991) examined early and

middle adolescents' metacognitive knowledge of decision-making. They reported that middle

adolescents have a high understanding of what is involved in decision-making. Correlations

were found between metacognitive knowledge of decision-making, decision-making style and

performance. Their sample consisted of 43 adolescents and was assessed using the Flinders

Adolescent Decision-Making Questionnaire. On the contrary, Byrnes (2003) posited that

although the literature on adolescent decision-making is too sparse to be conclusive at present,

there were some deficiencies with the decision-making of adolescents in comparison to adults.

He did find that adolescents' decision-making competence was less than that of adults in certain

areas such as advice seeking, evaluation processes, adaptive goal setting, and learning but similar

in areas such as knowledge of options and responses to certain moderating factors.









Criminal Decision-Making

Fried and Reppucci (2001) researched the criminal decision-making of 56 adolescents

between the ages of 13 to 18. They examined the role of several psychosocial factors such as

temporal perspective, peer influence, and risk perception using the Criminal Decision-making

Questionnaire, which they designed for this study, Berndt' s (1979) Vignettes of Peer Influence,

Benthin, Slovic, and Severson's (1993) Scale of Risk Perception. They reported that youths who

were detained were more likely to think of future-oriented consequences of engaging in the

depicted delinquent act and less likely to anticipate pressure from their friends than youths who

were not detained. They also reported that criminal responsibility and culpability were

predicted by age and ethnicity.

Research on adolescents and the influence of peers on decision-making is sparse. Gardner

and Steinberg (2005) noted that there was only one prior study that examined the effect of peer

pressure on orientation towards risk. In their study of 306 adolescents and young adults, they

wanted to determine if peers had an effect on the decision-making of adolescents in comparison

to adults. Risk-taking was assessed with a game called Chicken, a game that assesses risk-taking

behavior in the present moment (Sheldrick, 2004). Risk preference was assessed using the

modified version of the Benthin Risk Perception Measure (BRPM; Benthin, Slovic, and

Severson, 1993). Risky decision-making was assessed via the Youth Decision-Making

Questionnaire (YDMQ; Ford, Wentzel, Wood, Stevens, and Siesfeld, 1990). They reported the

following findings: (a) that risk taking and risky decision-making decreased with age; (b)

participants took more risks, focused more on the benefits than the cost of the risky behavior, and

made riskier decisions when in peer groups than when alone; and (c) peer effects on risk taking

and risky decision-making were stronger among adolescent and youths than adults" (p. 625).









The authors feel this demonstrates that adolescents are more likely to engage in risky

behavior when in groups than when alone and that they make more risky decisions than do

adults .

Several studies have examined the effects of family influences/processes but very few

examined decision-making and the effects of the parent-adolescent relationship and peer

influence. Brown and Mann (1990) examined the relationship between family structural and

process variables (cohesion, parent-adolescent communication, parental conflict resolution and

adolescent family decision-making. High family cohesion, good adolescent communication and

sound parental conflict resolution were all related to sound decision-making in adolescents.

Ferrari and Olivetti (1993) examined the relationship between adolescent females' perception of

parents' authority and their own tendency toward decisional procrastination. Parenting style was

found to influence adolescent decision-making ability. Authoritarian style was a predictor of

indecision tendencies of the daughters. Jacobs and Bennett (1993) researched the decision-

making of adolescent in one and two parent homes. They were interested in finding out who the

adolescent would seek out for support when two parents were involved.

Summary

There is now, more than ever a need for prevention, intervention and treatment of

delinquent adolescent girls. Once engaged in the juvenile justice system, adolescents and their

parents have not been very successful in extracting themselves from the continuing cycles of

probation and incarceration of the adolescent (Kazdin, 1993; Bloom 2002). As previously

discussed, adolescent girls who are at-risk for delinquency have poor outcomes (Cheney-Lind &

Shelden, 1998; Mouzakitis, 1981; Belknap, Winter, & Cady, 2001). Few studies conducted

have researched girls exclusively. There are also more services for delinquent males with

psychological issues (Bloom, 2002).









In reviewing the literature on delinquent adolescent females it was noted that delinquent

females are more affected by factors such as environment and parenting style (Funk, 1999; Kim

& Fendrich, 2002; Lenssen et al., 2002, & Loper) peer association (Maughan & Hill, 2003) and

parent-adolescent relationship (Smetana & Gaines, 1999; Laursen, 1995). However, there is a

lack of research that has exclusively examined factors related to criminal decision-making in

adolescent females. This study aims to fill some of those gaps to better inform treatment

planning and program development in hopes to reduce the number of girls being committed to

the juvenile justice system.









CHAPTER 3
METHODOLOGY

Statement of Purpose

Freid and Reppucci (2001) noted that there is a need to focus on factors that increase

criminal decision making of adolescents. The maj or purpose of this study will be to examine the

relationship of parent-adolescent relationship, peer group influence, and their moderating effect

on the criminal decision making of female juvenile delinquents. Due to the lack of services, the

rise in offending and reoffending, there is a need to understand and research skills such as

decision making, which has such a big impact on the life of an adolescent. It is hoped that this

study will inform practice that will individualize treatment for girls, which will prove to be time

and cost effective.

Research Design

This cross-sectional study will use data collected from girls who are delinquent and

currently incarcerated. They will be asked to complete a battery of surveys. The youths will be

surveyed using the following instruments: the Parent Environment Questionnaire (PEQ) (Elkins,

McGue, & Iacono, 1997), the Decision-Making Questionnaire (DMQ) (Polk & Evans, 1999),

and Berndt' s Vignettes of Peer Influence (BVPI) (Berndt, 1979).

Participants

Girls from a residential facility in Georgia were recruited for this study. A nonrandomized

convenience sample will be obtained within a three-week period. All of the girls have been

adjudicated by the court to the Macon YDC program and will be asked to complete the surveys.

Although participation is anonymous, age and race will be requested from each participant.

Tentatively, 125 participants at the Macon Youth Detention Campus will be administered the

assessments. Although several facilities throughout Alabama, Georgia, Florida, North Carolina,









South Carolina were called to receive permission to use the girls at their site in this study, only

Macon YDC, through the Georgia's Commissioners Office, gave permission to use their

facilities. Macon YDC is the largest and the only girl facility available in Georgia.

Research Variables

The variables in this study will be measured by three questionnaires and demographic

information. The independent variables include (1) Parental-Adolescent Conflict, (2) Parental

Involvement, and (3) Peer-Influence. The measured variables used to quantify the independent

variables include (1) Parental-Adolescent Conflict subscale of the PEQ, (2) Parental Involvement

subscale of the PEQ, and (3) Peer Influence subscale of the BVPI. The dependent variable is

decision-making, which is measured by the Decision-Making Questionnaire.

Data Collection Procedure

Upon approval from the Institute of Research Board (IRB), girls who are delinquent and

have been adjudicated by the office of the State Attorney and local law enforcement who reside

at the residential facility will be asked by the researcher to complete a set of surveys. The study

participants will be given information explaining the study and the purpose of the study. They

will be informed of potential risks and benefits as a result of their participation in this study.

Prior to administering the surveys the participants will be asked to sign a consent form. Since

the participants are wards of the state, parental consent will not be required in order for the girls

to participate in the study. The participants will also be advised that their participation in the

study is voluntary and will not have any impact on their status in the program if they chose not to

participate.

All data will be collected solely by the researcher, with assistance from the residential

facility staff for order. Due to confidentiality, the staff will not administer or have any

involvement in the administration of the surveys. The questions will be read aloud to assist those










participants who have difficulty reading or comprehending the questions. Each participant will

have a packet that contains the PEQ (Elkins, McGue, & Iacono, 1997), the DMS (Polk & Evans,

1999), BVPI (Berndt, 1979).

Instrumentation

In this section, I provide information regarding the instruments included in my study;

Parent Environment Questionnaire, Decision-Making Scale, Berndt' s Vignettes of Peer

Influence.

Parent Environment Questionnaire (PEQ)

The PEQ is a 50-item self report inventory developed by Elkins, McGue, and lacono,

(1997). The scale was normed using 672 individual twins who were clients between 1990 and

1994. According to Elkins et al., (1979), the Minnesota Twin Family Study is a longitudinal

study that was developed to identify genetic and environmental factors that influence the

development of substance abuse and associated psychological disorders (p. 352). The sample

was randomized and split into two groups to correct for interdependence of observations. The

twins completed two sets of ratings for each parent.

The inventory measures conflict, parent involvement, regard for parent, regard for child

and structure and responses are based on a four point scale. The parent conflict and parent

involvement subscale consist of 12 items each. The involvement scale assesses the level of

communication between the parent and adolescent and the level of conflict between the parents

and their adolescent. Reliability for conflict was .82, for involvement .74, parental regards .75,

and regard for child.

Elkins et al., (1997) noted:

During the PEQ's development, the results of a factor analysis by Auke Tellegen on
data from 272 parents were used to reduce the PEQ's length from 93 to 50 items per
relationship. The 50-item version was subsequently used for the female intake and first









male follow-up assessments. Although all male intake twins and parents received the 93-
item version, in the interest of comparability between studies, only responses to the 50
items currently being used in the female intake and male follow-up studies were submitted
to a series of new principal components factor analyses with varimax rotation. The goal of
these analyses was to identify the factor structure which best characterized the data, in
order to apply the same set of factors to data from different reporters (p. 352).

Decision-Making Questionnaire (DMQ)

Polk and Evans (1999) developed the DMS for use in a nationally funded study, which

evaluated youth prevention proj ects. A group of researchers developed this scale based on

current research and the adolescent decision-making literature (Evans et. al, 2002). The items

were standardized using a population of youth involved in the youth prevention study. An open-

ended question at the beginning of the scale asks the respondents to state a recent maj or decision

and rate the decision based on the questions in the scale. Items and subscales were developed

from the decision-making constructs, which consisted of evaluating decisions, decision making

efficacy, generating options, and considering consequences (Evans et al., 2002). These items

measure the quality of decision-making of adolescents based on these subscales.

This instrument consists of 17 questions and contains 3 subscales of decision-making. To

assess the internal reliability of the decision-making scale, a Cronbach' s alpha analysis was

conducted using the current sample. The analysis revealed an alpha level of .80. The first

subscale is generating options and considering choices. The Cronbach's reliability analysis on

the eight-item subscale revealed an alpha level of .71. The second subscale was evaluation of

decision-making. This subscale consisted of four items and had a Cronbach's alpha of .74. The

third subscale was decision-making efficacy and it had a Cronbach's alpha of .67.

Berndt's Vignettes of Peer Influence (BVPI)

The BVPI contains 30 situations in which there are scenarios given which are prosocial,

antisocial, or neutral, and the participants determine what their course of action would be. Some









of the questions are one sentence, while some are longer. The study was randomized with a

sample of 9000 children and adolescents between the ages of 9 and 18. The students were

selected from schools in a city of middle class residents. The participants were first asked to

evaluate 10 antisocial actions, such as taking candy from a store without paying. They

responded on a 4-point scale ranging from not bad at all to very bad.

The assessment measures three types of behavior: antisocial, prosocial, and neutral.

According to Berndt (1979), there were 10 items for each subscale. The antisocial subscale

consisted of destruction of property, stealing, trespassing, and cheating. Neutral items consisted

of choices about sports, hobbies, entertainment, and places to eat. The prosocial scale consisted

of doing community service and helping others. The internal consistency of the measures was

assessed with split-half reliability coefficients, corrected by the Spearman-Brown formula.

Average reliability was .81 for antisocial conformity, .61 for neutral conformity, and .07 for

prosocial conformity and should be interpreted with caution.

Support for the BVPI has been established by Freid and Repucci (2001). They

investigated the criminal culpability of delinquent adolescents and decision-making. The

Cronbach's alpha for their study was .74 for antisocial behavior.

Research Questions Hypotheses

Is there a positive association between the level of decision-making demonstrated by girls
who are delinquent and the level of parental involvement of their parents?

H1: There is no statistically significant association between the level of decision-
making and the parental involvement of the girls who are delinquent and their
parents .

Is there a positive association between the level of decision-making demonstrated by the
girls who are delinquent and level of parent-adolescent conflict?

H12: There is no statistically significant association between the level of decision-
making and level of parent-adolescent conflict.











*Is there a positive association between the level of decision making demonstrated by girls
who are delinquent and the extent to which they are influenced by their peers?

H3: There is no statistically significant association between the level of decision-
making and level of antisocial, neutral, or prosocial influence of their peers


Data Analysis

Multiple regression analyses will be used to assess the contribution of three variables to

predicting girls who are delinquent quality of decision-making. The three variables are as

follows: Parental involvement, parental conflict, and peer influence. All three hypotheses will

be analyzed via multiple regression and reliability estimates will be determined. The analysis

necessary for answering the questions and hypotheses posed for this study, the three scales used

in this study (PEQ, DMQ, BPVI) were submitted to reliability analysis to confirm subscales for

this population. To determine if there are relationships between the predictor variables a Person

R Correlation will be executed in SPSS.

In order to assess the capacity of the data to be in line with the normality assumptions of

multiple regressions, the data will be subj ected to tests of skewness and kurtosis. Results of

these analyses will indicate that the assumptions for multivariate normalcy will be met.

The results and implications from this study must be assessed within the limitations of this

study. This study is exclusively females due to the fact that very little research has been

conducted specifically on girls' decision-making as it relates to parent-adolescent relationship

and peer influence. However, the theories used in this research have been generalized to

females. Also, due to the fact that there is limited access to girls who are incarcerated or

delinquent, the population sample will be relatively limited.









CHAPTER 4
RESULTS

The purpose of this study was to assess the influences the parent-adolescent relationship

and peer influence variables have on the quality of decision making of adolescent girls who are

delinquent. My study sought to determine the relationship of the level of decision making of

girls who are delinquent and the following variables: (a) level of parental conflict, (b) level of

parental involvement, and (c) peer influence.

In this chapter, the outcomes related to data collection, data analysis, and results are

discussed. Descriptive data are provided where possible. Reliability coefficients for the Parent

Environment Questionnaire (PEQ), Decision Making Questionnaire (DMQ), and Berdnt's

Vignettes of Peer Influence (BVPI) are reported. Finally, outcome analyses of the research

hypotheses posed in this study are discussed.

Data Collection and Response Rate

Participation was voluntary and all participants were not required to provide informed

consent because they are wards of the state. They were fully informed that their lack of

participation would not affect their status in the program. A total of 124 girls were asked to

complete the surveys and 22 declined to participate. The girls filled out the surveys at their own

pace but the surveys were read aloud. It took participants approximately 45 minutes to

complete the instruments and the study was conducted in accordance with ethical guidelines. A

minimum criterion of 97 completed packets was required to achieve the power to detect

statistical significance in analysis of the data.

The final sample consisted of 102 female adolescents from the Macon Youth Detention

Campus with a mean age of 16.09 (SD = 1.29). The sample was primarily African American,









59.8 (N = 61), followed by Caucasian, 22.6% (N = 23), Latino 8.8% (N = 9), and Other, 8.8% (N

= 9) (Table 4-2).

Measures Data

Tables 4-1 and 4-2 describe the age and ethnic background of the study participants. Prior

to commencing the analysis necessary for answering the questions and hypotheses posed for this

study, the three scales used in this study (PEQ, DMQ, BPVI) were submitted to reliability

analysis to confirm subscales for this population. While it was presumed the scales and

subscales would confirm previously identified reliability statistics, it was also acknowledged that

validity and reliability are situation and person specific and a scale might be valid and reliable

for one group of subj ects but might not be valid and reliable for another.

Decision Making Questionnaire (DMQ)

The DMQ (Polk & Evans, 1999) is a 17-item measure of decision-making. This measure

contains items that evaluate decision-making, decision-making efficacy, generating options, and

considering consequences. Each item is rated according to the extent that it is used by the

participant in making an important decision concerning a recent problem or issue in their life.

The following designations apply: a rating of "1" represents that the decision making item is

"not true for me"; a rating of "3 represents that the decision-making item is "sort of true for

me"; and, a rating of "5" represents that the decision-making item is "true for me." The mean

score summed score for decision-making was 27.05 and with a standard deviation of 5.01. The

maximum score was 85 with a minimum score of 17.

Parent Environment Questionnaire (PEQ)

The Parent Environment Questionnaire (1997) is a 50-item measure of the relationship

between parents and their children. Participants rated aspects of their relationships on a 5-point

likert type scale ranging from "1" indicating "definitely true" to "4" indicating "definitely false".










This item contains four subscales that measure parental involvement, parental conflict, regard for

parent, regard for child, and structure. The participants are asked to respond to the questions

based on their relationship with their parents separately. For the purpose of this study, parental

involvement and parental conflict were the only sub scales analyzed for this study. Due to low

reliability of parent regard for child and child regard for parent in a previous study, the parental

involvement and conflict subscale were the only subscales analyzed for the study. The mean for

parental conflict was 18.87 (SD 5.03) for the responses concerning their mothers and 16.43 (SD

5.53) for their fathers. The mean score for parental involvement was 20.68 (SD 3.78) for the

responses concerning their mothers and 18.51 (SD 4.42) for their fathers.

Berdnt's Peer Influence Vignettes (BPIV)

The BPIV is a 30-item measure of antisocial, neutral, or prosocial peer conformity. The

questions are based on a likert type scale that ranges from "not certain" to "absolutely certain".

The antisocial subscale contains 9 questions, which measure the degree of negative peer

influence. The maximum score is 54 with a minimum score of 9. The mean for antisocial

conformity was 32.59, with a standard deviation of 5.85. The prosocial subscale contains 9

questions with a maximum score of 54 and minimum score of 9. The mean for prosocial

conformity was 24.90, with a mean of 5.21. The neutral subscale contains 8 questions with a

maximum score of 48 and minimum score of 8. The mean for neutral conformity was 22.14,

with a standard deviation of 5.92.

Reliability Estimates for the DMQ, PEQ, and BPIV

Internal consistency for three measures was calculated. Cronbach's alpha was utilized to

evaluate the scale items on the three instruments. The formula used was










k 'S item
a= 1-s
k- 1 S instrument


Coefficient alpha values range from 0 to 1, with 1 being a perfectly consistent measure.

Internal consistency for each subscale of Berdnt' s Vignettes of Peer Influence was

calculated. The value achieved for Antisocial Behavior was .71. This value is similar to the

previously reported alpha of .74. This finding indicates that approximately 71% of the variance

on the subscale was attributed to true score variance. The value achieved for peer influence was

.64 indicating that approximately 64% of the variance on the subscale was attributed to true score

variance. This value is close to the previously reported value of .71.

Internal consistency for the DMQ was calculated. DMQ scores in the present study yielded

a Cronbach's alpha = .68. This was also comparable to reliability statistics reported in the

original study and thus supported those findings of .71. This finding indicates that

approximately 68% of the total score variance was from true score variance. Also indicated is

the consistency of participants' responses across items on the DMQ.

Internal consistency analyses were conducted for the PEQ subscales of parent conflict and

parent involvement in the current study. For both subscales, participants completed a set of

answers for both their mother and their father. For the parent conflict subscale, analyses

revealed a Cronbach's alpha = .90 when participants filled out the inventory for their fathers and

alpha = .85 when filling out the inventory for their mothers. For the parent involvement

subscale, alpha = .78 when participants filled out the inventory for their mothers and alpha = .85

when participants filled out the inventory for their fathers. This supported the reliability findings

in previous studies of .75 and .71.









Preliminary Analyses

Pearson Product Moment correlations, using a criterion level of .05 (2-tailed), were

computed between decision-making and each of the predictor variables in an attempt to confirm

that the relationships were in the predicted directions.

For parental involvement, neither mothers' nor fathers' involvement was significantly

correlated with decision-making. Additionally, for parental conflict, neither mothers' nor

fathers' involvement was significantly correlated with decision-making.

Finally, when looking at peer influence, peer neutral influence was significantly positively

correlated with decision-making (r = 0.20, P < .04), which was in the predicted directions. On

the other hand, peer pro-social influence and antisocial influence were not significantly

correlated decision making, which was not in the predicted directions. See Table 4-7.

Regression Analyses

In order to assess the capacity of the data to be in line with the normality assumptions of

multiple regressions, the data was subj ected to a test of skewness and kurtosis. Results of these

analyses indicate that the assumptions for multivariate normalcy were met. All skewness and

kurtosis estimates for the variables fell between 1 and -1 except for the parent conflict subscale

filled out for fathers, which had a kurtosis value of 1.578 and skewness of 1.348.

Hypothesis 1

Linear regression analyses were conducted to determine if the predictor variable (parental

involvement) would influence delinquent adolescent females' ratings on the criterion variable

(deci si on-m aki ng). Separate regression analyses were conducted for mother and fathers parental

involvement ratings.

Hypothesis one stated there is no statistically significant association between an

adolescent' s level of decision-making and the reported level of parental involvement by the









adolescent. There was not a significant association for either father involvement F(1, 102) =

1.17, p < .28 (R2 = .012) nor for mother involvement F(1, 102) = 0.26, p < .26 (R2 = .003)

concerning quality of decision making. The standardized beta coefficient for the parental

involvement for the father (f = 0. 108) was in the positive direction, but was not significant t(102)

= 1.08, p < .282. The standardized beta coefficient (f = 0. 120) for parental influence for the

mother, t(102) = -.512, p < .61, was in the negative direction and also was not significant.

These findings indicated that there is not sufficient evidence to conclude that there is a

relationship between parental involvement and level of decision-making. See table 4-3 for this

analysis.

Hypothesis 2

Linear regression analyses were conducted to determine if the predictor variable (parental

conflict) would influence delinquent adolescent females' ratings of the criterion variable

(decision making). Separate regression analyses were conducted for mother and fathers ratings.

Hypothesis two stated there is no statistically significant association between an

adolescent' s level of decision-making and the reported level of parental conflicts between the

parents and their adolescents. Their was not a significant association for either father conflict

F(1, 102) = 2.60, p < .11 (R2 = .025) or mother conflict F(1, 102) = 3.24, p < .08 (R2 = .031)

concerning quality of decision making. The standardized beta coefficient for the parental

conflict for the father (f = 0. 159) was in the positive direction, but was not significant t(102) =

1.61, p < .110. The standardized beta coefficient (f = 0. 177) for parental conflict for the mother,

t(102) = 1.80, p < .08, was also in the positive direction and was not significant. These findings

indicated that there is not sufficient evidence to conclude that there is a relationship between

parental conflict and quality decision-making. See table 4-4 for this analysis.










Hypothesis 3

Linear regression analyses were conducted to determine if the predictor variable (peer

influence) would influence delinquent adolescent females' ratings of the criterion variable

(decision making). Separate regression analyses were conducted for the three types of peer

influence (pro-social, neutral, and antisocial).

Hypothesis three stated there is no statistically significant association between an

adolescent' s level of decision-making and influence of their peers. There was a significant

association between Neutral peer influence and quality of decision making, F(1, 102) = 4.3 5, p <

.04 (R2 = .042). Both pro-social peer influence, F(1, 102) = 0.84, p < .36 (R2 = .008) and

antisocial peer influence, F(1, 102) = 0.54, p < .46 (R2 = .005), were not significant predictors of

decision making. The standardized beta coefficient for neutral peer influence (f = 0.204) was

significant, t(102) = 2.09, p < .04 and in the positive direction. The standardized beta coefficient

for pro-social peer influence (fl = -0.092) was not significant, t(102) = -.921, p < .36 and in the

negative direction. Similarly, the standardized beta coefficient for antisocial peer influence (f =

0.074) was not significant, t(102) = 0.736, p < .64 but was in the positive direction. Both the

findings for pro-social and antisocial peer influence supported the given hypotheses. The null

hypothesis for neutral peer influence was rej ected. See table 4-5 for this analysis.

Table 4-1 Age of participants
Age Frequency Total Percent
12 3 2.9
13 3 2.9
14 10 9.8
15 15 14.7
16 33 32.4
17 34 33.3
18 7 6.9










Table 4-2 Ethnic Background
Ethnic Background Frequency Total Percent
African American 61 59.8
Latino American 9 8.8
European American 23 22.6
Other 9 8.8

Table 4-3. Regressions
Predictor Variable Beta R2 t F
Model 1
Mother Involvement -.051 .108 -.512 .26
Father Involvement .108 .012 1.081 1.17
Dependent variable: Decision-making
* p < .05, ** p <.01

Table 4-4. Regressions
Predictor Variable Beta R2 t F;
Model 1
Conflict with Mother .177 .031 1.801 3.24
Conflict with Father .159 .025 1.61 .260
Dependent variable: Decision-making
* p < .05, ** p <.01


Table 4-5. Regressions
Predictor Variable
Model 1
Peer antisocial


Beta


.74

.22
-.092


.005

.042
.008


.736

2.03
-.921


.541

3.24*
.359


Peer neutral
Peer prosocial


Dependent variable: Decision-making
* p < .05, ** p <.01










Table 4-6 Intercorrelations
Variable 1
1. Conflict -
with mother


2 3 4 5 6 7 8 M
18.87


SD
5.03


2. Conflict
with father


16.43 5.25


3. Mother
involvement



4. Father
involvement


.264 -.39


20.68 3.78


.072 -.67 -.051


18.51 4.42


5. Peer
antisocial



6. Peer
prosocial


-.191





.20


32.59 4.42


-.02 -.14 -.01


24.93 5.21


.23


7. Peer neutral


.112 -.04


22.14 5.92


.03 .20* .14 .26 *


8. Decision
making


.17 .159 -.09


-27.05 5.01


Means, Standardddd~~~~~~dddddd Deiainsnd Inter-correla~tions among( u sufliL t n ithr mother, u sufjliL t n ilhl
father, mother involvement, father involvement, peer antisocial, peer prosocial, peer neutral and
decision making p < .05, ** p <.01









CHAPTER 5
DISCUSSION

Adolescent girls now make up the fastest growing segment of the juvenile justice system

and have forced a shift in focus for law enforcement, social services, and others involved with

adolescent girls (Scahill, 2002). The purpose of my study was to determine if there is a direct

relationship between the quality of decision-making of juvenile delinquent females and the

quality of parent-adolescent relations, plus the influences, positive or negative, of their peers.

More specifically, does a poor relationship with family, particularly parent or parents, or

associations with peers, who exert negative influences, or both, contribute to poor decision-

making by girls who are delinquent.

This chapter describes the contributions of the current investigation. First the limitations of

my study are discussed. Then, the implications of the Eindings of my study along with

recommendations for future research are outlined. The chapter concludes with a summary.

Limitations of the Study

Although the Eindings of my study provide information that both supports and challenges

prior theories and research outcomes, the results and implications drawn from my study must be

assessed within the context of the study' limitations. These limitations include, but are not

limited to, comprehension issues, generalizability of the study sample to the population,

developmental issues, responder biases, and instrument validity.

The first limitation of my study is responder biases, which may be due to several factors.

Responders, such as offenders, may be not be truthful with their answers and/or "Christmas

Tree" their responses for several different reasons, including a fear of repercussions, or

additional sanctions being added to their program (Bloom, 2002). Although their responses are

confidential, they may have feared that if their responses demonstrated they were not making










progress in the program, it would lead to additional time being added to their program. In

addition, girls who are in residential programs are oftentimes looking for guidance from any type

of authority figure and can be in a frame of mind to want to please those around them or be

socially desirable (Bloom, 2002). This may explain why they would answer with what they

perceived to be the right thing to do as opposed to what was really true for them. For example,

in the BPVI questionnaire, when the girls had questions concerning whether to "steal answers

from the teacher or turn in the answers," they may have chosen the answer "turn the answers in"

since that would be the correct thing to do. This social desirability may have unduly influenced

the respondents' completion of the self-report instruments.

Another responder limitation could be the girls did not want to portray a negative image of

their caregivers for the study. The girls may have an idealized image of what they wished their

parents) would be, thus resulting in the responders reporting lower than expected levels of

conflict and higher levels than expected of involvement. Although prior research has indicated

that girls who are delinquent have weaker bonds and relationships with their fathers, females,

more so than males, may hold on to an idealized image of their fathers (Chesney-Lind &

Shelden, 1998).

A third reason that could have caused responder bias for the girls answering the surveys

was the timing of the administration of the surveys. The day the surveys were administered was

a day off for the girls. A few of them were quite upset at having to get up early to come down

and answer the questions. The site contact assisting with organizing the girls spent a

considerable amount of time trying to convince the girls to participate. Since some of the girls

were coerced into participating, this could explain why some them may have used the

"Christmas Tree" tactic in answering their questions.









There were also some limitations with the instruments. Although all three instruments

used have both sufficient levels of validity and reliability, they may not be applicable to the

juvenile offender population. While the BVPI and DMQ have been used previously with the

juvenile offender population; in their testing manuals, these instruments fail to provide normative

data about adolescent offenders. Therefore, this population may need its own reliability

measure, item response study, and construct validity assessment. Also, there are constructs

within the juvenile offender population that would best be assessed via clinical observations.

The PEQ assessment of the parent-adolescent relationship is based on adolescent self-

report and not on direct observation. It has been noted that self-report measures of parenting are

typically only modestly correlated with measures based on direct observation (Holden &

Edwards, 1989). According to Mague et al. (2005), "adolescent perceptions do, however, offer

distinct advantages over alternatives. The impact of parenting on adolescent adjustment is likely

to be mediated by how adolescents perceive their parents and there is substantial support for the

reliability and predictive utility of the adolescent ratings of the parent-adolescent relationship"

(p. 982).

The conclusions that can be drawn from this study are limited by the relatively small

sample size (n=102). A larger sample that would include more ethnicities and more girls at the

younger and oldest ends of the age spectrum would provide more power to detect differences

between the groups. An additional limitation is the lack of a comparison group. This lack

prohibits the comparison of the quality of decision-making of adolescent girls in the general

population with that of the delinquent population.










Implications

Because the results of the study provided insufficient evidence to reject two of the stated

null hypotheses and partially accept one, the value of these instruments to serve to predict levels

of decision-making within the juvenile delinquent population was limited. On the contrary, the

results of this study can contribute to eliminating certain variables and combinations thereof as

indicators of quality decision-making within this population. In particular, this study revealed

that within the population of girls who are deemed delinquent, parents' level of conflict,

involvement with their adolescent girls' prosocial and antisocial behaviors may not be accurate

indicators of the soundness or lack thereof of adolescent decision-making. This also could be

due to the limitations of my study.

Earlier research has indicated that there is no consistent correlation between the level of

decision-making by adolescent girls and aspects of the parent-adolescent relationship. This

study confirmed those research outcomes but with a new subgroup, which were girls who were

delinquent. Then again, since involvement in the juvenile justice system can be an indication of

the lack of sound decision-making skills, the absence of a significant correlation may be due to

limitations of cognitive abilities.

The results of this study may also be used to disprove or challenge certain theories

involving the decision-making by delinquent girls as it relates to the parent-adolescent

relationship. There is a presumption among theorist that the parents' level of involvement, in

combination with the level of conflict of the parents and their adolescents may be the pertinent

variable necessary to ascertain the level of decision-making of adolescents. Based on the

findings of this study, this presumption was not confirmed.









Future Research

The need for further research is evident. However, a wide range population sample with a large

sample size and a control group would be needed in future research to improve the

generalizability of the findings. Adolescence involves intense socialization, which includes the

development of strong peer relationships through key exchanges between and among adolescents

(Godwin, Steinhart, & Fulton, 1996). "The aspects of the environment that are most powerful

in shaping the course of psychological growth are overwhelmingly those that have meaning to

the person in a given situation. Depending on the individual, this may impact the importance of

a given situation and the effects of both parent and peer influence" (Bronfenbrenner, 1979, p.

22). Future research should focus on the totality of the influence of these aspects of the

environment and socialization on the decision-making of adolescents.

Evans, Brown, and Killan, (2002) noted the following:

Interventions designed to enhance adolescent decision-making skills have led to
outcomes such as higher levels of school retention, economic self-sufficiency, and more
responsible sexual behavior with pregnant and parenting adolescents, lower mean
tobacco use at the 2-year follow up of a substance abuse prevention program, and higher
levels of positive prosocial behavior and lower levels of antisocial, self destructive and
socially disordered behavior at a 4-to-6-year follow up of a social decision-making and
problem-solving program. Unfortunately, very few interventions have focused primarily
on enhancing decision making among delinquent or incarcerated youth (p. 561).

Future studies should seek to fill this void.

In addition, future research should seek to develop instrumentation that specifically

measures delinquent decision-making. Although there are several instruments that measure

decision-making of adolescents, only one other instrument measures criminal decision-making

(Fried & Repucci, 2002). This instrument may help to better identify certain aspects of criminal

decision-making that may better inform research, practice, and development of interventions for

delinquent youth.










Lastly, Evans, Brown, and Killan (2002) assert that, although decision-making skills alone

do not account for risk behavior, it is important to evaluate adolescents' planning and decision-

making skills to determine possible areas in need of intervention. It is also important to assist

adolescents in adopting a future orientation, so that both long term and short-term goals and

consequences are considered before making choices. Delinquents obviously are at a higher risk

for inadequate skills, which is why it is imperative that they be considered when developing and

implementing a program that includes or focuses on decision-making skills.

It has been noted, however, research has yet to answer how to incorporate decision-making

into prevention programs. More specifically, what decision-making skills should be taught and

in what context, and how these skills should be taught. These are important questions that

should be addressed in future studies.

Summary

This chapter discussed the results of the study. It was determined that there was an

association between neutral peer influence and decision-making, while there was no association

between parental involvement, parental conflict, or antisocial and prosocial peer influence.

Implications for research and practice were detailed, including a need to develop instrumentation

specifically to measure adolescent criminal decision-making. Limitations were described, such

as responder biases, which may have caused them to "Christmas Tree" their responses or rate

parent in an idealized manner rather than truthfully. Lastly, the need for future research was

discussed.









APPENDIX.
INFORMED CONSENT LETTER


Dear Participant,

Thank you for your consideration for participation in this study. The purpose of this study will
be to examine the decision-making of girls who have been placed in a residential facility. The
information that you provide may be helpful in understanding how girls make decisions which
will help to develop more programs that will help girls be the best they can be.

If you volunteer for this study, you will be asked to complete surveys that contain items about
your relationship with your parents and friends. You will also be asked to complete surveys
about how your friends influence the decisions that you make.

Participation in this study is completely voluntary; your release will not be affected by whether
you do or do not participate. You can stop participating at any time. You will not have to put
your name on any of the forms and no one will be able to identify your answers. The study will
take between 1 to 1 V/2 hours depending on how quickly you answer the questions. There are no
risks associated with completing this survey. The compensation for this study will be a pizza
party for those who participate and goody bags which are going to be filled with items approved
by your director. However, there are no direct benefits to you for participating.

If you have questions about the surveys, you can send a request to your mental health counselor,
who will then contact me, Pamela Jenkins, 3 52-361-693 8 or Edil Torres, 3 52-392-073 1. If you
have questions about your rights as a research participant, contact the UFIRB2 office, Box
112250, University of Florida, 32611-2250; ph (352) 392-0433.

I have read the agreement above. I voluntarily agree to participate in the procedure and I have
received a copy of this description.

Participant Date
(Minors cannot give written consent)

Principal Investigator Date










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BIOGRAPHICAL SKETCH

Pamela Jenkins was born in Tuskegee, Alabama at Tuskegee Institute Hospital. She was

raised by her mother, Eva Jenkins, and grandparents in Salem, Alabama. When she was 12, her

family moved to Opelika, Alabama, where she graduated from Opelika High School in the top

10% of her class. Her son, Brandon, was 3 weeks old when she began her undergraduate

studies at Alabama State University. She completed her B.S. degree in 1993.

In 1993, she j oined the United States Army at the rank of specialist. She received training

as a dental specialist at Ft. Sam Houston in Texas. She was stationed at Ft. Carson (Colorado

Springs, CO) where she completed her tour. After a year' s break, she enrolled in a master's

degree program at Columbus State University. She received her M. S. in community counseling

in 1999. She moved to Nashville, Tennessee and worked at Mental Health Cooperative for a

year.

With her son, Brandon, she moved to Florida in hopes of attending the University of

Florida's counselor education program. She became a Nationally Certified Counselor during

this year as well. Pamela was accepted into the Counselor Education Program and became a

Grinter fellow and Minority Scholar. She also began an assistantship at P. K. Yong Research

School. Pamela became a licensed counselor in 2003. In 2004 she completed her internship at

Florida State Prison.

Pamela currently resides in Gainesville, Florida and is currently the mental health authority

at the Marion Juvenile Detention Facility.




Full Text

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1 DELINQUENT GIRLS AND THE RELATI ON OF THE PARENT-AODLESCENT RELATIONSHIP AND PEER INFLUENC E TO QUALITY OF DECISION-MAKING By PAMELA LASHAWN JENKINS A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLOR IDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2007

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2 2007 Pamela Jenkins

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3 To my son Brandon, my sister Adrianna, and my brother Tony.

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4 ACKNOWLEDGMENTS I first give thanks and honor to God for not only making this possible, but giving me the strength and determination to ge t through this process. All thi ngs are possible with God. Special thanks go to my committee chairp erson, Dr. Edil Torres, whose pa tience and guidance helped to carry me through the final stages of this project to completion. I will forever be grateful for his willingness to take on this project late and your dedication to making sure it was completed. Thanks to Dr. Shaw for her wise words in the beginning of my program and unyielding support when I things became really tough for me. Than k you to Dr. West-Olantunji and Dr. Miller for your guidance and support even und er short notice. Thanks to Dr. McNeil, my undergraduate advisor who always encouraged me to stri ve for my dreams and to think big. A special thank you goes to my friends and family. Thanks my son Brandon, who in essence had to go through this process with me, even when I was unbearable to be around at times. I thank him for not running away. A heartfelt thank you goes to my brother Tony for listening when times were difficult and I wanted to give up and for motivating me when it seemed this would never be over. I also th ank my sister Adrianna who became my unofficial research assistant at times without complaining and to my friend Kecia, who has been there for me for many years and even laughe d with me when it seemed like I would be in school forever. A special thank you goes to my aunt Geraldine, who always believed in me, encouraged me, and supported me when others seemed to do the oppo site. A special thanks goes out to my Counselor Education family and friends who ral lied with me late to get things done. Their unending support and prayers will never be forgotte n. I am grateful for Dr. Harrison Davis who took the time to be my guide, my cheerleader at times, and always made sure I had what I needed. I am blessed and thankful that you were apart of this journey.

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5 TABLE OF CONTENTS page ACKNOWLEDGMENTS...............................................................................................................4 LIST OF TABLES................................................................................................................. ..........7 LIST OF TERMS.................................................................................................................. ...........8 ABSTRACT....................................................................................................................... ..............9 CHAPTER 1 INTRODUCTION..................................................................................................................11 Statement of the Problem....................................................................................................... .13 Theoretical Framework.......................................................................................................... .15 Need for the Study............................................................................................................. .....17 Purpose........................................................................................................................ ...........19 Research Questions and Hypotheses......................................................................................19 Organization of Study.......................................................................................................... ...20 2 REVIEW OF RELATED LITERATURE..............................................................................21 History of Delinquency......................................................................................................... ..21 Gender Differences............................................................................................................. ....24 Etiology....................................................................................................................... ............25 Family Environment........................................................................................................26 Family Psychopathology.................................................................................................28 Parenting Styles...............................................................................................................28 Parental Attachment........................................................................................................29 Social Learning Theory...................................................................................................31 Social Control Theory.....................................................................................................32 Parent-Adolescent Relationships............................................................................................33 Parental-Adolescent conflict...........................................................................................34 Parental Involvement.......................................................................................................36 Communication...............................................................................................................36 Parent-Child Relationships and Delinquency..................................................................38 Peer Influence................................................................................................................. .38 Decision-Making................................................................................................................ ....40 Adolescent Decision-Making..........................................................................................40 Decision-Making Competence........................................................................................41 Criminal Decision-Making..............................................................................................42 Summary........................................................................................................................ .........43

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6 3 METHODOLOGY.................................................................................................................45 Statement of Purpose........................................................................................................... ...45 Research Design................................................................................................................ .....45 Research Variables............................................................................................................. ....46 Data Collection Procedure......................................................................................................46 Instrumentation................................................................................................................ .......47 Parent Environment Questionnaire (PEQ)......................................................................47 Decision-Making Questionnaire (DMQ).........................................................................48 Berndt’s Vignettes of Peer Influence (BVPI)..................................................................48 Research Questions Hypotheses.............................................................................................49 Data Analysis.................................................................................................................. ........50 4 RESULTS........................................................................................................................ .......51 Data Collection and Response Rate........................................................................................51 Measures Data.................................................................................................................52 Decision Making Questionnaire (DMQ).........................................................................52 Parent Environment Questionnaire (PEQ)......................................................................52 Berdnt’s Peer Influence Vignettes (BPIV)......................................................................53 Reliability Estimates for the DMQ, PEQ, and BPIV......................................................53 Preliminary Analyses........................................................................................................... ...55 Regression Analyses............................................................................................................ ...55 Hypothesis 1................................................................................................................... .55 Hypothesis 2................................................................................................................... .56 Hypothesis 3................................................................................................................... .57 5 DISCUSSION..................................................................................................................... ....60 Limitations of the Study....................................................................................................... ..60 Future Research................................................................................................................ ......64 Summary........................................................................................................................ .........65 APPENDIX. INFORMED CONSENT LETTER.........................................................................66 LIST OF REFERENCES............................................................................................................. ..67 BIOGRAPHICAL SKETCH.........................................................................................................76

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7 LIST OF TABLES Table page 4-1 Age of participants........................................................................................................ .....57 4-2 Ethnic Background.......................................................................................................... ...58 4-3 Regressions................................................................................................................ ........58 4-4 Regressions................................................................................................................ ........58 4-5 Regressions................................................................................................................ ........58 4-6 Intercorrelations.......................................................................................................... .......59

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8 LIST OF TERMS The terms below are defined as they applied to this research. Adolescent individuals between the ages of 12 and 18. Decision-making making choices from the given alternatives of choices and the cognitive process of reaching a decision. Juvenile delinquent an adolescent who commits criminal offenses that are violations of laws and ordinances committed by persons between the ages of 14 and 18 and have been adjudicated in a court of law (Griffin and Griffin, 1978). Parent-adolescent the degree of satisfaction, types of disagreements and level of R relationship involvement between parent and the adolescent. Peer influence the degree that an adolescent c onforms to the ideals, delinquent behaviors and activities, legal or i llegal, of the group of peers that the adolescent primarily associates with and engage in activities with. Parent is not limited to the biological pare nts of the juvenile . It is defined as the individual or individuals w hose responsibility is to take care of the adolescent. They also can be foster parents, grandparents, or legal guardians. Parental involvement the amount of time invested by parents in the life of their adolescent doing things with the them, such as school work, daily activities, special activities, as well as the amount of interaction between the parent and juvenile

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9 Abstract of Dissertation presen ted to the Graduate School of the University of Florida in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy DELINQUENT GIRLS AND THE RELATION OF THE PARENT-ADOLESCENT RELATIONSHIP AND PEER INFLUENCE TO QUALITY OF DECISION-MAKING By Pamela Lashawn Jenkins May 2007 Chair: Edil Rivera Torres Major: Mental Health Counseling My study examined the influence of the parent-adolescent relationship and peer influence on the level of decision-making for girls who are cu rrently in a residential program. My research sought to determine the degree of the relations hip between the adolescent’s level of decisionmaking and the following variables: (a) parental involvement, (b) parent adolescent conflict, and (c) prosocial, antisocial, and neutra l peer influence. I hoped that th is research might result in the identification of important characteristics that w ould inform future research and mental health practice. My study dealt with 102 adolescents who are currently court ordered to a diversion program in Macon, Georgia. Each of the girl s completed a Decision-Making Questionnaire, the Berdnt’s Peer Influence Vignette s, and a Parent Environment Qu estionnaire. The decisionmaking questionnaire contained demographic questions. A regression analysis was used to evaluate the contributions of the three variables in predicting the offender’s level of decisionmaking as measured by the Decision Making Questionnaire (DMQ). There was a significant association be tween level of decision-making and neutral peer influence. There were no signif icant associations between parent involvement,

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10 parental conflict, prosocial and antisocial peer in fluence and level of decision-making of the girls who are delinquent. Discussion of these resu lts, the study’s limitations , and suggestions for future research are then presented.

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11 CHAPTER ONE INTRODUCTION “Adolescence is a time of increased pressure for problem solving and personal decisions” (Worrell & Danner, 1989, p. 3). During this time , adolescents are requ ired to make lifelong decisions concerning career, hea lth, risky behavior, and school involvement (Fried & Repucci, 2001). Transitioning through this phase can be a diffi cult time for adolescents and their families. For the adolescent, this is a period full of contra diction, turmoil, rebellio n against authority, and idealism, with varying influences from the adolescent’s environment. This is also a time when decision-making increases for an ad olescent. Some researchers ha ve noted there is great amount of influence from the environment on the decision -making in the life of an adolescent (Byrnes, 2002; Evans, Brown, & Killian, 2002, Mann, Harmoni, & Powers, 1989). Decision-making has been defined by Byrnes (2002) as making choices from the given alternatives of choices. For adolescents who have conduct problems and have become delinquent, this period can exert much stress on the family unit. Conduct problems, aggression, and delinquency all refer to antisocial be haviors that reflect a failure of the individual to conform his or her behavior to the expecta tions of some authority figure (e.g., parent, teacher) or to societal norms, or for the individual to respect the rights of other people (Frick, 1998). Juve nile delinquency is defined as pa rticipation in illegal behavior by a minor who falls under a statutory age li mit (Segal, Welsh, & Senna, 2003). Current research describes the young female offender as : (a) being 13 to 18 year s old, (b) having grown up poor and in a high-crime neighborhood, (c) likely to belong to an ethnic group, (d) having a poor academic history, (e) a high school drop out, (f) experiencing abuse or exploitation, (g) an abuser of drugs and/or alcohol, (h) having unmet medical and ment al health needs, (i) feeling

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12 that life is oppressive, and (j) lacking hope for the future (Bar now, Schuckit, Lucht, Ulrich, & Freyberger, 2002; OJJDP, 1998; Dis hon, Capaldi & Yoerger, 1999). Adolescence has been described as a time in which risk-takin g behaviors, which lead to delinquent behavior, increases. In 1996, 45% of high school seniors reported having tried marijuana, 30 % reported being drunk in th e past two weeks, and 22 % reported smoking cigarettes daily. Nearly two-thirds of U.S. t eenagers reported initiati on of sexual intercourse prior to high school graduation. In consequence, those who are sexually active experience a high number of sexually transmitted diseases and for girls, unintended pregnancies (U.S. Department of Health and Human Services, 1997). There are several studies concerning the deci sion-making of adoles cents. These studies have focused on informed consent (Ambue l & Rapapport, 1992), judgment and taking responsibility (Fried & Repucci 2001), competence to stand tria l (Woolard, 1998), and waiver of rights (Grisso, 1981). In rega rd to risky decision-making, these studies focus on early pregnancy (Gordon, 1996), good and poor judgment, (Cauffman & Steinberg, 2001), and sexual risk-taking (Koniak-Griffin & Brecht, 1995). Fried and Reppucci (2001) noted, “while adolescent decision-making has been studied in a least a few criminal contexts, it has not been studied in relation to decisions that lead to criminal activity” (p. 47). Nor has risk-decisionmaking been studied exclusively in females. Mu ch of the research on delinquency has been with boys. This is due partly because the number of boys being arrested has been much higher than the arrest rates for girls. However, this tre nd has now begun to change (Scahill, 2002) and there needs to be a focus on the faulty decision-maki ng of girls that causes them to get arrested, become chronic offenders, and even enter into an adulthood of criminal activity. This trend will

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13 be discussed in a later section of this dissertation. My study exclusively examines delinquent girls’ decision-making processes and how this is affected by parent and peer factors. Statement of the Problem Decisions by adolescents to engage in crimin al activities have drastically increased over the recent years. Adolescent gi rls now make up the fastest grow ing segment of the juvenile justice system and have forced a shift in focus for law enforcement, social services, and others involved with adolescent girls (Scahill, 2002) . “In 1980, there were about 12,000 women in prison; by 2000 there were over 85,000, more than a seven-fold increase in two decades” (Maquire, 1994, p. 600). In 1996, Poe-Yamagata a nd Butts compiled statistics gathered from the Federal Bureau of Investigations (FBI), National Juvenile Court data archive, and the Children in Custody census. Some of the more al arming national trends th at they noted were: arrests of young female offenders increased by 23% while arrests of young male offenders increased by 11%; court cases involving juvenile females ch arged with delinquency increased by 31 % compared to a 21% increase for juvenile males; arrests for violent crime offenses increased by 55% for juvenile females and by 33% for juvenile males; arrest of female offenders for property crime offenses increased 22% while males decreased by 3% (p. 1). Bloom (2002) noted that, in 1993, 32% of the vi ctims of homicides by girls were members of their own family and that 79% of those homic ides involved a relational conflict, such as an argument or physical fight with family members. This suggests that ther e are serious relational problems at home between adolescent girls and thei r families that need to be further addressed. It is also important that my research inform ge nderspecific treatment for girls currently being developed. Although there is an increased need for services for delinquent girls, this population still remains overlooked and underserved by the j uvenile justice system (Chesney-Lind, 1998).

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14 Until recently, most of the research on delinque ncy has been geared toward males, leaving researchers and clinicians to ponder whether the findings are also applicable to girls (Calhoun, Jurgens, & Chen, 1993). Given the negative outcome s for many, if not most, delinquent girls, it is imperative for clinicians and researchers to identify and focus on variables that will help delinquent girls and their families function better. Silverhorn and Frick (2001) ha ve proposed that most anti social girls follow a delayedonset pathway, in which putative factors that cont ribute to antisocial be havior are present in childhood, but the manifestation of antisocial behavi or does not occur until adolescence. Age of onset is an important dimension in terms of both identifying etiologic factors and developing effective treatment or prevention programs (Keenan et al., 1999). Frick (1998) noted, they labeled this pattern the delayed-onset traj ectory to describe the f act that many of these girls show the same pathological indi vidual (cognitive and neuropsychological dysfunctions) and social (e.g., dysfunctional family backgr ounds) factors in childhood, which are characteristic of boys in the childhood-onset trajectory. However, they do not display antisocial behavior until they reach adolescence when factors, such as decreased parental supervision and increased peer ac ceptance of antisocial behavior, overcome the cultural prohibitions against their displa y of antisocial behavior (p. 17). My study will focus on whether or not there is a direct relationship between the quality of decision-making of juvenile delinquent females and the quality of pare nt-adolescent relations, plus the influences, positive or negative, of their peers. In short, does a poor relationship with family, particularly parent or pa rents or association with peers who exert negative influences or both contribute to poor decision-making by girl s who are delinquent? Although research exists that implies this relationship (Collins & Repi nski, 2001; Laursen & Collins, 2005), to date the literature indicates there are no studies that exclusively examine the relationship between adolescent female decision-making and their parent -adolescent relationship pl us peer influence. My study will examine the following variables: the parent-adolescent relationship, which consists of parental involvement and parent-child conflict, the influence of the peer group, and

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15 degree of positive decision-making. My research will examine how the decision-making of adolescent is affected by peer influence and the parent-adolescent relationship and to what degree. These factors will be examined to dete rmine whether they corr elate or conflict with confident decision-making. Theoretical Framework Adolescence is a period in which critical de cisions are made by the adolescent concerning different aspects of that adoles cent’s life. It is a time where adolescents are establishing their identities, exerting their autonomy, and engaged in separation from their primary caregivers. This is also a period where peer relationships are strengthened and solidified. One theory used to explain the decisions made by delin quents is that of Gordon (1996). Gordon’s theory consists of three overar ching components: soci al and psychological factors, cultural and societal factors, and cognitive component s. According to Gordon (1996), the interplay of these three ar eas informs the decision-making of any group of adolescents, including delinquents, and each area has an effect on the other. Another theory to explain adolescent deci sion-making was postulat ed by Simon (1955). Simon’s theory asserts that “due to cognitive limitations, faster decisions could be made by limiting alternatives considered and constraining analysis” (p. 4), so that the decision makers are limited in their decision-making abilities, thus ca using them to make decisions that may be faulty, thus leading to delinquenc y. Simon attempted to account for obstacles that adolescents may face, such as peer pressure, family probl ems, or problems in school. “This idea, called Bounded Reality, entails an indivi dual factoring problems into a number of variables and making decisions that appear reasonable rather than optimal” (p. 42). Simon organized the decisionmaking steps, which he termed “obj ects of rational calculation” as: The set of optimal alternatives;

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16 The relationship that determines the payoff (s atisfaction and goal atta inment) as a function of the alternative that is chose The preference orderings among payoffs (p. 42). From Gordon and Simon’s studies, other de cision-making perspectives were proposed, including decision theory (Fur by & Beyth, 1996). Furby and Beyt h (1996) iden tified several skills of the Janis and Mann (1977) Decision theory that are cons idered important in effective decision-making: (1) identifying the possible op tions; (2) identifying the possible consequences that follow from each option; (3) evaluating the desirability of each of the consequences; (4) assessing the likelihood of each c onsequence; and (5) making a choice using a decision rule (p. 5). It is important to identify what steps in decision-making may be lacking for an adolescent who chooses to engage in criminal decision-maki ng. This part of their study will help to form future programs and the practice of mental health professionals. The process of socialization influences decision-making based on observed patterns, imitation, associations, and reinforcements that are learned through the child and adolescent’s environment. Several aspects of the parent-child relationship a nd peer influence can affect the decision-making of delinquent girls. The parent-c hild relationship can determine what kinds of peers girls eventually decide to choose as fr iends. Adolescents who have positive parent-child relationships are more inclined to have friends of whom their parents approve. Girls who have healthy relationshi ps with their parent or parent s are also more inclined to imitate the positive parental decision-maki ng. When they have a strong foundation already instilled from their parents, they are less likely to be influenced by peers to engage in criminal decision-making (Lerner & Steinber g, 2004). Moreover, when girls who are delinquent feel that their parents or caregivers do not care, they are more likely to engage in criminal decision-

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17 making and associate with peers who share this so rt of risk-prone behavior (Freid & Repucci, 1999). Adolescents who have disagreements, high leve ls of tension, and severe anger exchanges with their parents are more prone to turn such th ings as drugs and alcoho l and are less likely to have parenting that promotes positive deci sion-making than adoles cents in less hostile environments (Lerner & Steinberg, 2004). Often this conflict can cause adolescents to run away from home or even run to their peers for support. Although relationships ar e important to girls, they are less likely to turn to th eir parents if they do not feel s upported. Research has also shown that parents who are stressed due to conflicts with their adolescen ts tend to have poor parenting practices (Steinberg, 2001). Need for the Study Girls who are juvenile delinquents are also at a higher risk for having or developing mental health, health-related, and family problems during adolescence and adulthood. Research indicates that a high number of juvenile delinque nt females have been abused and sexually victimized in childhood and adolescence. In a number of instances , childhood and adolescent victimization set the stage for their entry into youth homelessness, unemployment, drug use, survival sex (and sometimes prostitution), pregnancy, and ultimately, serious criminal acts (Chesney-Linda & Sheldon, 1998). It has been reported that the many girls who have been abused may run away from home or be placed in foster care either because no one believes them or the parents do not know how to handle the situation (Bloom, 2002) . They are then caught in the revolving door of running away, being arreste d, and then perhaps being placed back in the home with the person who previously abus ed them. The Commonwealth Fund (1997) conducted a study of 6748 girls and b oys grades 5 through 12 that i ndicated the following: one in five girls in grades 9 through 12 reported that she had been phys ically or sexually abused and

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18 high school girls were more than twice as likely as high school boys to report sexual abuse in grades 9 through 12. In a study of female de linquents, Mouzakitis (1981) interviewed 60 incarcerated girls of whom 68 % reported physical abuse and 53 % reported sexual abuse. Acoca (1999) notes that the o ccurrence of childhood and adolescen t sexual abuse increases the lifetime risk for any psychiatric disorder four-f old and increases the risk of adolescent deviant and delinquent behavior, such as stealing, battery, and substance abus e, three-fold, especially in girls. In addition, females who survive childhood abuse are at a far grea ter risk of committing any future violent offenses (as measured by arrest) than are males (Belknap, Winter, & Cady, 2001). Sexually abused girls who have experien ced sexual intercourse often display antisocial behavior and are at risk for the development of mental health pr oblems such as conduct disorder (Zahn-Waxler, 1993). In a Swedish birth c ohort study, 30% of adult women with childhood conduct problems had a criminal record, a mental disorder, or both by ag e thirty (Kratzer & Hodgins, 1997). In the earliest years of the juvenile court sy stem, girls were frequently institutionalized for such offenses as sexual immorality or waywardness, and well into the seventies, contemporary “status offenses, such as being a runaway, ofte n functioned as buffer charges for the court’s concern about the sexual behavior of girls (Chesney-Lind & Shel don, 1998). Unfortunately, this preoccupation with sexual behavior has indirectly caused such real issues of adolescent females, such as abuse, and comorbid mental health i ssues, to be overlooked and not addressed in the same manner that it is addre ssed in the male population (B loom, 2002). Although there are several theories concerning the development of juvenile delinque ncy, my study will specifically focus on family and peer factors associated with female juvenile delinquency and the quality of decision-making on the level positiv e or prosocial decision-making.

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19 Because there is virtually no decision-making res earch with adolescent females done exclusively on those who are delinquent, it is important th at research focus on such issues as decisionmaking, family environment, and peer affiliation so that mental health professionals can develop and implement prevention programs that will be of benefit to this population. Purpose Freid and Reppucci (2001) noted that there is a need to fo cus on factors that increase criminal decision-making of adolescents. The major purpose of my study was to examine the relationship between parent-adole scent relationships, peer group influences, and the decisionmaking of female juvenile delinquents. Due to the lack of such services as gender-specific programs and mental health treatment, and to the rise in the number of adolescent girls offending and reoffending, there is a need to understand an d to research such skills as decision-making, which has such a big impact on the life of an adolescent. My study wi ll recommend practices that will individualize treatment for girls, which will prove to be timeand costeffective. Research Questions and Hypotheses Is there a positive association between the level of decision-making demonstrated by girls who are delinquent and the level of pare ntal involvement of their parents? H1 : There is no statistically significant asso ciation between the level of decision-making by delinquent girls and the parental involvement of their parents. Is there a positive association between the level of decision-making demonstrated by the girls who are delinquent and leve l of parent-adol escent conflict? H2 : There is no statistically significant asso ciation between the level of decision-making by delinquent girls and level of parent-adoles cent conflict. Is there a positive association between the level of decision making demonstrated by girls who are delinquent and the extent to whic h they are influenced by their peers? H3 : There is no statistically significant asso ciation between the level of decision-making and level of antisocial, neutral, or prosocial influence of their peers.

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20 Organization of Study An introduction has been presented in Chapter 1. A review of the litera ture is presented in Chapter 2 and methodology of the study will be presented in Chapter 3. The results of the study are presented in chapter 4. Ch apter 5 includes a summary and di scussion of the results, plus recommendations for the a pplication and future study.

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21 CHAPTER TWO REVIEW OF RELATED LITERATURE The following is primarily a review of empi rical research on family factors, peer affiliation, and decision-making of de linquent girls. This chapter is divided into four sections. The first section is a brief hist orical background of the criminal justice system and delinquent girls. The second section deal s with the etiology of delinquenc y. The third section focuses on research pertaining to social learning theory and delinquency, parent-adolescent relationship, peer influence and decision-making. The chapter concludes with a brief summary. History of Delinquency The roots of the juvenile justice court system can be traced to the 16th century European educational and religious reform movements. Due to the increase in problematic children in the states, a formal development of the juvenile ju stice system began in 1899. The Illinois state legislature passed a revolutionary bill regard ing juvenile delinquency and authorized the establishment of the first juve nile court in Cook County (Chicago). According to Bynum and Thompson (2002), “from that beginning, similar legi slation was successfully enacted in all other states, creating special legal proc edures apart from the older crim inal court systems for dealing with youths and children accused of violating a state law or munici pal ordinance” (p. 18). Prior to this, three important events took place, which laid the foundation for the formal development of the juvenile court system: In 1825 in New York City, the House of Refuge was established. This provided correctional facilities for children between 7-14 after they had been convicted. In 1841 the city of Boston first tried probation on supervised release d, a method of treating juveniles outside of th e correctional institution but under su pervision of the criminal court. In 1869, the state of Massachusetts officially established probation with supervision for juvenile law violators (p. 386).

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22 In the late 19th century, there was a movement by a gr oup of social reformers to initiate specialized treatment for children and youth. Platt (1969) noted, “the Child Savers, as they were called, were convinced that urban slum life exer ted a corrupting influence on idle youth. They insisted that because of the tender age of de linquent youths, they could be reclaimed from a criminal life if proper steps were taken” (p. 45). According to Platt (1969), the plan that the Child Savers developed incl uded the following principles: Young offenders must be segregated from th e corrupting influences of adult criminals. Delinquents should be removed from their environment and imprisoned for their own good and protection. Reformatories should be guarded sanctuaries, combining love and guidance with firmness and restraint. Delinquents should be assigned to reformator ies without trial and with minimal legal requirements. Due process is not required because reformatorie s are intended to reform and not to punish. Sentences should be indeterminate, so that in mates are encouraged to cooperate in their own reform and recalcitrant de linquents are not allowe d to resume their criminal careers. The road for girls in the juvenile justice sy stem has not been an easy one. The ways in which societies have dealt with youth’s problem have varied tremendously over the past few centuries, and these have had a distinct impact on the lives of girls (Chesney-Lind & Shelden, 1998, p.124). It has been noted that the lives an d criminal acts of delinquent girls were not important to the fathers of criminology (Bloom, 2002). Howeve r, there was a concern about their sexual conduct or waywardness, which helps to set up the juvenile justice system for girls. Girls began to be arrested fo r status offenses such as r unning away, curfew violation, incorrigibility, etc. This led to a high number of delinquent girl s being placed in the system. Chesney-Lind and Pasko (2004) noted status of fenses categories; during this period were essentially “buffer charges” for suspected sexuality when applied to girls. The reports of abuse

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23 by these girls who were running away were often i gnored and therefore they were often placed in detention centers and training schools as delinquents if they refuse d to stay home. They also reported that “in a review of a 1960’s study of girl s in training school who were incarcerated for the big five (running away, incorrigibility, sexual offenses, probation violat ion, and truancy) the underlying vein in many of these cases was se xual misconduct by the girl delinquents” (p. 60). Chesney-Lind and Shelden (1998) noted that ther e was a widely held belief that there was an increase in female criminal activity due in part to the women’s movement in the 1960’s and 1970’s. They also state that the danger of educating women and removing their domesticity and maternity would bring out the innocuous semi-c riminal within all women (p.95). In a 1921 passage from the New York World magazine, Smart (1976) reiterated a quote from W.I. Thomas, which stated: The modern age of girls and young men is intensely immoral and seemingly without the pressure of circumstances. At whose door we may lay fault, we cannot tell. It is the result of what we call the emancipation of woman, with its concomitant freedom from chaperona ge, increased intimacy between the sexes in adolescence, and a more tolerant viewpoint towards all things unclean in life. This seems the only logi cal forbear of the present state. This same attitude and theme still has an affect on the criminal justice system today. Girls have fewer diversion programs and treatment opti ons than do boys and much of the research about delinquents were with males until recently (B loom, 2002). Girls are arrested at high rates for running away, which has been linked to abuse. Often times, these girls are placed back in these same homes without the issue of abuse being addressed. More recently, the topic of female delinquency has begun to attract more attention due to the high number of gi rls being arrested. It is hoped that this attention will help in the cr eation of programs better suited for females and generate needed funding for tr eatment services for girls.

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24 Gender Differences There are varying differences in the juven ile system for girls and boys, which include treatment, court sentencing, and research. Resear ch has also demonstrated there is a difference in the diagnosing of mental health disorders for girls and boys (Little & Little, 2003). This is important because this may help those who are currently developing ment al health treatment programs for girls. For example, conduct disord er (CD) is the second highest mental health diagnosis for adolescent girls. Th e recent rise in the number of cases of girls being diagnosed with CD has caused some to become concerned (Little & Little, 1003). Conduct disorder is a precursor to more serious delinqu ent activity in girls (Acoca, 2002) and a criterion for diagnosis of delinquency. However, girls do not receive th e same degree of attention for mental health treatment and research as do thei r male counterparts (Acoca, 2002). This lack of attention could be due in part to a lack of resear ch regarding prevalence of CD in adolescent females. Little a nd Little (2003) assert there are se veral reasons for this lack of research on females with CD. One reason may be a perception among mental health professionals that CD among girls is sufficientl y rare. Another reason is that much of the research in anti-social behavior has come from the criminal justice system (p. 184). Most outcome studies have either concentrated solely on boys or have consider ed all children with CD together, without separately examining CD in gi rls (Robins, 1986). Due to this, the empirical findings and theories based on understanding ma les may not generalize to females (Goodham & Kolsdorf, 1997). Because males have much higher arrest and imprisonment rates and also commit more serious crimes than females, releva nt research has tended to concentrate on males (Zoccolillo, 1993).

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25 Gender Socialization. A second account of gender differences , not unique to the developmental account, emphasizes the differential socialization of males and females (L ittle & Little, 2003). Keenan and Shaw (1997) suggest th at there is little difference between boys and girls in early behavior problems; as time goes by; however, de velopmental differences and social influence serve to either ameliorate or shape girls’ behavi or problems into less aggressive forms. Hill and Maughan, (2001) assert, socialization experiences do appear to differ in some ways between the sexes in early childhood: Mothers are more likely to enc ourage young girls to behave pro-socially, and they respond more positively to shy rather than to moody or intense behaviorism girls. Girls may thus be encouraged to show over– rather than undercontrolled behavior, so that when problems arise, they are channeled into internalizing rather than externalizing modes of expression (pg. 191). Webster and Stratton (1996) assert that fema le may be more influenced by parental psychological status than boys due to girls’ socialization in the family. Little and Little (2003) noted, “social norms lead girls to spend more tim e playing at home. As such, girls’ behaviors may be more affected by the behavioral display (hostile, aggressive, or depressive) of parents than the behavior of boys” (pg. 189). Due to th e differences between boy s and girls, mental health programs and diversion programs may be mo re effective and meet the needs of girls if these differences are taken into account by mental health professionals a nd the juvenile justice system. These differences can aid developers of gender specific programming in developing these programs. Etiology There is a need to now focus on precursors of female adolescent juvenile delinquency (McCord, 1991). Farrington, (1995) defi nes risk factors as “prior fact ors that increase the risk or occurrence of a negative outcome such as antiso cial behavior” (p. 96). An increasing body of research points to six particularly important f eatures of delinquent and especially incarcerated

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26 girls: (1) family dysfunction, (2) trauma and sexual abuse, (3) ment al health and substance abuse problems, (4) high-risk sexual behaviors, (5) scho ol problems, and (6) affiliation with deviant peers (Hubbard & Pratt, 2002). Although there are seve ral theories concer ning the development of juvenile delinquency, this study will specifically focus on family and peer factors associated with juvenile delinquency and the impact of social learning and atta chment on the level of severity. One possible emotional precursor to juve nile delinquency is children’s delayed development in empathy, emotional responsiveness to others, and lack of guilt (Keenan et al., 1999). In general, girls score higher on measures of empathy than boys (Keenan & Shaw, 1997). These early factors may tempor arily protect girls from enga ging in early-onset antisocial behavior (Alvarez & Ollendick, 2003) . However, girls’ guilt about aggressive behavior seems to decline with age (Keenan et al., 1999), perhaps helping to explain the d ecreasing gender distinction in conduct problems in adolescence. Among both sexes, children with conduct problems score lower on measure of empat hy than non-conduct-disor dered children (Cohen, Cohen, & Brooks, 1996). Girls are so cialized to be “sugar and spic e and all that’s nice”, while boys are socialized to be macho and aggressive. Family Environment There are many family dynamics and family environmental factors associated with juvenile delinquency. These include family stre ss, family conflict, ha rsh or inconsistent discipline, physical abuse, and inadequate supe rvision and monitoring of child behavior (Dodge, Lochman, Harnish, Bates, & Pettit, 1997). Stressful family dynamics may directly produce an adjustment disorder with conduct symptoms and so cial and cultural factors may directly maintain behavioral patterns of misc onduct such as delinquency.

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27 Research has shown that adolescent females, mo re so than males, tend to be more affected by the family environment (Chesney-Lind & Shelden, 1998). They generally have more responsibilities and care-taking du ties than their male siblings. High level of poverty, violence, and abuse can increase the occurrence of delinque ncy in African American homes and girls from these broken homes tend to run away (Chesney-Lind & Shelden, 1998). There are several bodies of re search that support the idea that families of delinquent females have greater family dysfunction than do their male counterparts (e.g., Chamberlain & Moore, 2003, Kanof, 2003; Henggele r et al. 1987; Santisban et al. 1999; & Wood et al. 2002). There are also several other sets of studies of girls who were arre sted and detained that reported that they come from families that had seve re problems (Funk, 1999; Kim & Fendrich, 2002; and Lenssen et al., 2002). Rodney, Tachia, and Rodney (1999) researched the home environment and its relationship to delinquency. The study consisted of 556 African American adolescent (85 % males). They reported that extended family members, parents’ time spent with the child, home discipline and family rules were significantly related to conduct disorder. Only 25 % reported a close relationship to either parent with participants being closest to th eir mother or female guardian. Cummings (1994) noted that “boy s’ perceptions of marital di scord tended to agree much more closely with those of their mothers than di d girls’ perceptions of marital discord. These differing perceptions of the threat involved in parental discord, incr eases the likelihood of internalizing difficulties was associ ated with perceptions of self-b lame by girls” (pg. 176). Girls are more likely to blame themselves for their parents’ problems than are boys. They internalize this blame, which can lead to problems such as depression (Chesney-Lind, 1998).

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28 Family Psychopathology Disruptive and antisocial behaviors have been shown to aggregate in families (Bohman, Cloniger, Von Knorring, & Sigvardson, 1984). Pa rental depression may al so be a risk factor for the development of juvenile delinquency in girls (Little & Little , 2003). Kahn and Hanna, (2000) note, in regard to other mental health disorders, depression in the mother along with mother negativity and father negativity and life st ress, significantly predicted girls externalizing problem. Davies and Windle (1997) also reported that maternal depression, negative life events, low family intimacy, parenting impairments, a nd marital discord predicted females use of alcohol and participation in delinque nt behavior six months later. Parent and family risk factors for the de velopment of Conduct Disorder (CD) include parent-psychopathology, parent criminal behavi or, and ineffective, inconsistent parenting (Sholevar & Sholevar, 1995). Kazdin (1998) cite s harsh and inconsistent parental punishment; poor child monitoring; low levels of parental warmth, affection, and emotional support; marital discord; family size (i.e., families with more children); presence of siblings with antisocial behavior; and socioeconomic disadvantage as risk factors contribu ting to the dia gnosis of CD. This is important because CD has been reported as a precursor to juvenile delinquency and is also a criterion for the diagnosis of CD. Parenting Styles As early as the preschool years, noncomplia nt child behaviors are associated with particular patterns of parenting and parent-child relationships (Campbell, 1995). Studies of the early emergence of disruptive, aggressive behavi ors suggest that biologi cal propensities in the childas indexed for example, by difficult temper ament-interact with care giving environments to contribute to more and less adaptive outcome s (Little & Little, 2003). These themes of negativity and hostility in parent-c hild relationships, along with inc onsistent, inept strategies for

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29 control, emerge repeatedly as correlates of conduct problems throughout the childhood and adolescent years (Hill & Ma ughan, 2001). Correspondingly, pa rents who are emotionally positive and who give attention to their children' s prosocial behaviors are more likely to have nonaggressive children with self-regulatory skil ls, suggesting that these parenting skills may serve as protective factors against the devel opment of behavior problems (Radar, Reid, & Webster-Stratton, 2003). Parents wh o adjust their parenting styles in response to their teens’ changes are more likely to have psychologically healthy adolescents than parents who coercively attempt to constrain their adolescents’ extr a familial involvements (Liddle & Schwartz, 2002 ). When this does not happen, it can create conflict between the parent and their adolescent due to the fact that this is a period when adolescents are seeking their freedom and discovering their own identity apart fr om their parents. Parental discipline practices ha ve also been reported to have an effect on the behavior of adolescents. Dishion, French and Patterson (1992) conducted a study that reported parental attention to deviant behavior, in teractions in which increasingly aggressive child behavior is reinforced, inattention to pros ocial behavior, coercive punish ment, poor monitoring of child activities, and failure to set limits, referred to as inept discipline practices, unwittingly develop and exacerbate aggressive child behavior. Parental Attachment Several bodies of research have examined the effect of separate parental attachment on delinquency. These studies examined whether one parent had a greater in fluence over deterring delinquency than the other (Hindelang, 1973; Jensen & Brownfield, 1983; Johnson, Khron, & Massey, 1980). Their findings were inconclusi ve and inconsistent. Johnson, Khron, & Massey (1980) reported that ties to the mother were a deterrent in delinquency. Johnson, (1987) reported just the opposite. He noted that the father’s a ttachment played a greater role in the deterring

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30 juvenile delinquency than did the mother’s role. Rankin and Kern (1994) analyzed data from a 1972 study of delinquency and atta chment conducted with 51 boys and 48 girls with 81.6 % white and13 % black. They tested two hypothesis: (1 ) as long as a child is strongly attached to one parent, strong ties to the other parent play an insignifi cant role in reducing delinquency further, and (2) single parent homes are not alwa ys associated with delinquency as long as the child is strongly attached to the custodial parent. Delinquent adolescents attach to deviant peers because of a weak attachment with their parents (Kazdin, 1998). Keiley (200 3) also noted the behaviors used by adolescents to gain control over disruptive, chaotic, and aversive circumstances at hom e carry over to their relationships with peers and teach ers often resulting in academic failure and associations with deviant peers. There is a growing body of research that s upports the notion that nurturant and involved parenting decreases the risk of deviant peer affiliations during childhood and adolescence (Arbona & Powers, 2004). Blackson et al., (199 6) reported a correlation between sons’ reports of negative parenting practices and their de viant peer affiliations. Zimmerman, ScheuerEnglisch, and Grossmand (1996) found that in a sample of academically at-risk adolescents, social acceptance by peers was positively related to adolescent attachment security. Vuchnich and et al., (1992) found that sixth-grade teachers’ report of boys’ poor peer relations correlated negatively with home observers’ reports of positive discipline, and correlated positively with coders ratings of parental aver sive behaviors. A majority of these studies, however, were conducted with samples of boys only. For exampl e, Blackson et al. (1996) reported a correlation between sons’ reports of negative parenting practices and their deviant peer affiliations.

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31 Theories of Delinquency Two major theories that have been historical ly linked to delinquency, but not limited to, are Social Learning Theory and Social Control Theory. They will be discussed in the next section. Social Learning Theory Social learning theory was developed by Ak ers & Burgess and was a revised form of Sutherland’s (1947) theory of differential associ ation. According to Sutherland (1947), “the process of learning criminal behavior by associ ation with criminal a nd anti-criminal patterns involves all of the mechanisms that are i nvolved in any other learning” (p.7). Sutherland (1947) asserts that “t here are nine clear propositions of differential association which are as follows: Criminal behavior is learned. Criminal behavior is learne d in an interaction with ot her persons in a process of communication. The principal part of the learning of crimin al behavior occurs w ithin intimate personal groups. When criminal behavior is learned, the le arning includes (a) techniques of committing the crime, which are sometimes very complicated and sometimes very simple; (b) the specific direction of motives, drives, ra tionalizations, and attitudes. The specific direction of motives and drives is learned from definitions of legal codes as favorable and unfavorable. A person becomes delinquent because of an exce ss of definitions favorable to violation of law over definitions unfavorable to violation of law. Differential association may vary in fr equency, duration, priority, and intensity. The process of learning criminal behavior by association with criminal and anti-criminal patterns incorporates all the mechanisms that are involved in any other learning.

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32 Although criminal behavior is an expression of general needs and values, it is not explained by those general needs and values si nce noncriminal behavior is an expression of the same needs and values. These nine propositions laid the foundation for all of the different th eoretical orientations that would later be derived from differential association. Akers (1966; 1973; 1998; 1999) was one of the first to expand on Sutherlands’ (1947) theory. Akers, however, maintained that devian ce was also learned through imitation or operant conditioning. Akers (1999) “subsequently devel oped the differential asso ciation-reinforcement theory, most often labeling it ‘social learning’ and applying it to criminal, delinquent, and deviant behavior “(p. 62). The four areas in cluded in Akers’ social learning theory are differential association, definitions, imitation of m odels, and differential reinforcement. All four areas can either serve to inhibi t or encourage delinquency. Ak ers (1998) noted the following: The probability that persons will engage in criminal and deviant behavior is increased and the probability of their conforming to the nor m is decreased when they differentially associate with others who commit criminal be havior and espouse definitions favorable to it, are relatively more exposed in-person or symbolically to salie nt criminal/deviant models, decline it as desirable or justified in a situation discriminative for the behavior, and have received in the past and anticipate in the current or future situation relatively greater reward than punishment for the behavior (p. 99). Social Control Theory Travis Hirschi developed control theory, whic h is one of the oldest and most prominent theory of delinquency. “Hirshi, (1969) posits that the strength of the re lationship or social bonds is established in childhood through a natural attachment to peers, parent, teachers, and others who demonstrate the expected norms of societal behavior. If this social bond is firmly intact for an individual, then there will be no patterns of delinquent beha vior. Segal, Walsh, and Senna (2001) note, there are four major el ements of Hirshi’s argument. Th ey are (1) all people have the potential to commit crimes because they are plea surable; (2) people are kept in check by their

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33 social bonds and attachment to society; and (3) weakened social bonds free people to engage in antisocial but personally desira ble behaviors (p. g. 123). One important aspect of Social Control theory is attachment or social bonds. Attachment or social bonds provides a unique framework for considering the development of conduct disorder and delinquency in that it offers a m acroanalytic, developmental and organizational perspective, incorporating behavi oral, cognitive and affective asp ects of the developing child’s development (Hill & Maughan, 2003). This expe rience sets the foundation for adolescent psychological development in regards to family and peer associations . However, the time spent with parents in the early years can serv e to form positive attachments, which lay the foundation for healthy psychological development a nd prosocial behavior in girls. Warr (1993) asserted among adolescents with strong bonds to th eir parents, the poten tial loss of parental approval or affection may be sufficient to dete r delinquency even when the pressure from peers is intense. Parent-Adolescent Relationships Hall (1904) described adolescence as a time of storm and stress for both the adolescent and their parents. Hall (1904) noted that adolescence is a time wh en “the wisdom and advice of parents and teachers is overtopped, and in rude na tures they may be met by blank contradiction” (p. 79). He asserted that this was due in part to “parents who still think their adolescents are mere children, and tighten the rein when need to loosen it” (Arnette, 1999, p.384). This can be difficult for an adolescent, who is already going through a period that is defined by a search for individuation and autonomy. Arnette (1999) defines th ese three key elements of storm and stress: Conflict with parents. Adolescents have a tend ency to be rebellious and to resist adult authority. In particular, adoles cence is a time when conflict w ith parents is especially high.

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34 Mood disruptions. Adolescents tend to be mo re volatile emotionally than either children or adults. They experience more extremes of mood and more swi ngs of mood from one extreme to another. They also experience more frequent episodes of depressed mood. Risk Behavior. Adolescents have higher rates of reckless, norm-breaking, and antisocial behavior than either children or adults. Adolescents are more likely to cause disruptions of the social order and to engage in behavior that carries the potential for harm to themselves and/or the people around them. For the purpose of this study, research concerning parent-adolescent confli ct and risk behavior, more specifically, delinquency of girls will be discussed in the following sections. Lawrence Steinberg (2001) summarized 25 years of research on parent-adolescent relationships. Steinberg attempte d to answer two questions: (1) Wh at defined a normal family to include parental conflict, and (2) how does this relationship affect th e development of the adolescent. Steinberg (2 001) goes on to state: the answer to the first question depend s on what is meant by conflict and more importantly, from whom one gathers data. Th ere is a need for a new perspective on the family, one that states that parents and adolescents bring to their relationship with each other. With regard to the second question, it is argued that there is enough evidence to conclude that adolescents be nefit from having parents who are authoritative; warm, firm, and accepting of their needs for psychological autonomy (p. 11). He also stated that because of these two fact s it would be benefici al for parents to be educated about adolescence from a holistic point of view which would include several organizations such community agencies, mental health, healthcare ca re organizations. Parental-Adolescent conflict Parental and adolescent conf lict has been shown to be an important factor in the development of juvenile delinque ncy. Although researchers have offered varying explanations for underlying processes it has been hypothesized that conflict tran sforms the unilateral parentchild relationships of middle chil dhood to the more material rela tions of late adolescence and young adulthood (Smetana & Gaines, 1999). Resear ch has indicated that aversive adolescent relationships and in particular high levels of adolescent-parent conf lict predict a range of

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35 psychosocial problems during adolescence includ ing drug and alcohol ab use, delinquency, and premarital sexual relations (Smetana, Abernathy, & Harris, 2000). There is a growing body of research on pare nt-adolescent conflict and its effect on adolescent development, delinquency (Smeta na & Gaines, 1999; Arbona & Powers, 2004; Conger & Ge, 1999). McGue, et al., (2005) stud ied 1,330 eleven-year-old twins who completed a self-report measure of conflict and aspects of warmth in the pa rent-child relationships. Three years later, 1177 of the twins comp leted the study. They reported that between the ages of 1114, parental warmth decreased, whereas parental conflict increased signif icantly. They also noted that the changes were significantly gr eater for girls than boys. The parent-child relationship was assessed using the Parent Envi ronment Questionnaire (PEQ ) at both the intake assessment and follow up assessment. Their over all finding was that gender moderated changes over time for the PEQ scales for conflict, re gard for parent and regard for child. Allison and Shultz (2004) reported similar results when they studied a group of 356 adolescents in grades 6, 7, and 8. Using the Issues Checklist (Pri ntz, 1979), they reported that conflict increased between grades six through eight and peaking at age seven. They also noted that “there was considerable variation in bot h the frequency and intensity of conflict across specific issues” (p. 101). Allison and Shultz (2004) noted that it is important to study early adolescence which had been previously associ ated with relational changes in the family including heightened levels of conflict between young adolescen t and their parents. Their sample consisted of 165 males and 192 females. Smetana and Gaines (1999) studied 95 African American adolescents between 11 and 14 year olds and their parents. They wanted to a ssess the level of parent-a dolescent conflict using the Issues checklist (Printz et al., 1979). Pare nts were also assessed us ing the Children’s Report

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36 of Parent Behavior Inventory (Schafer, 1965). Family decision-making and attachment to parents were also assessed. They reported that parent-adolescent conflicts were relatively high but more intense for girls. They also noted that the number of conflicts and adolescent concession to parent’s demands were predicted by their relationship with both parents and their demographic background. Synder, Cramer, Frank, and Patte rson (2005) reported that in effective maternal discipline and hostile attribution predicted growth in chil d conduct problems both at home and at school. Their study consisted of 134 boys and 132 girls from a community sample. The Child Behavior Checklist (Achenback, 1991) was used to asse ss child behavior. Teachers assessed child behavior using the teacher report of child behavior (Achenba ck, 1991). Parent child interaction was coded using the Family Peer Process C ode (FPP, Stubbs, Crosby, Forgath, & Capaldi, 1998). None of these studies re searched girls exclusively. Parental Involvement Although adolescence is a period when adolescents began to form stronger bonds with their friends, while disengaging with their parent s, this is also an important time when they began to make important life decisions regardin g their future and transition into adulthood. Studies have shown that parent s who are involved in their ch ildren’s life early on tend to continue these types of relati onships during adolescence (Lerne r & Steinberg, 2004). Flouri and Buchanan (2002) reported that parent involve ment during adolescence predicted closeness during adolescence, with strong links between early father involvement and closeness to father at age 16 for girls Communication One aspect of this relationship is the amount of communication that exists between parent and their adolescent. Several studies have predicted that communication and poor parenting

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37 practices predicted conduct pr oblems (Cole, Dodge; Daddles , Sanders, Morrison, & Rebgetz, 1992). There are other similar studies that have researched the parenting environment, which included the amount of communication that exists in the families. Hill and Bush (2001) examined 94 boys and girls to determine if pa rent environment was a predictor of conduct problems. They assessed parenting environmen t using the Child Behavior Report of Parenting Behavior Inventory (Shafer, 1965). Parent environment consisted of parental discipline and the affective relationship. Family communication was al so assessed using the expressiveness scale. Hill and Bush (2001) reported that parenting and fa mily interaction patterns were associated with children’s’ anxious symptoms and conduct problems . There were also differences in how girls related to their mothers and fathers with girls showing a strong relations hip to their mothers. Caughlin and Ramey (2005) studied 57 adolescents , ages 13 to 16 to determine the effect of the demand/withdraw pattern s of communications in adolescent dyads. The overall goal of this study was to determine if and when the dema nd/withdraw interaction occurred and how this affected the communication between the parent a nd adolescent. Their findings indicated that when parents make demands from adolescents th ey tend to withdraw an d at higher level than when the communication is vice versa. Two meas ures were used to assess the demand withdraw behaviors of the parents and their adolescents. The first was through the use of outsider ratings and the second was through post conversation repor ts of demand and withdraw. Their findings are important because adolescents tend to withdraw during this period in an attempt to gain their freedom and develop autonomy. Examining the communication styl es of parents and adolescents is important because this may affect who they consult when faced with decisionmaking.

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38 Parent-Child Relationships and Delinquency Adolescent delinquent girls are a ll affected differently by pare ntal-adolescent conflicts, and degree of parental involvement. If delinquent girls and th eir parents have a conflictual relationship they are more likely to internalize these conflicts which can lead to externalizing behaviors and mental health is sues such as depression (McC abe, Lansing, Garland, & Hough (2002). Delinquent girls have been shown to turn to their peers for support when they do not feel supported by their parents or their parents are not involved in their life (Maughan & Hill, 2003). Parent-child relationships have been studied in great detail (for review see Connor, 2002: Steinberg 2001). What is important now is to identify specific aspects of these relationships that may promote or deter criminal d ecision making of delinquent girls. Peer Influence It is widely known that adol escence is a time when peer friendships become more important as they seek autonomy and freedom from their parents. Girls’ friendships have been shown to be more important to them than they are to boys and they tend to have more friends than do boys (McCarthy, Felmlee, & Hagan, 2004). Past research has often tried to clarify whether parents influence peer a ssociation or whether peers influe nce each other regardless of the parental relationship (Collins & Laursen, 2004). Adolescents often tend to associate with peers who have similar goals and interest s whether they are positive or negative. Peer affiliations and influence have been s hown to contribute to delinquent behavior in girls. Adolescents tend to seek support from peers when parental support is absent (Baumrind, 1991). Gilligan (1982) conducted research that re vealed girls’ sense of identity is developed through and because of their relationships. Same -sex relationships are of more importance to girls than they are to boys. Du e to this, adolescent girls go to great lengths to conform to the norms of a peer group to which they wish to belong (Lecroy & Daly, 2001). McCarthy,

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39 Felmlee, and Hagan (2004) assert that youth fr om both genders value the support and intimacy that their friendships provide. They go on to note that females consistently report that they spend more time with friends, expect and receiv e more kindness, commitment and empathy from them, and have a more open, intimate and disclosi ng relationships (p. 809) . In their study of 563 girls in grades nine th rough twelve they assessed the level of closeness and intimacy in these relationships. They report that the relationship between female dominated friendship networks and presence of property crime was negative and si gnificant. This supports the belief that if a girl has female dominated friendships, she is less likely to engage in criminal behavior. Relationships were strongest for girls who were in school and weakest for those who lived on the streets. Their findings implicated that peer influence was not as strong for girls as it was for boys. However, this raises the question of whet her girls whose primary network consists of boys are more likely to engage in criminal decision-making. Girls may be more influenced by deviant frie nds and peers than boys because they value social relationships more than boys and because their friendships are characterized by more intimacy and closeness than boys (Maughan and Hill, 2003). Therefore peer association for delinquent females may play an important role in predicting delinquency if the adolescent associates with delinquent peers. Adolescent girls tend to mature at a quicker rate than do males. Mature delinquent girls often associate with older peers and have older ro mantic partners. This exposes these girls to alcohol, drugs, and the club scene, which are so me areas that they would not have otherwise been as readily available to them. Research ha s shown that there is a link between mature and developed delinquent females and their associati on with delinquent males. Caspi et al., (1987)

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40 reported that early maturing girls experience high er levels of delinquenc y in mixed sex schools than they do in all-female schools wh ere exposure to males was absent. Agnew and Brezina (1997) also re ported that girls who associat e with male friends are at a greater risk of delinquency than are females w ho do not. Theorists have speculated that these delinquent girls represent a key link in the interg enerational transmission of male criminality, as they often associate romantically with antisoc ial men, become teen mothers, and show poor parenting abilities that increase the risk for disruptive behavioral development among their offspring (Capaldi, Kim, & Shortt, 2004). Silver horn and Frick, (1999) noted that there may be important gender differences in the developmen t of disruptive behavior problems, leading investigators to argue that better attempts are needed to understand the early nature and course of these problems among girls. Decision-Making Adolescent Decision-Making Some have argued that adolescents have the decision-making competence of adults (Steinberg & Scott, 2003) and that they should be held accountable for their actions in the same manner that an adult is. Decision-making can be defined as the pro cess of making choices among possible alternatives. Ga rdner and Steinberg (2005) noted, “It is assumed that adolescents have mo re opportunities to engage in risky taking behaviors with peers because this is a period when they tend to spend more time with their peers. Further support for the heightened peer effects on risky behavior during adolescence comes from the additional finding on the risky-shift. Althoug h a number of researcher s have found that risktaking tendencies are greater when individuals are in groups th an when along, several studies have found the opposite to be true” (p. 328). Ev ans, Brown, and Killia n, (2002) assert that

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41 adolescent decision-making skills, are complicated by many factors such as family structure, socioeconomic class, religiosity, and race/ethnicity. Decision-Making Competence There are several studies and reviews on the development of adolescent decision-making. Mann, Harmoni, and Power (1989) discussed th e development of competence in decisionmaking of adolescents. Their review focused on cognitive aspects of d ecision-making and nine indicators of competence: choice; comprehension; creativity; compromise; consequentiality; connectedness; credibility; consistency; and commi tment. They reported that by the age of 15 many adolescents show a reliable level of comp etence in metacognitive understanding. They also noted “barriers to achieving competence in decision-making during adolescence include attitudinal constraints (e.g. be liefs about the proper age for making decision), peer group pressures to conformity, breakdowns in family structure and functioning, and restricted legal rights to make important person decisions” (p. 265). In a similar study, Ormond, Luszcz, Mann, a nd Beswick (1991) examined early and middle adolescents’ metacognitive knowledge of decision-making. They reported that middle adolescents have a high understa nding of what is involved in decision-making. Correlations were found between metacognitive knowledge of decision-making, decision-making style and performance. Their sample consisted of 43 adol escents and was assessed using the Flinders Adolescent Decision-Making Questionnaire. On the contrary, Byrnes (2003) posited that although the literature on adolescent decision-making is too sparse to be conclusive at present, there were some deficiencies with the decisionmaking of adolescents in comparison to adults. He did find that adolescents’ de cision-making competence was less th an that of adults in certain areas such as advice seeking, evaluation processes, adaptive goal setting, and learning but similar in areas such as knowledge of options and re sponses to certain moderating factors.

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42 Criminal Decision-Making Fried and Reppucci (2001) researched the cr iminal decision-making of 56 adolescents between the ages of 13 to 18. They examined th e role of several psychosocial factors such as temporal perspective, peer influence, and ri sk perception using the Criminal Decision-making Questionnaire, which they designed for this stud y, Berndt’s (1979) Vignette s of Peer Influence, Benthin, Slovic, and Severson’s ( 1993) Scale of Risk Perception. They reported that youths who were detained were more likely to think of fu ture-oriented consequences of engaging in the depicted delinquent act and less likely to anticipa te pressure from their friends than youths who were not detained. They also reported that criminal responsibility and culpability were predicted by age and ethnicity. Research on adolescents and the influence of peers on decision-making is sparse. Gardner and Steinberg (2005) noted that th ere was only one prior study that examined the effect of peer pressure on orientation towards risk. In their study of 306 a dolescents and young adults, they wanted to determine if peers had an effect on the decision-making of adolescents in comparison to adults. Risk-taking was assessed with a game called Chicken, a game th at assesses risk-taking behavior in the present moment (Sheldrick, 2004). Risk pref erence was assessed using the modified version of the Benthin Risk Per ception Measure (BRPM; Benthin, Slovic, and Severson, 1993). Risky decision-making wa s assessed via the Youth Decision-Making Questionnaire (YDMQ; Ford, Wentzel, Wood, Steven s, and Siesfeld, 1990). They reported the following findings: (a) that risk taking and ri sky decision-making decreased with age; (b) participants took more risks, focused more on the be nefits than the cost of the risky behavior, and made riskier decisions when in peer groups than when alone; and (c) peer effects on risk taking and risky decision-making were stronger among a dolescent and youths than adults” (p. 625).

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43 The authors feel this demonstrates that adol escents are more likely to engage in risky behavior when in groups than when alone and that they make more risky decisions than do adults. Several studies have examined the effects of family influences/processes but very few examined decision-making and the effects of the parent-adolescent relationship and peer influence. Brown and Mann (1990) examined th e relationship between family structural and process variables (cohesion, parent-adolescent co mmunication, parental conflict resolution and adolescent family decision-making. High fam ily cohesion, good adolescent communication and sound parental conflict resolution were all related to sound decisi on-making in adolescents. Ferrari and Olivetti (1993) examined the relation ship between adolescent females’ perception of parents’ authority and their own tendency toward decisional procra stination. Parenting style was found to influence adolescent decision-making abili ty. Authoritarian styl e was a predictor of indecision tendencies of the daughters. Jacobs and Bennett (1993) researched the decisionmaking of adolescent in one and two parent homes. They were interested in finding out who the adolescent would seek out for support when two parents were involved. Summary There is now, more than ever a need fo r prevention, interventi on and treatment of delinquent adolescent girls. Once engaged in the juvenile justi ce system, adolescents and their parents have not been very successful in extrac ting themselves from the continuing cycles of probation and incarceration of the adolescent (Kazdin, 1993; Bl oom 2002). As previously discussed, adolescent girls who are at-risk for delinquency have poor outcomes (Cheney-Lind & Shelden, 1998; Mouzakitis, 1981; Belknap, Wint er, & Cady, 2001). Few studies conducted have researched girls exclusively. There are also more services for delinquent males with psychological issues (Bloom, 2002).

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44 In reviewing the literature on delinquent adolescent females it was noted that delinquent females are more affected by factors such as environment and parenting style (Funk, 1999; Kim & Fendrich, 2002; Lenssen et al., 2002, & Loper) peer associati on (Maughan & Hill, 2003) and parent-adolescent relationship (Smetana & Gain es, 1999; Laursen, 1995). However, there is a lack of research that has exclusively examined factors related to criminal decision-making in adolescent females. This study aims to fill so me of those gaps to better inform treatment planning and program development in hopes to reduce the number of girls being committed to the juvenile justice system.

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45 CHAPTER 3 METHODOLOGY Statement of Purpose Freid and Reppucci (2001) noted that there is a need to fo cus on factors that increase criminal decision making of adolescents. The majo r purpose of this study will be to examine the relationship of parent-adolescen t relationship, peer group influen ce, and their moderating effect on the criminal decision making of female juvenile delinquents. Due to the lack of services, the rise in offending and reoffending, there is a need to understand and research skills such as decision making, which has such a big impact on the li fe of an adolescent. It is hoped that this study will inform practice that wi ll individualize treatment for girl s, which will prove to be time and cost effective. Research Design This cross-sectional study will use data collected from girls who are delinquent and currently incarcerated. They will be asked to co mplete a battery of surveys. The youths will be surveyed using the following instruments: the Pa rent Environment Questionnaire (PEQ) (Elkins, McGue, & Iacono, 1997), the Decision-Making Questionnaire (DMQ) (Polk & Evans, 1999), and Berndt’s Vignettes of Peer In fluence (BVPI) (Berndt, 1979). Participants Girls from a residential facil ity in Georgia were recruited for this study. A nonrandomized convenience sample will be obtained within a thre e-week period. All of the girls have been adjudicated by the court to the Macon YDC program and will be asked to complete the surveys. Although participation is anonymous, age and race will be requested from each participant. Tentatively, 125 participants at the Macon Yout h Detention Campus will be administered the assessments. Although several faci lities throughout Alabama, Geor gia, Florida, North Carolina,

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46 South Carolina were called to re ceive permission to use the girls at their site in this study, only Macon YDC, through the Georgia’s Commissioners Office, gave permission to use their facilities. Macon YDC is the largest and the only girl facility avai lable in Georgia. Research Variables The variables in this study will be measured by three questionnaires and demographic information. The independent variables include (1) Parental-Adolescent Conflict, (2) Parental Involvement, and (3) Peer-Influence. The measur ed variables used to quantify the independent variables include (1) Parental-Adol escent Conflict subscale of the PEQ, (2) Parental Involvement subscale of the PEQ, and (3) Peer Influence subs cale of the BVPI. The dependent variable is decision-making, which is measured by the Decision-Making Questionnaire. Data Collection Procedure Upon approval from the Institute of Research Board (IRB), girls w ho are delinquent and have been adjudicated by the office of the Stat e Attorney and local law enforcement who reside at the residential f acility will be asked by the researcher to complete a set of surveys. The study participants will be given information explaini ng the study and the purpose of the study. They will be informed of poten tial risks and benefits as a result of their participation in this study. Prior to administering the surveys the participan ts will be asked to sign a consent form. Since the participants are wards of the st ate, parental consent will not be required in order for the girls to participate in the study. The participants wi ll also be advised that their participation in the study is voluntary and will not have any impact on th eir status in the program if they chose not to participate. All data will be collected solely by the rese archer, with assistance from the residential facility staff for order. Due to confidentia lity, the staff will not administer or have any involvement in the administration of the surveys. The questions will be read aloud to assist those

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47 participants who have difficulty reading or comprehending the quest ions. Each participant will have a packet that contains the PEQ (Elkins, McGue, & Iacono, 1997), the DMS (Polk & Evans, 1999), BVPI (Berndt, 1979). Instrumentation In this section, I provide information regard ing the instruments in cluded in my study; Parent Environment Questionnaire, DecisionMaking Scale, Berndt’s Vignettes of Peer Influence. Parent Environment Questionnaire (PEQ) The PEQ is a 50-item self report inventor y developed by Elkins, McGue, and Iacono, (1997). The scale was normed using 672 individu al twins who were clients between 1990 and 1994. According to Elkins et al., (1979), the Mi nnesota Twin Family St udy is a longitudinal study that was developed to identify genetic a nd environmental factor s that influence the development of substance abuse and associated psychological disorders (p. 352). The sample was randomized and split into tw o groups to correct for interdep endence of observations. The twins completed two sets of ratings for each parent. The inventory measures conflict, parent involv ement, regard for parent, regard for child and structure and responses are based on a four point scale. The pare nt conflict and parent involvement subscale consist of 12 items each. The involvement scale assesses the level of communication between the parent and adolescent a nd the level of conflict between the parents and their adolescent. Reliability for conflic t was .82, for involvement .74, parental regards .75, and regard for child. Elkins et al., (1997) noted: During the PEQ's development, the results of a factor analysis by Auke Tellegen on data from 272 parents were used to redu ce the PEQ's length from 93 to 50 items per relationship. The 50-item version was subseque ntly used for the female intake and first

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48 male follow-up assessments. Although all male intake twins and parents received the 93item version, in the interest of comparabi lity between studies, only responses to the 50 items currently being used in the female inta ke and male follow-up studies were submitted to a series of new principal components factor analyses with varimax rotation. The goal of these analyses was to identify the factor stru cture which best characterized the data, in order to apply the same set of factors to data from different reporters (p. 352). Decision-Making Questionnaire (DMQ) Polk and Evans (1999) developed the DMS for use in a nationally funded study, which evaluated youth prevention proj ects. A group of researchers developed this scale based on current research and the adolesce nt decision-making literature (E vans et. al, 2002). The items were standardized using a population of youth i nvolved in the youth prevention study. An openended question at the beginning of the scale asks th e respondents to state a recent major decision and rate the decision based on the questions in th e scale. Items and subscales were developed from the decision-making constructs, which cons isted of evaluating deci sions, decision making efficacy, generating options, and considering cons equences (Evans et al., 2002). These items measure the quality of decision-making of adolescents based on these subscales. This instrument consists of 17 questions and contains 3 subscales of decision-making. To assess the internal reliability of the decision-m aking scale, a Cronbach’s alpha analysis was conducted using the current sample. The analysis revealed an alpha level of .80. The first subscale is generating options and considering ch oices. The Cronbach’s reliability analysis on the eight-item subscale revealed an alpha level of .71. The second subscale was evaluation of decision-making. This subscale consisted of four items and had a Cronbach’s alpha of .74. The third subscale was decision-making efficacy and it had a Cronbach’s alpha of .67. Berndt’s Vignettes of Peer Influence (BVPI) The BVPI contains 30 situations in which th ere are scenarios given which are prosocial, antisocial, or neutral, and the participants determ ine what their course of action would be. Some

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49 of the questions are one sentence, while some are longer. The study was randomized with a sample of 9000 children and adolescents betwee n the ages of 9 and 18. The students were selected from schools in a city of middle class re sidents. The participan ts were first asked to evaluate 10 antisocial actions, such as taki ng candy from a store w ithout paying. They responded on a 4-point scale ranging fr om not bad at all to very bad. The assessment measures three types of beha vior: antisocial, prosocial, and neutral. According to Berndt (1979), there were 10 items for each subscale. The antisocial subscale consisted of destruction of pr operty, stealing, trespassing, and cheat ing. Neutral items consisted of choices about sports, hobbies, en tertainment, and places to eat. The prosocial scale consisted of doing community service and helping others. The internal consistency of the measures was assessed with split-half reliability coefficien ts, corrected by the Spearman-Brown formula. Average reliability was .81 fo r antisocial conformity, .61 for neutral conformity, and .07 for prosocial conformity and should be interpreted w ith caution. Support for the BVPI has been establishe d by Freid and Repucci (2001). They investigated the criminal culpability of de linquent adolescents and decision-making. The Cronbach’s alpha for their study wa s .74 for antisocial behavior. Research Questions Hypotheses Is there a positive association between the level of decision-making demonstrated by girls who are delinquent and the level of pare ntal involvement of their parents? H1: There is no statistically significant association between the level of decisionmaking and the parental i nvolvement of the girls who are delinquent and their parents. Is there a positive association between the level of decision-making demonstrated by the girls who are delinquent and leve l of parent-adol escent conflict? H2: There is no statistically significan t association between the level of decisionmaking and level of pare nt-adolescent conflict.

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50 Is there a positive association between the level of decision making demonstrated by girls who are delinquent and the extent to whic h they are influenced by their peers? H3: There is no statistically significant association between the level of decisionmaking and level of antisocial, neutral, or prosocial influence of their peers Data Analysis Multiple regression analyses will be used to assess the contribution of three variables to predicting girls who are delinquent quality of decision-making. The three variables are as follows: Parental involvement, pare ntal conflict, and peer influence. All three hypotheses will be analyzed via multiple regression and reliabilit y estimates will be determined. The analysis necessary for answering the questions and hypothese s posed for this study, the three scales used in this study (PEQ, DMQ, BPVI) were submitted to reliability analysis to confirm subscales for this population. To determine if there are rela tionships between the predictor variables a Person R Correlation will be executed in SPSS. In order to assess the capacity of the data to be in line with the normality assumptions of multiple regressions, the data will be subjected to tests of skewness and kurtosis. Results of these analyses will indicate that the assumptions for multivariate normalcy will be met. The results and implications from this study must be assessed within th e limitations of this study. This study is exclusively fe males due to the fact that ve ry little research has been conducted specifically on girls’ decision-making as it relates to parent-a dolescent relationship and peer influence. However, the theories us ed in this research have been generalized to females. Also, due to the fact that there is limited access to girls w ho are incarcerated or delinquent, the population sample will be relatively limited.

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51 CHAPTER 4 RESULTS The purpose of this study was to assess the in fluences the parent-a dolescent relationship and peer influence variables have on the quality of decision making of adolescent girls who are delinquent. My study sought to determine the rela tionship of the level of decision making of girls who are delinquent and the following variables: (a) level of parental conflict, (b) level of parental involvement, and (c) peer influence. In this chapter, the outcomes related to da ta collection, data anal ysis, and results are discussed. Descriptive data are pr ovided where possible. Reliability coefficients for the Parent Environment Questionnaire (PEQ), Decision Making Questionnaire (DMQ), and Berdnt’s Vignettes of Peer Influence (BVP I) are reported. Finally, outcom e analyses of the research hypotheses posed in this study are discussed. Data Collection and Response Rate Participation was voluntary and all participan ts were not required to provide informed consent because they are wards of the state. They were fully informed that their lack of participation would not affect their status in the program. A total of 124 girls were asked to complete the surveys and 22 declined to participat e. The girls filled out the surveys at their own pace but the surveys were read aloud. It took participants approximately 45 minutes to complete the instruments and the study was conduc ted in accordance with ethical guidelines. A minimum criterion of 97 completed packets was required to achieve the power to detect statistical significance in analysis of the data. The final sample consisted of 102 female a dolescents from the Macon Youth Detention Campus with a mean age of 16.09 (SD = 1.29). The sample was primarily African American,

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52 59.8 (N = 61), followed by Caucasian, 22.6% (N = 23) , Latino 8.8% (N = 9), and Other, 8.8% (N = 9) (Table 4-2). Measures Data Tables 4-1 and 4-2 describe th e age and ethnic background of the study participants. Prior to commencing the analysis necessary for answer ing the questions and hypotheses posed for this study, the three scales used in this study (P EQ, DMQ, BPVI) were submitted to reliability analysis to confirm subscales for this population. While it was presumed the scales and subscales would confirm previously identified reli ability statistics, it was also acknowledged that validity and reliability are situation and person sp ecific and a scale might be valid and reliable for one group of subjects but might not be valid and reliable for another. Decision Making Questionnaire (DMQ) The DMQ (Polk & Evans, 1999) is a 17-item m easure of decision-making. This measure contains items that evaluate decision-maki ng, decision-making efficacy, generating options, and considering consequences. Each item is rated ac cording to the extent that it is used by the participant in making an important decision concer ning a recent problem or issue in their life. The following designations apply: a rating of "1 " represents that the decision making item is "not true for me"; a rating of "3 " represents that the decision-ma king item is "sort of true for me"; and, a rating of "5" represents that the d ecision-making item is “true for me." The mean score summed score for decision-making was 27.05 a nd with a standard deviation of 5.01. The maximum score was 85 with a minimum score of 17. Parent Environment Questionnaire (PEQ) The Parent Environment Questi onnaire (1997) is a 50-item measure of the relationship between parents and their children. Participants rated aspects of their re lationships on a 5-point likert type scale ranging from "1" indicating "definitely true" to "4" indicating "definitely false”.

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53 This item contains four subscales that measure pa rental involvement, parental conflict, regard for parent, regard for child, and structure. The pa rticipants are asked to respond to the questions based on their relationship with th eir parents separately. For th e purpose of this study, parental involvement and parental conflict were the only subscales analyzed for this study. Due to low reliability of parent regard for child and child regard for parent in a previous study, the parental involvement and conflict subscale were the only s ubscales analyzed for the study. The mean for parental conflict was 18.87 (SD 5.03) for the re sponses concerning their mothers and 16.43 (SD 5.53) for their fathers. The mean score for parental involvement was 20.68 (SD 3.78) for the responses concerning their mothers and 18.51 (SD 4.42) for their fathers. Berdnt’s Peer Influence Vignettes (BPIV) The BPIV is a 30-item measure of antisocial, neutral, or prosocial peer conformity. The questions are based on a likert type scale that ranges from “not cer tain” to “absolutely certain”. The antisocial subscale contains 9 questions , which measure the degree of negative peer influence. The maximum score is 54 with a minimum score of 9. The mean for antisocial conformity was 32.59, with a standard deviatio n of 5.85. The prosocial subscale contains 9 questions with a maximum score of 54 and minimum score of 9. The mean for prosocial conformity was 24.90, with a mean of 5.21. The ne utral subscale contains 8 questions with a maximum score of 48 and minimum score of 8. The mean for neutral conformity was 22.14, with a standard deviation of 5.92. Reliability Estimates for the DMQ, PEQ, and BPIV Internal consistency for three measures was ca lculated. Cronbach’s al pha was utilized to evaluate the scale items on the three in struments. The formula used was

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54 instrument S item S k k aitems 2 21 1 Coefficient alpha values range from 0 to 1, with 1 being a perfectly consistent measure. Internal consistency for each subscale of Berdnt’s Vignettes of Peer Influence was calculated. The value achieved fo r Antisocial Behavior was .71. This value is similar to the previously reported alpha of .74. This finding indicates that appr oximately 71% of the variance on the subscale was attributed to true score variance. The valu e achieved for peer influence was .64 indicating that approximately 64% of the varian ce on the subscale was attributed to true score variance. This value is cl ose to the previously re ported value of .71. Internal consistency for the DMQ was calculate d. DMQ scores in th e present study yielded a Cronbach’s alpha = .68. This was also compar able to reliability statistics reported in the original study and thus supported those fi ndings of .71. This finding indicates that approximately 68% of the total sc ore variance was from true score variance. Also indicated is the consistency of participants' re sponses across items on the DMQ. Internal consistency analyses were conducted for the PEQ subscales of parent conflict and parent involvement in the current study. For both subscales, participan ts completed a set of answers for both their mother and their father. For the parent conflic t subscale, analyses revealed a Cronbach’s alpha = .90 when participants filled out the inventory for their fathers and alpha = .85 when filling out the inventory for their mothers. For the parent involvement subscale, alpha = .78 when participants filled out the inventory for their mothers and alpha = .85 when participants filled out the inventory for their fathers. This supported the reliability findings in previous studies of .75 and .71.

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55 Preliminary Analyses Pearson Product Moment correlations, using a criterion level of .05 (2-tailed), were computed between decision-making and each of the predictor variables in an attempt to confirm that the relationships were in the predicted directions. For parental involvement, neither mothers’ nor fathers’ involveme nt was significantly correlated with decision-making. Additionally, for parental conflict, neither mothers’ nor fathers’ involvement was significantly correlated with decision-making. Finally, when looking at peer in fluence, peer neutral influenc e was significantly positively correlated with decision-making (r = 0.20, P .04), which was in the predicted directions. On the other hand, peer pro-social influence and antisocial influence were not significantly correlated decision making, which was not in the predicted directions. See Table 4-7. Regression Analyses In order to assess the capacity of the data to be in line with the normality assumptions of multiple regressions, the data was subjected to a test of skewness and kurtosis. Results of these analyses indicate that the assumptions for mu ltivariate normalcy were met. All skewness and kurtosis estimates for the variables fell between 1 and except for the parent conflict subscale filled out for fathers, which had a kurtosis value of 1.578 and skewness of 1.348. Hypothesis 1 Linear regression analyses were conducted to determine if the predictor variable (parental involvement) would influence delinquent adolesce nt females’ ratings on the criterion variable (decision-making). Separate regres sion analyses were conducted fo r mother and fathers parental involvement ratings. Hypothesis one stated there is no statisti cally significant asso ciation between an adolescent’s level of decision-making and the reported level of parent al involvement by the

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56 adolescent. There was not a significant a ssociation for either father involvement F (1, 102) = 1.17, p < .28 ( R = .012) nor for mother involvement F (1, 102) = 0.26, p < .26 ( R = .003) concerning quality of decision making. The sta ndardized beta coefficient for the parental involvement for the father ( = 0.108) was in the positive di rection, but was not significant t (102) = 1.08, p < .282. The standardized beta coefficient ( = 0.120) for parental influence for the mother, t (102) = -.512, p < .61, was in the negative direction and also was not significant. These findings indicated that th ere is not sufficient evidence to conclude that there is a relationship between parental i nvolvement and level of decision-making. See table 4-3 for this analysis. Hypothesis 2 Linear regression analyses were conducted to determine if the predictor variable (parental conflict) would influence delinquent adolescent females’ ratings of the criterion variable (decision making). Separate regres sion analyses were conducted for mother and fathers ratings. Hypothesis two stated there is no statistically significant association between an adolescent’s level of decision-making and the re ported level of parental conflicts between the parents and their adolescents. Their was not a significant association for either father conflict F (1, 102) = 2.60, p < .11 ( R = .025) or mother conflict F (1, 102) = 3.24, p < .08 ( R = .031) concerning quality of decision making. The sta ndardized beta coefficient for the parental conflict for the father ( = 0.159) was in the positive dir ection, but was not significant t (102) = 1.61, p < .110. The standardized beta coefficient ( = 0.177) for parental conflict for the mother, t (102) = 1.80, p < .08, was also in the positive direction and was not significant. These findings indicated that there is not sufficient evidence to conclude that there is a relationship between parental conflict and quality decision-mak ing. See table 4-4 for this analysis.

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57 Hypothesis 3 Linear regression analyses were conducted to determine if the predictor variable (peer influence) would influence delinquent adolescen t females’ ratings of the criterion variable (decision making). Separate regr ession analyses were conducted for the three types of peer influence (pro-social, ne utral, and antisocial). Hypothesis three stated there is no statis tically significant association between an adolescent’s level of decision-ma king and influence of their p eers. There was a significant association between Neutra l peer influence and quality of decision making, F (1, 102) = 4.35, p < .04 ( R = .042). Both pro-so cial peer influence, F (1, 102) = 0.84, p < .36 ( R = .008) and antisocial peer influence, F (1, 102) = 0.54, p < .46 ( R = .005), were not significant predictors of decision making. The standardized beta co efficient for neutral peer influence ( = 0.204) was significant, t (102) = 2.09, p < .04 and in the positive direction. The standardized beta coefficient for pro-social peer influence ( = -0.092) was not significant, t (102) = -.921, p < .36 and in the negative direction. Similarly, the standardized be ta coefficient for antisocial peer influence ( = 0.074) was not significant, t (102) = 0.736, p < .64 but was in the positive direction. Both the findings for pro-social and antis ocial peer influence supported th e given hypotheses. The null hypothesis for neutral peer influence was reje cted. See table 4-5 for this analysis. Table 4-1 Age of participants Age FrequencyTotal Percent 12 32.9 13 32.9 14 109.8 15 1514.7 16 3332.4 17 3433.3 18 76.9

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58 Table 4-2 Ethnic Background Ethnic Background FrequencyTotal Percent African American 6159.8 Latino American 98.8 European American 2322.6 Other 98.8 Table 4-3. Regressions Predictor Variable Beta R2 t F Model 1 Mother Involvement -.051 .108 -.512 .26 Father Involvement .108 .012 1.081 1.17 Dependent variable: Decision-making * p < .05, ** p <.01 Table 4-4. Regressions Predictor Variable Beta R2 t F Model 1 Conflict with Mother .177 .031 1.801 3.24 Conflict with Father .159 .025 1.61 .260 Dependent variable: Decision-making * p < .05, ** p <.01 Table 4-5. Regressions Predictor Variable Beta R2 t F Model 1 Peer antisocial .74 .005 .736 .541 Peer neutral .22 .042 2.03* 3.24* Peer prosocial -.092 .008 -.921 .359 Dependent variable: Decision-making * p < .05, ** p <.01

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59 Table 4-6 Intercorrelations Variable 1 2 3 4 5 6 7 8 M SD 1. Conflict with mother 18.875.03 2. Conflict with father .46 16.435.25 3. Mother involvement .264 -.39 20.683.78 4. Father involvement .072 -.67 -.051 18.514.42 5. Peer antisocial -.191 -.09 -.27 -.04 32.594.42 6. Peer prosocial .20* -.02 -.14 -.01 .39 24.935.21 7. Peer neutral .23* -.07 .112 -.04 .32 .42 22.145.92 8. Decision making .17 .159 -.09 .03 .20* .14 .26** 27.055.01 Means, Standard Deviations, and Inter-correlations among conflict with mother, conflict with father, mother involvement, father involvement, peer antisocial, peer prosocial, peer neutral and decision making * p < .05, ** p <.01

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60 CHAPTER 5 DISCUSSION Adolescent girls now make up the fastest growi ng segment of the juvenile justice system and have forced a shift in focus for law enforcem ent, social services, and others involved with adolescent girls (Scahill, 2002). The purpose of my study was to determine if there is a direct relationship between the quality of decision-making of juvenile delinquent females and the quality of parent-adolescent relations, plus the influences, positive or negative, of their peers. More specifically, does a poor relationship with family, particularly pa rent or parents, or associations with peers, who exert negative influences, or bo th, contribute to poor decisionmaking by girls who are delinquent. This chapter describes the contributions of the current investigation. First the limitations of my study are discussed. Then, the implications of the findings of my study along with recommendations for future research are outlined. The chapter concludes with a summary. Limitations of the Study Although the findings of my study provide info rmation that both supports and challenges prior theories and research outco mes, the results and implications drawn from my study must be assessed within the context of the study’ limita tions. These limitations include, but are not limited to, comprehension issues, generalizabil ity of the study sample to the population, developmental issues, responder bi ases, and instrument validity. The first limitation of my study is responder bi ases, which may be due to several factors. Responders, such as offenders, may be not be tr uthful with their answ ers and/or “Christmas Tree” their responses for several different reas ons, including a fear of repercussions, or additional sanctions being added to their progra m (Bloom, 2002). Alth ough their responses are confidential, they may have fear ed that if their responses dem onstrated they were not making

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61 progress in the program, it would lead to additiona l time being added to their program. In addition, girls who are in reside ntial programs are oftentimes l ooking for guidance from any type of authority figure and can be in a frame of mi nd to want to please those around them or be socially desirable (Bloom, 2002). This may expl ain why they would answer with what they perceived to be the right thing to do as opposed to what was really true for them. For example, in the BPVI questionnaire, when the girls had questions concerning whet her to “steal answers from the teacher or turn in the answers,” they may have chosen the answer “turn the answers in” since that would be the correct thing to do. This social desira bility may have unduly influenced the respondents’ completion of the self-report instruments. Another responder limitation could be the girls did not want to portray a negative image of their caregivers for the study. The girls may have an idealized imag e of what they wished their parent(s) would be, thus resulting in the responde rs reporting lower than expected levels of conflict and higher levels than expected of i nvolvement. Although prior research has indicated that girls who are delinquent have weaker bonds a nd relationships with their fathers, females, more so than males, may hold on to an idea lized image of their fathers (Chesney-Lind & Shelden, 1998). A third reason that could have caused responde r bias for the girls answering the surveys was the timing of the administration of the survey s. The day the surveys were administered was a day off for the girls. A few of them were qui te upset at having to ge t up early to come down and answer the questions. The site contact assisting with organizing the girls spent a considerable amount of time trying to convince the girls to participate. Since some of the girls were coerced into participating, this could explain why some them may have used the “Christmas Tree” tactic in an swering their questions.

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62 There were also some limitations with the instruments. Although all three instruments used have both sufficient levels of validity and reliability, they may not be applicable to the juvenile offender population. While the BVPI a nd DMQ have been used previously with the juvenile offender population; in th eir testing manuals, these inst ruments fail to provide normative data about adolescent offenders. Therefore, this population may need its own reliability measure, item response study, and construct validity assessment. Also, there are constructs within the juvenile offender population that woul d best be assessed via clinical observations. The PEQ assessment of the parent-adolescent relationship is base d on adolescent selfreport and not on direct observation. It has been noted that self -report measures of parenting are typically only modestly correlated with m easures based on direct observation (Holden & Edwards, 1989). According to Mague et al. (2 005), “adolescent percepti ons do, however, offer distinct advantages over alternativ es. The impact of parenting on adolescent adjustment is likely to be mediated by how adolescents perceive their parents and there is subs tantial support for the reliability and predictive utility of the adolesce nt ratings of the parent-adolescent relationship” (p. 982). The conclusions that can be drawn from th is study are limited by the relatively small sample size (n=102). A larger sa mple that would include more et hnicities and more girls at the younger and oldest ends of the age spectrum woul d provide more power to detect differences between the groups. An additional limitation is the lack of a comparison group. This lack prohibits the comparison of the quality of decisi on-making of adolescent girls in the general population with that of the delinquent population.

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63 Implications Because the results of the study provided insuffi cient evidence to reject two of the stated null hypotheses and partially accept one, the value of these instruments to serve to predict levels of decision-making within the juvenile delinque nt population was limited. On the contrary, the results of this study can contribute to eliminati ng certain variables and co mbinations thereof as indicators of quality decision-ma king within this population. In particular, this study revealed that within the population of girls who are d eemed delinquent, parents’ level of conflict, involvement with their adolescent girls’ prosocia l and antisocial behaviors may not be accurate indicators of the soundness or la ck thereof of adolescent decisi on-making. This also could be due to the limitations of my study. Earlier research has indicated that there is no consistent correlation between the level of decision-making by adolescent girl s and aspects of the parent-a dolescent relationship. This study confirmed those research outcomes but w ith a new subgroup, which were girls who were delinquent. Then again, since invol vement in the juvenile justice system can be an indication of the lack of sound decision-making skills, the abse nce of a significant correlation may be due to limitations of cognitive abilities. The results of this study may also be used to disprove or challenge certain theories involving the decision-making by de linquent girls as it relate s to the parent-adolescent relationship. There is a presum ption among theorist that the pare nts’ level of involvement, in combination with the level of conflict of the pa rents and their adolescents may be the pertinent variable necessary to ascertain the level of decision-making of adolescents. Based on the findings of this study, this pr esumption was not confirmed.

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64 Future Research The need for further research is evident. Howe ver, a wide range population sample with a large sample size and a control group would be need ed in future research to improve the generalizability of the findings. Adolescence in volves intense socialization, which includes the development of strong peer relationships thr ough key exchanges between and among adolescents (Godwin, Steinhart, & Fulton, 1996). “The aspect s of the environment that are most powerful in shaping the course of psychological growth are overwhelmingly those that have meaning to the person in a given situation. Depending on the i ndividual, this may impact the importance of a given situation and the effect s of both parent and peer infl uence” (Bronfenbrenner, 1979, p. 22). Future research should focus on the total ity of the influence of these aspects of the environment and socialization on the decision-making of adolescents. Evans, Brown, and Killan, (2002) noted the following: Interventions designed to enhance adolescen t decision-making skills have led to outcomes such as higher leve ls of school retention, economic self-sufficiency, and more responsible sexual behavior with pregnant and parenti ng adolescents, lower mean tobacco use at the 2-year follow up of a s ubstance abuse prevention program, and higher levels of positive prosocial behavior and lower levels of antisocial, self destructive and socially disordered behavior at a 4-to-6-y ear follow up of a social decision-making and problem-solving program. Unfort unately, very few interventions have focused primarily on enhancing decision making among deli nquent or incarcerated youth (p. 561). Future studies should seek to fill this void. In addition, future research should seek to develop instrumentati on that specifically measures delinquent decision-making. Although there are several instruments that measure decision-making of adolescents, only one other in strument measures criminal decision-making (Fried & Repucci, 2002). This inst rument may help to be tter identify certain aspects of criminal decision-making that may better inform research, practice, and developmen t of interventions for delinquent youth.

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65 Lastly, Evans, Brown, and Killan (2002) asse rt that, although decision-making skills alone do not account for risk behavior, it is important to evaluate adolescents’ planning and decisionmaking skills to determine possible areas in need of intervention. It is al so important to assist adolescents in adopting a future orientation, so that both long term and short-term goals and consequences are considered before making choices . Delinquents obviously are at a higher risk for inadequate skills, which is why it is imperativ e that they be considered when developing and implementing a program that includes or focuses on decision-making skills. It has been noted, however, research has yet to answer how to incorporate decision-making into prevention programs. More specifically, what decision-making skills should be taught and in what context, and how these skills should be taught. These are important questions that should be addressed in future studies. Summary This chapter discussed the results of the st udy. It was determined that there was an association between neutral peer influence and decision-making, while there was no association between parental involvement, pare ntal conflict, or antisocial a nd prosocial peer influence. Implications for research and practice were deta iled, including a need to develop instrumentation specifically to measure adolescent criminal deci sion-making. Limitations were described, such as responder biases, which may have caused them to “Christmas Tree” their responses or rate parent in an idealized manner rath er than truthfully. Lastly, th e need for future research was discussed.

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62 APPENDIX. INFORMED CONSENT LETTER Dear Participant, Thank you for your consideration fo r participation in this study. The purpose of this study will be to examine the decision-making of girls who have been placed in a resi dential facility. The information that you provide may be helpful in understanding how girls make decisions which will help to develop more programs that wi ll help girls be the best they can be. If you volunteer for this study, you w ill be asked to complete surveys that contain items about your relationship with your parents and friends. You will also be asked to complete surveys about how your friends influen ce the decisions that you make. Participation in this study is completely volun tary; your release will not be affected by whether you do or do not participate. You can stop participating at any tim e. You will not have to put your name on any of the forms and no one will be able to identify your answers. The study will take between 1 to 1 hours depending on how qui ckly you answer the questions. There are no risks associated with completing this survey. The compensation for this study will be a pizza party for those who participate and goody bags wh ich are going to be filled with items approved by your director. However, there are no di rect benefits to you for participating. If you have questions about the surveys, you can send a request to your mental health counselor, who will then contact me, Pamela Jenkins, 352-361-6938 or Edil Torres, 352-392-0731. If you have questions about your rights as a research participant, contact the UFIRB2 office, Box 112250, University of Florida, 32611-2250; ph (352) 392-0433. I have read the agreement above. I voluntarily ag ree to participate in the procedure and I have received a copy of this description. Participant___________________________ Date ______________________ (Minors cannot give written consent) Principal Investigator____________________ Date______________________

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76 BIOGRAPHICAL SKETCH Pamela Jenkins was born in Tuskegee, Alabama at Tuskegee Institute Hospital. She was raised by her mother, Eva Jenkins, and grandparent s in Salem, Alabama. When she was 12, her family moved to Opelika, Alabama, where she graduated from Opelika High School in the top 10% of her class. Her son, Brandon, was 3 weeks old when she began her undergraduate studies at Alabama State University. She completed her B.S. degree in 1993. In 1993, she joined the United States Army at th e rank of specialist. She received training as a dental specialist at Ft. Sam Houston in Te xas. She was stationed at Ft. Carson (Colorado Springs, CO) where she completed her tour. Afte r a year’s break, she enrolled in a master's degree program at Columbus State University. She received her M.S. in community counseling in 1999. She moved to Nashville, Tennessee an d worked at Mental Health Cooperative for a year. With her son, Brandon, she moved to Florida in hopes of attending the University of Florida’s counselor education program. She became a Nationally Certified Counselor during this year as well. Pamela was accepted into the Counselor Education Program and became a Grinter fellow and Minority Schola r. She also began an assist antship at P . K . Yong Research School. Pamela became a licensed counselor in 2003. In 2004 she completed her internship at Florida State Prison. Pamela currently resides in Gainesville, Florid a and is currently the mental health authority at the Marion Juvenile Detention Facility. .