This study aimed to examine Dispositional, Adaptational, and Environmental (DAE) variables at the intersection of adaptive and maladaptive personality development as a conceptual replication of the DAE-model (Asendorpf & Motti-Stefanidi, European Journal of Personality, 32(3), 167–185, 2018). In a community sample of adolescents (N = 463; Mage = 13.6 years; 51% female) hypotheses-driven cross-lagged panel models were tested. Longitudinal associations between Dispositional (i.e., neuroticism, disagreeableness and unconscientiousness), Adaptational (i.e., social problems), and Environmental (i.e., perceived quality of the parent-child relationship) variables were investigated. The results partially support the DAE hypotheses. High levels of neuroticism, disagreeableness and social problems were found to predict the perceived quality of the parent–child relationship. In turn, the perceived quality of the parent–child relationship was found to predict levels of unconscientiousness and social problems. No mediation effects were found and, in contrast to DAE hypotheses, results did not indicate bidirectional influences between dispositions and adaptations. The results shed light on differential person–environment interactions that shape personality development and the importance of the perceived quality of the parent–child relationship. These findings provide insight in pathways of personality development, that may lead to personality pathology, and demonstrate the value of the DAE model as a structured guideline that provides testable hypotheses.

We examined the associations of middle childhood and adolescence nighttime sleep duration with adolescence internalizing and externalizing behavior problems per the Youth Self-Report (YSR) and the Child Behavior Checklist (CBCL) questionnaires, in a cohort of 889 Colombian schoolchildren. We estimated adjusted differences with 95% confidence intervals (CI) in mean behavior problem t-scores in standardized units between recommended sleep duration categories and as a continuous exposure using multiple linear regression and restricted cubic spline models, respectively. Compared with sleep duration within recommendations, middle childhood sleep above recommendations was related to 4.6 (95% CI: 1.6, 7.6; p = .004) and 5.4 (95% CI: 1.2, 9.7; p = .01) adjusted units higher YSR and CBCL externalizing problem scores, respectively. In continuous exposure analyses, this association seemed restricted to children aged ≥11 years. Longer sleep, both in categories and as a continuous exposure, was also associated with increased CBCL internalizing problems. Results did not differ by sex or weekend/weekday sleep. Sleeping under recommendations in middle childhood was not significantly related to behavior problems; nevertheless, shorter sleep in adolescence, in both categorical and continuous scales, was significantly related to behavior problems. In conclusion, behavior problems in adolescence are associated with longer sleep in middle childhood and shorter sleep in adolescence.

Early institutional rearing is associated with increased risk for subsequent peer relationship difficulties, but the underlying mechanisms have not been identified. Friendship characteristics, social behaviors with peers, normed assessments of social problems, and social cue use were assessed in 142 children (mean age = 10.06, SD = 2.02; range 7–13 years), of whom 67 were previously institutionalized (PI), and 75 were raised by their biological families. Anxiety and attention-deficit/hyperactivity disorder (ADHD) symptoms, often elevated among PI children, were examined as potential mediators of PI status and baseline social functioning and longitudinal follow-ups (2 and 4 years later). Twenty-seven percent of PI children fell above the Child Behavior Checklist Social Problems cutoff. An examination of specific social behaviors with peers indicated that PI and comparison children did not differ in empathic concern or peer social approach, though parents were more likely to endorse aggression/overarousal as a reason that PI children might struggle with friendships. Comparison children outperformed PI children in computerized testing of social cue use learning. Finally, across these measures, social difficulties exhibited in the PI group were mediated by ADHD symptoms with predicted social problems assessed 4 years later. These findings show that, when PI children struggle with friendships, mechanisms involving attention and behavior regulation are likely contributors.

This thematic Special Issue is the second in a five-year series on social psychology of social change that aims to feature the science and practice of interventions for social change. But, current work in the social psychology of social change still focuses on theoretical analysis of social problems; the action-oriented approach to social psychology research is not yet a strong movement in social psychology in the region. This is reflected in the research features in the Special Issue, where only one exemplifies the action research approach. Nevertheless, there is progress towards applying the theoretical lenses and methodological tools of social psychology to develop sharper understanding of particular social problems and the theoretical analysis that draws from close social contextual analysis and from indigenous concepts plays an important role in this progress. Even as we reflect on the challenges for moving towards action-oriented social psychology research, we note how social psychologists in the Asian and Pacific region are focusing their attention on local social concerns.

In China, owing to many parents' preference for sons, the sex ratio at birth (SRB) is imbalanced. During the 2000s, SRB fluctuated at around 120 boys to 100 girls. In the early 2000s, to tackle the SRB imbalance, the Chinese government launched a series of policy measures under the banner of “care for girls.” This article presents a case study of the Care for Girls programme in order to explore how the construction of SRB as a social problem has led to the formulation and adoption of one set of policy responses to the exclusion of others. The analysis shows that the imbalanced SRB has been attributed to rural peoples' cultural and economic deficiencies rather than cast in terms of a need to recognize the inherent worth of girls or a need to ensure that all rural families have entitlements to basic social welfare. This construction of SRB has enabled the Party-state to advance a “care as control” policy response which comprises ideological education, conditional material benefits and sanctions, and which sidesteps the institutional underpinnings of the problem.

Elder abuse is a ‘social problem’, as illustrated by the production of policy documents and legislation that define and revise the scope and nature of the problem. This article synthesises and discusses the policy documents and legal changes that have taken place in England since 2000, when the first policy guidance to address adult safeguarding as a whole was produced. The focus of this article is on particular locations, namely care home and hospital settings, and the applicable policy and legislation. The policy documents and legal changes identified are analysed using Blumer's five phases of policy implementation and Matland's ambiguity-conflict matrix to explore their implications for policy implementation and coherence. The analysis suggests that responses to elder abuse have created different kinds of ambiguity and conflict, requiring both top-down and bottom-up policy interventions.

While many sociological studies analyze the causes, conditions, and mechanisms perpetuating American racial inequality, the literature on how African Americans understand and explain these inequalities is less developed. Drawing on 150 interviews with middle-class and working-class African American men and women, this paper analyzes inductively how respondents define and conceptualize the most pressing obstacles facing their group when probed on this question. We find that middle- and working-class respondents alike identify the problem of racism as the most salient obstacle facing African Americans. Class differences appear with respect to what other obstacles are singled out as salient: while middle-class respondents focus on lack of racial solidarity among Blacks and economic problems (in this order), working-class respondents are more concerned with the fragility of the Black family followed by the lack of racial solidarity. This analysis discusses the relevance of considering how groups make sense of obstacles, and of racism and discrimination in particular, for the study of destigmatization and antiracist strategies of stigmatized minorities.

Six hundred and forty two randomly selected elderly living in the various communities which make up the Capital Regional District of British Columbia were interviewed during the summer of 1984. This secondary analysis of those data focuses on the respondents' perceptions of problems they were having such as transportation, health, finances and also on their awareness of, or involvement with, a range of community services including recreation, health, social and transportation. Data revealed that the elderly were very aware of most of the services in the community but that involvement with services was related to health status, age, gender, marital status and income.

This review integrates and evaluates research conducted on possible contributing factors to peer relationship problems of children with attention deficit/hyperactivity disorder (AD/HD). Substantial evidence suggests that children with AD/HD have serious problems in multiple aspects of their relationships with peers. Difficulties resulting from inattention, impulsivity, and over activity negatively affect these children's performance in the peer group and as a result, children with the disorder are often rated as less popular and more rejected by their non-AD/HD peers. This article critically reviews risk factors for peer relationship problems of children with AD/HD including family, school, and child-specific factors. The implications of AD/HD research are examined with an emphasis on developing an ecological perspective to addressing the peer relationship problems of children with the disorder.

Some problems related to the formal diagnosis of Post-Traumatic Stress Disorder (PTSD) and the social implications of the concepts incorporated in the diagnosis are addressed. Increasing worldwide evidence of the circumstances likely to produce a PTSD and of patients of all ages and races satisfying the criteria for the diagnosis suggests a problem of epidemic proportions requiring intensive study.