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30 Nov

The theoretical basis for the development of treatments for youth with antisocial behavior has been highly influenced by population-based longitudinal studies, but the vast majority of these have focused on males.

Far fewer girls than boys develop problems with antisocial behavior, making girls more difficult to study in population-based samples.

The percentages for engagement in HRSB by juvenile justice girls were strikingly high, especially given that many participants were living in locked settings (e.g., treatment hospitals, detention, training schools) for some of the time before enrollment into the study, thus limiting their opportunity to engage in any sexual relations.

A composite HRSB score was formed by aggregating items 2-6 shown in There was also a high level of substance use among juvenile justice girls, and in particular, girls who are first arrested at a younger age show heightened levels of substance use.

Association with delinquent peers is a well-established risk factor for male delinquency, and there is evidence to suggest that having nondelinquent female friends may protect against some of the negative behavioral outcomes often seen in foster care girls.

To examine these, we looked at the relationship between engagement in HRSB and peer relations and found a trend toward a negative relationship between girls’ HRSB engagement at baseline and positive peer relationships at baseline ( = -.46) (Leve & Chamberlain, 2005).

To help identify a target population of at-risk girls and the specific targets for intervention for such girls, we examined the risk and protective factors from a sample of girls referred from the juvenile justice system for out-of-home placement due to serious delinquency (Leve & Chamberlain, 2004).

Over 80% of the girls in that study had documented child maltreatment and involvement in the child welfare system.

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Consistent with Moffitt and Caspi (2001), we found that the early-onset subgroup of girls had childhood risk factors similar to those of their male counterparts.Social and academic failures in middle school can initiate a set of processes with cascading negative effects for such girls, including delinquency, substance abuse, poor school performance, mental health problems, and participation in health-risking sexual behaviors.Despite such risks, adolescent girls are less likely to receive specialty mental health or school-based services than are their male counterparts (Caseau, Luckasson, & Kroth, 1994; Offord, Boyle, & Racine, 1991).Transition into middle school presents complex challenges, including exposure to a larger peer group, increased expectations for time management and self-monitoring, renegotiation of rules with parents, and pubertal changes.For children in foster care, this transition is complicated by their maltreatment histories, living situation changes, and difficulty explaining their background to peers and teachers.