Abstract
This research examined deviant talk during summer residential treatment using peer nominations and extensive field observations.
Participants were 239 youth (M
age = 12.62, SD = 2.60; 67% male), nested in 26 treatment groups. Deviant talk was present in this setting, showed individual differences,
and increased over time, especially for younger boys. As expected, its relationship to treatment response was moderated by
peer behavior. Initial levels of individual deviant talk were related to clinical improvement, but primarily when peer deviant
talk was low. Initial levels of peer deviant talk were related to higher than expected end of treatment aggression, especially for youth who were high in deviant
talk. Deviant talk effects were observed for staff impressions of change and observations of aggression and adjustment. Initial
antisocial behavior affected whether individual or peer levels of deviant talk more heavily influenced treatment response.
Implications for clinical assessment and treatment monitoring are discussed.
Participants were 239 youth (M
age = 12.62, SD = 2.60; 67% male), nested in 26 treatment groups. Deviant talk was present in this setting, showed individual differences,
and increased over time, especially for younger boys. As expected, its relationship to treatment response was moderated by
peer behavior. Initial levels of individual deviant talk were related to clinical improvement, but primarily when peer deviant
talk was low. Initial levels of peer deviant talk were related to higher than expected end of treatment aggression, especially for youth who were high in deviant
talk. Deviant talk effects were observed for staff impressions of change and observations of aggression and adjustment. Initial
antisocial behavior affected whether individual or peer levels of deviant talk more heavily influenced treatment response.
Implications for clinical assessment and treatment monitoring are discussed.
- Content Type Journal Article
- Pages 1-12
- DOI 10.1007/s10802-011-9519-1
- Authors
- Audrey L. Zakriski, Connecticut College, New London, CT, USA
- Jack C. Wright, Brown University, Providence, RI, USA
- Stephanie L. Cardoos, University of California, Berkeley, Berkeley, CA, USA
- Journal Journal of Abnormal Child Psychology
- Online ISSN 1573-2835
- Print ISSN 0091-0627