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Journal Article

Citation

Tillman KS, Juntunen CL. J. Juv. Justice 2013; 2(2): 46-62.

Copyright

(Copyright © 2013, In Public Domain (U.S. Department of Justice OJJDP), Publisher CSR)

DOI

unavailable

PMID

unavailable

Abstract

This study examined whether the assumptions of the Parental Acceptance-Rejection Theory (PARTheory) can be applied to understanding predictors and correlates of social-emotional functioning among court-involved adolescent females. Participants were court-involved adolescent females (n = 35) in the upper Midwestern United States and their parents/guardians (n = 35).

FINDINGS suggest that court-involved adolescent females experienced low levels of acceptance from parents and teachers. Perceived teacher rejection by adolescents was related to higher levels of psychological distress and social problems. Neither perceived paternal nor maternal rejection contributed directly to the regression model predicting adolescent psychological distress and social problems, but maternal rejection may have influenced perceptions of teacher rejection. Future research should explore the potential mediating effect of maternal rejection on teacher rejection and adolescent psychosocial functioning, and the longitudinal impact of parental and teacher acceptance-rejection on the development of psychological distress and involvement in illegal activities among girls. Recommendations for relationship-based programming for court-involved adolescent females are discussed.

KEYWORDS: parental acceptance-rejection theory, juvenile justice, parent-child relations, student-teacher relations, adolescents, juvenile justice


Language: en

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