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JOLLAS Socio-Emotional Development in Latin America: Development of Children and Adolescents in Adverse Circumstances Journal of Latino/Latin-American Studies 2015, 7(1), 1-8 JOLLAS Socio-Emotional Development in Latin America: Development of children and adolescents in adverse circumstances Ellyn C. Bass Jonathan Bruce Santo Lina María Saldarriaga University of Nebraska at University of Nebraska at Red Papaz Omaha Omaha Bogota, Colombia A sizable portion of the current research on the socio-emotional development of children and adolescents focuses on Downloaded from http://meridian.allenpress.com/jollas/article-pdf/7/1/1/1806539/1549-9502-7_1_1.pdf by guest on 30 September 2021 negative outcomes of aversive circumstances. However, Lerner (2002) has highlighted the need to explore positive youth development. As such, this special issue aims to explore research on promoting positive socio-emotional development from underrepresented contexts. In doing so, we’ve invited articles on development in adverse circumstances using samples from Latin America, in addition to reports of intervention programs that have shown success and have the potential to be replicated in other settings. Creative programs to address these issues have been implemented at the local, regional and national levels, yet rarely are the results of these interventions disseminated to academic audiences in the U.S. Keywords: Socio-emotional development, children/childhood, adolescents/adolescence, adverse circumstances The vast majority of current theory and rigorous cross-cultural tests of widely used knowledge related to socio-emotional developmental models. In that sense, another development is derived from research conducted aim of this special issue would be to gather in the North America and Europe. In recent recent studies in this area that were conducted in years, developmental scholars have increasingly Latin America; not only to describe the most focused on understanding socio-emotional current state of the art of this topic in the development of children and adolescents in context, but also to critically analyze the other parts of the world. For example, in 2002, conclusions reached by the researchers based on the Study Group on Adolescence in the 21st the characteristics from different contexts. Century (sponsored by the Society for Research on Adolescence) published an edited volume on The goal of this special issue of the Journal The world’s youth: Adolescence in eight regions of Latino/Latin American Studies is to build on of the globe (Brown, Larson, & Saraswathi, this foundation of descriptive work by 2002). presenting a new generation of studies that provide a Latin American perspective on socio- In particular, we have included articles that emotional development. Ultimately, we hope move beyond applying concepts from theories that the articles contained herein will inform derived in North America and Europe to discussions of issues relating to socio-emotional evaluating them critically and proposing development among children and adolescents, as alternatives or expansions. This work spread well as stimulate further research examining over three issues includes critical evaluations of basic psychological processes in the context of existing models in a novel context, use of mixed Latin America. method and qualitative studies to generate new theories of adolescent development, and 8 JOURNAL OF LATINO/LATIN-AMERICAN STUDIES, 2015, 7(1), 1-8 Relative Risk in Context: Exposure to duck-pond framework, wherein the comparison Family and Neighborhood Violence within of individuals to peers within a school and the Schools comparison of schools within a town may have unique effects on childrens’ behavior and That exposure to violence in the daily cognition, above and beyond raw levels of environment is linked to negative developmental exposure to violence (see Crosnoe, 2009). outcomes is well established in the extant th th literature, yet understanding of the mechanisms In a sample of 5 and 9 grade by which this occurs is in need of expansion. Colombian students drawn from a large-scale These outcomes, such as victimization, are representative assessment (Pruebas Saber, Downloaded from http://meridian.allenpress.com/jollas/article-pdf/7/1/1/1806539/1549-9502-7_1_1.pdf by guest on 30 September 2021 likely related to social learning (see Hong & 2005), Molano et al. (this issue) assessed the Espelage, 2012 for a review) and influences on associations among individuals’ levels of social information processing (Dodge, 2006; exposure to violence in the family and Dodge, Bates, & Petit, 1990) which may lead to neighborhood relative the school mean level of endorsement of aggression (Guerra, Huesmann, exposure, as well as exposure to violence in the & Spindler, 2003) and social-cognitive strategies family and neighborhood averaged across the biased towards aggressive responses (Brendgen, school relative to the town mean level of Bowen, Rondeau & Vitaro, 1999). However, a exposure, and individuals’ levels of comprehensive understanding of these victimization and attitudes towards aggression. mechanisms also requires attention to contextual Results support that higher exposure to violence influences that may profoundly shape these in either the family or neighborhood relative to individual-level processes. peers at school is associated with increased experiences of victimization, as was higher In response to a dearth of research levels of exposure to violence in either the exploring the effects of exposure to violence family or neighborhood relative to the town. The across different levels of context, particularly in latter effect accounted for variability in levels of low and middle-income countries, Molano, victimization above and beyond the former, Torrente, and Jones (this issue) take an emphasizing the importance of assessing relative ecological perspective to the analysis of the exposure to violence at different ecological relations between exposure to violence and levels. Consistent with the duck-pond effect, individuals’ experiences of victimization and analyses also revealed that the relationship attitudes supporting aggression by assessing the between individuals’ relative levels of exposure influence of exposure to violence in both the to family violence and victimization is weaker in family context, as a proximal context, and in the schools with higher relative levels of exposure to neighborhood context, as a more distal context. family violence. Similarly, higher relative levels Further, Molano et al. (this issue) provide a of exposure to violence in either the family or novel contribution by examining these effects in neighborhood positively predicted attitudes terms of individuals’ exposure to violence supporting the use of aggression, and the relative to the school mean level of exposure and relationship between individuals’ relative levels schools’ mean level of exposure relative to the of exposure to family violence and attitudes town mean level of exposure via an adaptive supporting aggression is weaker in schools with centering approach. Framing these associations higher relative levels of exposure to family relative to the school and town contexts allows violence. the authors to situate these associations within a BASS, SANTO, SALDARRIAGA / DEVELOPMENT IN ADVERSE CIRCUMSTANCES 7 The novel approach of Molano et al. Because such self-beliefs can have a (this issue) provides further evidence that, significant bearing on developmental outcomes, consistent with the ecological perspective, examining the self-beliefs of those exposed to multiple levels of interconnected contextual adverse conditions (e.g., family violence or systems influence individual-level outcomes, neglect) may shed light on how these individuals and goes beyond this to suggest that contextual cope with adversity, thereby promoting or influences should be taken into consideration undermining positive development. Rodriguez with respect to (a) the unique effects of and Loos (this issue) approached this contextual influences on individual level proposition through both quantitative and outcomes, (b) the additive and multiplicative qualitative evaluations of the relationship Downloaded from http://meridian.allenpress.com/jollas/article-pdf/7/1/1/1806539/1549-9502-7_1_1.pdf by guest on 30 September 2021 effects of contextual influences, (c) the relative between self-beliefs and the use of coping position of individuals within a specific context, strategies among male adolescents who were and (d) the relative position of specific contexts housed in a Non-Governmental Organization as nested within broader ecological contexts. shelter and who had previously experienced some form of adversity, such as physical or Self-Concept, Self-Esteem and Self- sexual abuse, death or abandonment of parents, Efficacy: The Role of Self-Beliefs in the substance abuse, or homelessness, and were Coping Process of Socially Vulnerable therefore considered “socially vulnerable”. Adolescents Overall, the adolescents reported a positive The development of identity and a sense of self-concept, average self-esteem, and high self- self are critical developmental tasks during efficacy. However, these global results are adolescence (e.g., Erikson, 1968) that lead to the qualified by differences across domains. Most development of self-beliefs which may either adolescents reported happiness, life satisfaction, help or hinder coping with adversity. Self-beliefs physical appearance, behavior, and academic consist of a set of interrelated but distinct views and intellectual as positive aspects of their self- of the self (Loos,
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