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This study examined childhood and adolescent risk factors for males' reports of getting someone pregnant during adolescence. These questions were examined in an urban sample of 335 African American males involved in a prospective, longitudinal study. Childhood aggression significantly predicted reported pregnancies during adolescence. Boys who were stably aggressive across 3rd through 5th grades were at particularly high risk for reporting getting a female pregnant. Adolescent substance use and deviant peer involvement incrementally added to the prediction of pregnancy reports over and above the effects of childhood aggression. Adolescent aggressive problems did not contribute to reports of pregnancy once childhood aggression was accounted for in the model. These results highlight that precursors for males' pregnancy reports can be identified by as early as age 8. Findings also emphasize the importance of an expanded developmental focus to understand risk factors for adolescent pregnancy. The implications of these results are discussed for preventive interventions to reduce adolescent pregnancy.

AbstractThe general purpose of this study was to examine similarity between friends with respect to behavior. The specific goals were to consider; 1) different sources of evaluation (peer ratings and direct observations); 2) different social contexts (classroom and play group); and 3) different subtypes of aggressive behavior (proactive and reactive aggression). In the first phase of the study, sociometric assessments and peer evaluations of behavior were conducted in the school setting with third‐grade boys and girls (n ‐ 268). In the second phase, a subsample of boys participated in a series of play group sessions (n = 66). Direct observations and peer ratings of children's behavior were conducted in those sessions. Results showed in both social contexts a tendency towards similarity among friends, especially with respect to aggressive behavior. Separate analyses for subtypes of aggressive behavior revealed that the similarity hypothesis applied for proactive aggression but not for reactive aggression.

Cover -- Half Title Page -- Selected Works from the Authors -- Title Page -- Copyright -- About the Authors -- Acknowledgments -- Contents -- Introduction to the Friendship Group Manual -- 1. Overview -- The Importance of Positive Peer Relations -- Developmental Foundations of Friendship Group -- 2. Program Administration -- The Friendship Group Coaching Model -- Key Components of Effective Coaching -- Program Format and Group Organization -- Nuts and Bolts of Session Administration -- 3. Therapeutic Processes -- Positive Support Strategies -- Emotion Coaching -- Induction Strategies -- Social Problem-Solving Dialogue -- 4. Behavior Management -- Understanding Common Behavior Problems in the Friendship Group Setting -- Changing the Antecedent Conditions That Elicit Problem Behavior -- Using a Token Reward Behavior Support System -- Summary -- 5. Home-School Intervention: The Fast Track Model -- The Fast Track Project Design -- Fast Track Project Research Findings -- Implications for Practice -- Commonly Used Materials in Friendship Group -- Session Posters -- Agenda Pictures -- Award Pages -- Friendship Group Manual: Early Elementary Sessions -- UNIT I. Establishing Common Ground -- SESSION 1. Joining In and Getting Acquainted -- SESSION 2. Initiating Friendships: Tell about Yourself and Listen to Your Friend -- SESSION 3. Talking about Feelings -- SESSION 4. Talking More about Feelings -- SESSION 5. Good Teamwork Review -- UNIT II. Caring and Controlled Behavior -- SESSION 6. Caring for Your Friends: Help and Share -- SESSION 7. Think before You Act: Calming Down -- SESSION 8. Sharing Toys -- SESSION 9. Expressing Concerns: Say the Problem and How You Feel -- SESSION 10. Finding a Fair Solution -- UNIT III. Negotiating with Friends -- SESSION 11. Planning Together and Making a Deal -- SESSION 12. Making a Choice for Friendship