problematic personality and (anti)social networks: why a ... zalk_150421_slides.pdf · ‣ ecrp...
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Problematic Personality and (Anti)Social Networks:
Why a Few Impact the Many Maarten Van Zalk, Associate Professor Utrecht University, Örebro University, Oxford University, Münster University
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OUTLINE
‣ Brief CV
‣ Example: Adolescent Antisocial Networks
‣ Teaching and Possible Collaborations
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Developmental Perspective
• My First Year: Friendships & personality
• RADAR: Social, biological & problematic
development
• Online vs. Offline: social relationships &
personality
• ECRP: Social and economic networks, problem
behavior & personality
• FORMAS, PSP: Ethnicity, networks, personality,
biological development
Utrecht,
PHD
Örebro,
Marie Curie
Fellow
Oxford,
Visiting
Fellow
Örebro, Utrecht,
Associate
Professor
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Key publications
‣ Van Zalk, M.H.W. & Denissen, J. (in press). Idiosyncratic Versus Social
Consensus Approaches to Personality: Self-View, Perceived, and Peer-View
Similarity. Journal of Personality and Social Psychology.
‣ Van Zalk, M.H.W. (in press). Violent Peer Networks. Developmental
Psychopathology.
‣ Zalk, M.H.W., Branje, S. Kerr, M., & Stattin, H. (2010). It Takes Three: Selection,
Influence, and De-selection Processes of Depression in Adolescent Peer
Networks. Developmental Psychology, 46, 927-938.
‣ Selfhout, M.H.W., Burk, W., Branje, S., Denissen, J. J. A., Van Aken, M. A. G., &
Meeus, W. (2010). Emerging late adolescent friendship networks and Big Five
personality traits: A social network perspective. Journal of Personality, 78, 509-
538.
‣ Selfhout, M.H.W., Denissen, J., Branje, S., & Meeus, W. (2009). In the eye of the
beholder: Perceived, actual, and peer-rated similarity in personality,
communication, and friendship intensity during the acquaintanceship process.
Journal of Personality and Social Psychology, 96, 1152-1165.
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Example: Personality, Violence and
Networks
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Violent crimes
‣ Adolescence: minor crimes increase tenfold
‣ Only a small minority engages in violent crimes
‣ Moffitt: life-course persistent vs. adolescent-limited
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‣ Exception: Kuhn, et al., 2004; Van Zalk, et al., 2013
‣ Adolescent peer groups harass immigrants
‣ Friends engage in similar levels of harassment
The case of immigrant harassment
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Networks
‣ Connections or associations between nodes
‣ e.g., collaborations between companies, interactions
between hormones, bird interactions, friendship or peer
networks
‣ Peer networks: Crucial functions during adolescence
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ECRP: Social Influence in Dynamic Networks
‣ Six EU countries: longitudinal development networks
‣ Friends tend to be similar in attitudes, feelings,
cognitions, behaviours, problems…
‣ Why similarity between friends?
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Similarity (homophily)
A B
C D
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Selection: (time 0)
A B
C D
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Selection: (time 0 + 1)
A B
C D
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Influence: (time 0)
A B
C D
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Influence: (time 0 + 1)
A B
C D
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‣ Selection vs. Influence
‣ Homogenous processes?
‣ What about propensity to engage in harassment:
personality differences?
The case of immigrant harassment
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Antisocial behaviour Violent crimes Imm harass Peer harass
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Psychopathic traits
Psychopathic
Personality
Syndrome
Interpersonal
Affective
Behavioural
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‣High involvement in racist peer networks
‣Manipulate and dominate others to take risks and engage
in violence
‣Leadership positions influencing peers (e.g., Kimonis, et
al., 2004; Van Zalk, et al., 2011, 2012a, 2012b, 2013)
Manipulative-dominant traits
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Network processes
Why Homophily?
1. Selection
2. Influence
3. Moderation by
manipulative-dominant traits
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‣ Crime propensity:
psychopathic traits
‣ How do they influence other
adolescents?
‣ Peer networks
Network-Person interactions
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How to study?
Design:
➡Community design (N = 4,621)
➡Only non-immigrants (N = 3,922)
➡Five annual longitudinal measurements
➡Multiple informers: peers, parents, teachers, police reports
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How to study?
Simulation Investigation for Empirical Network Analysis:
➡Longitudinal Network Modelling
➡Selection & influence
➡Personality-network interactions
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Networks
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Results: Selection
Odds Ratio s.e.
Similar gender 8.86 *** 0.93
Similar age 2.32 *** 0.54
Similar ethnicity 1.98 *** 0.21
Similar neighbourhood 4.32 *** 0.32
Similar peer harass 3.92 *** 0.21
Similar imm harass 1.92 *** 0.56
*** p < .0001
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Adolescent social networks
‣ Adolescence: substantial social, emotional, biological,
and behavioural changes
‣ ECRP project: network approach to understanding
antisocial behaviour
‣ Community network approach
‣ Birds of a feather flock together
> 1 harassment
No harassment
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Adolescent social networks
‣ Adolescence: substantial social, emotional, biological,
and behavioural changes
‣ ECRP project: network approach to understanding
antisocial behaviour
‣ Community network approach
‣ Birds of a feather flock together
> 1 harassment
No harassment
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Adolescent social networks
‣ Adolescence: substantial social, emotional, biological,
and behavioural changes
‣ ECRP project: network approach to understanding
antisocial behaviour
‣ Community network approach
‣ Birds of a feather flock together
> 1 harassment
No harassment
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Results: Influence
Odds Ratio s.e.
Linear shape -1.23 *** 0.02
Quadratic shape 0.32 *** 0.21
Parents’ prejudice 2.34*** 0.15
Gender (0= girls, 1 = boys) 5.32 *** 0.21
Neighbourhood -1.45 *** 0.11
Peers’ imm harass 4.21 *** 0.08
Peers imm harass *
peers’ psychopathic traits 3.65 *** 0.21
*** p < .0001
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Adolescent social networks
‣ Adolescence: substantial social, emotional, biological,
and behavioural changes
‣ ECRP project: network approach to understanding
antisocial behaviour
‣ Community network approach
‣ Birds of a feather flock together
> 1 harassment
No harassment
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Adolescent social networks
‣ Adolescence: substantial social, emotional, biological,
and behavioural changes
‣ ECRP project: network approach to understanding
antisocial behaviour
‣ Community network approach
‣ Birds of a feather flock together
> 1 harassment
No harassment
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Adolescent social networks
‣ Adolescence: substantial social, emotional, biological,
and behavioural changes
‣ ECRP project: network approach to understanding
antisocial behaviour
‣ Community network approach
‣ Birds of a feather flock together
> 1 harassment
No harassment
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Conclusions
‣ Simultaneous network processes: Selection feeds back
into influence
‣ Problematic personality: Manipulative-dominant traits
enhance peer influence
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Conclusions & Future directions
‣Individual development influenced by interactions between
networks and persons (e.g., personality, attitudes,
behaviours, cognitions)
‣Network studies provide unique insight into these interactions
➡Mechanisms & processes in networks?
➡Multilevel: social, personality, and physiological?
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Conclusions & Future directions
• Individual development influenced by interactions between
networks and persons (e.g., personality, attitudes,
behaviours, cognitions)
• Network studies provide unique insight into these processes
➡Mechanisms & processes in networks?
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Plans for Münster
• Problematic development: extend beyond adolescence;
longitudinal community, experimental interventions targeting
antisocial behavior
• Intercultural communication and contact: CONNECT, MOPED,
online vs. offline project
• Personality and social relationships: Professor Back’s group
• Interdisciplinary projects: network approaches
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Teaching
‣Developmental/Clinical Psychology: Personality, Social
Relationships, Mental Health
‣Basic Statistics: SPSS, R
‣Structural Equation Modeling: AMOS, Mplus
‣Network Analysis: SIENA, ERGM
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Future & Collaboration
Applied Statistics
Basics, person-
oriented, variable-
centered
Development of
Statistics: Network
Analysis, cross- and
interdisciplinary
Development:
Personality,
Social relations,
Problems,
Interethnic
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Developmental Psychology
• Possibilities for Collaboration
1. Relationship interaction and communication: intercultural
perspectives (e.g., Kärtner)
2. Study of prosocial vs. antisocial behavioral development
(e.g., Nass); Sexual violence (e.g., Muck)
3. Individual, family-focused, peer-focused and societal
interventions targeted at antisocial kids and adolescents
(e.g., Kärtner, Schiller, Nass)
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Statistical methodology
• Possibilities for Collaboration
1. Multilevel network processes: cellular > individual >
group (e.g., Holling, Doebler)
2. Brain networks, bioactivity > social networks? (e.g.,
Doebler, Kuhn, & Holling)
3. Longitudinal mediation models: bridging continuous with
discrete time-modelling approaches
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Cognitive and Neuropsychology
• Possibilities for Collaboration
1. Biological correlates and determinants of problematic
traits in youth: Roles of cortisol, testosterone, dopamine
and reactivity? (e.g., Otto Creutzfeldt Center; Schubotz,
Trempler)
2. Interplay of neural hormonal, behavior and social
processes in real-life social contexts
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Social/Organizational Psychology
• Possibilities for Collaboration
1. Social influence: longitudinal network approach (e.g.,
Echterhoff, Kopietz, Hertel, Thielsch)
2. Online and offline communication processes within
relationships and groups (e.g., Echterhoff, Kopietz,
Hertel, Thielsch; ”Trust and Communication in a
Digitized World”)
3. Group processes: combining with individual and dyad
levels
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Clinical Psychology
• Possibilities for Collaboration
1. Developmental psychopathology, Dark Traits (e.g.,
Buhlmann, Back)
2. Dysfunctional self-concept and behavioral development
(e.g., Buhlmann, Back)
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Planned workshop: MSC, PhD, Post-doc
• FOR WHOM: For various levels: MSC, PhD, Post-doc
• CONTENT: Theory and application of SEM, longitudinal
analysis, network analysis
• WHEN: This term and this fall
• TIMEFRAME? 4 to 5 days: one block or split-up
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Thank you!
‣Questions?
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Tolerance toward immigrants
‣Cognitive, emotional, and political components
‣Sweden: long history of high tolerance
‣Latest elections: Sverigedemokraterna (SD) 9.67% and
12.87%
‣Voters mostly outside of urban areas, less contact
immigrants
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Tolerance toward immigrants
‣Contact Theory (Allport, 1954):
contact is a necessary condition to
improve tolerance
‣Intergroup Friendships
‣Empathy, knowledge, anxiety
reduction
A B
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Extended contact
‣Extended Contact Theory (Wright,
et al., 1997): indirect contact is a
necessary condition to improve
tolerance
‣Knowledge, signals positive
ingroup-outgroup norms, anxiety
reduction
A
C
B
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Example longitudinal SEM
Combination person-oriented with variable centered
approach
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Aims
1. To what extent do direct and extended contact predict
tolerance development…
2. …and to what extent does tolerance predict direct and
extent contact development?
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Sample
‣Political Socialisation Project (2010-present; N = 5,021)
‣Community design: independent reports
‣Four cohorts: 13, 16, 20, and 23 year-olds
‣Followed up to 4 years
‣Only non-immigrants (N = 3,815)
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Strategy of Analysis
‣Accelerated Longitudinal Growth Modelling
‣Use age as indicator for starting levels (Intercepts) and
changes (Slopes)
‣For tolerance, direct contact, and extended contact
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Tolerance toward immigrants
1
2
3
4
13 14 15 16 17 18 19 20 21 22 23
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Tolerance toward immigrants
1
2
3
4
13 14 15 16 17 18 19 20 21 22 23
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Direct contact
0
0,25
0,5
0,75
1
13 14 15 16 17 18 19 20 21 22 23
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Extended contact
0
1
2
3
4
13 14 15 16 17 18 19 20 21 22 23
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Results: 13 to 18 year-olds
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Results: 13 to 18 year-olds
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Results: 13 to 18 year-olds
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Results: 13 to 18 year-olds
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Conclusions
‣Tolerance increases slightly: cultural norms
‣Contact decreases rapidly: ethnic homophily, segregation
‣Contact only boosts tolerance for adolescents
‣Extended contact enhances direct contact, which, in turn,
increases tolerance
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Conclusions & Future directions
‣Individual development influenced by interactions between
networks and persons (e.g., personality, attitudes,
behaviours, cognitions)
‣Network studies provide unique insight into these interactions
➡Mechanisms & processes in networks?
➡Multilevel: social, personality, and physiological?
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Context: Diversity
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3
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Diversity and contact
‣Extended contact from a network perspective
‣Young adults: fewer opportunities for contact
‣Interventions: promote contexts in low diversity
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Strategy of Analysis: ages 13-18
13 14 15 16 17 18
Intercept (I1) Slope
(S1)
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Strategy of Analysis: ages 19-24
19 20 21 22 23 24
Intercept (I2) Slope
(S2)
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13-18 year-olds
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Results: 13 to 18 year-olds
Unstandardized coefficients
Means
Intercept tolerance 2.819***
Intercept direct contact 0.715***
Intercept extended contact 3.602***
Slope tolerance 0.014***
Slope direct contact -0.046***
Slope extended contact -0.263***
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Results: 13 to 18 year-olds
Unstandardized coefficients
Variances
Intercept tolerance 0.228***
Intercept direct contact 0.004*
Intercept extended contact 0.231***
Slope tolerance 0.012*
Slope direct contact 0.022*
Slope extended contact 0.098***