Using longitudinal Swedish data from 1,373 early‐adolescent youths, this study aims to answer the question of whether the previously established protective function of parental knowledge and its sources — adolescent disclosure, parental solicitation, and parental control—on substance use among early‐adolescents is moderated by the adolescent's temperament. Adolescent temperament moderated several links between parental knowledge and its sources and adolescent substance use. The most pronounced moderating results were found for those adolescents with fearless, socially detached and thrill‐seeking tendencies. For these "detached thrill‐seekers", bidirectional links between adolescent disclosure and substance use, and negative links between parental solicitation and substance use were found. We recommend, therefore, that adolescent temperament is considered when designing parenting programs.

In this study, we have investigated parental knowledge and its sources, namely adolescent disclosure, parental control, and parental solicitation; and how they relate to adolescents' feelings of being overly controlled, and to three types of adolescent risk behaviors, namely bullying, substance use, and delinquent behavior. This was studied in a sample of 1520 Swedish early adolescent boys and girls (M age = 13.0). A structural equation path model showed that adolescent disclosure and parental control were positively associated with parental knowledge, which in turn related to all three risk behaviors. Adolescent disclosure was related to lower levels of risk behaviors, while parental solicitation was linked to higher levels of adolescent engagement in risk behaviors, especially for boys, through feelings of being overly controlled. The findings support the idea of a functional role of open communication, as well as adequate levels of autonomy granting, for managing boys' and girls' risk behavior.

Parents' actions and knowledge of adolescents' whereabouts play key roles in preventing risk behaviors in early adolescence, but what enables parents to know about their adolescents' activities and what links there are to adolescent risk behaviors, such as substance use and delinquent behavior, remain unclear. In this study,we investigated whether different aspects of the parent–adolescent relationship predict parental knowledge, and we examined the direct and indirect longitudinal associations between these aspects of the parent–dolescent relationship and adolescents' self-reported delinquent behavior and substance use. The participants were 550 parents and their adolescent children from two small and two midsized municipalities in Sweden. Parental data were collected when the adolescents were 13 years old (mean), and adolescent data on riskbehaviors were collected on two occasions, when they were 13 and 14 years of age (mean). Structural path analyses revealed that adolescent disclosure, parental solicitation, and parental control predicted parental knowledge, with adolescent disclosure being the strongest source of parental knowledge and the strongest negative predictor of adolescent risk behaviors. Parenting competence and adolescents' connectedness to parents were indirectly, through adolescent disclosure and parental solicitation and parental control, associated with substance use and delinquent behavior. Some paths differed for boys and girls. In conclusion, confident parenting and a close parent–adolescent relationship in which adolescent disclosure is promoted, seem protective of adolescent engagement in risk behaviors

BACKGROUND: The pediatric diabetes team aims to support health, quality of life, and normal growth and development among adolescents with type 1 diabetes mellitus. Adolescents with an immigrant background have been found less successful in self-care. Previous research indicated that adolescents who had integrated the disease as a part of their self-image reasoned differently about their self-care to those who had not.

OBJECTIVE: The aim of this study was to identify elements in the patient-pediatrician consultations that might influence such integration of the disease among adolescents with type 1 diabetes mellitus.

METHODS: A total of 12 pediatrician-adolescent consultations were video-recorded and analyzed. The adolescents all had an immigrant background.

RESULTS: Integration of the disease appeared enabled when responsibility was shared; when hope, autonomy, and emotions were confirmed; and when the pediatrician asked probing questions. Letting objective data dominate the adolescent's experiences, using risk as a motivator, neutralizing emotions in relation to having diabetes, and confirming forgetfulness, may instead inhibit disease integration.

CONCLUSION: An extended person-centered approach with focus on the adolescent's experiences of everyday life with a chronic disease and less attention on physical parameters in the pediatrician-adolescent consultations may increase integration of the disease.

Study investigates how interaction between parents and early adolescent boys and girls, influences different types of risk behaviour. Special focus is given to parental knowledge and monitoring strategies, as well as adolescent interpretation of parental efforts. Usinga sample of 1520 early adolescent boys and girls, we examine the structures in relations between adolescent disclosure parental control, solicitation and knowledge and adolescent feelings of being overly controlled

This study deals with teachers' and students' judgments of misleading (e.g. cheating or plagiarism) behaviors during examinations. The data was collected at a university in Sweden using a questionnaire presenting specific behaviors to bejudged. In total, 253 individuals completed the questionnaire. The teachers, incontrast to the students, tended to judge the behaviors presented as more serious. There was, however, plenty of variation in the judgments made by both teachers and students. Although the teachers, on average, tended to judge the behaviors as more serious, about 20% of the students were found to judge the behaviors as more serious than the average teacher. It was also found that about 20 % of the teachers judged the scenarios as less serious compared to the average student judgments. This indicates a lack of agreement among teachers and students on the definition of misleading behavior. Subjective opinions seem to play a more important role for judgment than having actual knowledge about the rules and regulations stating what misleading behaviors really are inacademic work.