CHAPTER ONE
INTRODUCTION
Despite the early age at onset of stealing, as well as the significant adult morbidity associated with this behavior, stealing among adolescents has historically received relatively little attention from clinicians and researchers. Limited research suggests that adolescents who steal have impairments in problem-solving skills and a cognitive bias toward inappropriate solutions to problems.3 Other research suggests that parent-child difficulties, school failure, and negative peer influences underlie adolescent stealing.4
Although stealing may be fairly common, it is unclear how many adolescents who steal have kleptomania. Kleptomania, characterized by a diminished ability to resist recurrent impulses to steal objects that are not needed for their monetary or personal use, has been relatively understudied across the lifespan and particularly in adolescents with propensities for stealing.5 In the present study, we assessed a large sample of public high school students regarding stealing behavior. Although previous research suggests that stealing and antisocial behaviors are linked,1,6 no study has systematically examined the relationship of stealing with a range of behaviors and health functioning. Given the incomplete data on the co-occurrence of stealing and other variables among young people, the purpose of this study was to fill these gaps in knowledge. Specifically, we sought to examine the prevalence and sociodemographic correlates of different severity levels of stealing in adolescents, to investigate health correlates in high school students who steal, and to examine the different severity levels and clinical characteristics of stealing and determine differences in students whose stealing merits a diagnosis of kleptomania. Recognizing possible differences in stealing severity among adolescents may have clinical and health implications. It is also important to recognize associations between stealing and health variables, as identifying and treating the stealing behavior may significantly improve the prognosis of other behaviors.
Methods
Study Procedures and Sampling
The study procedure has been published in detail.7 In summary, the study team mailed invitation letters to all public four-year and nonvocational or special education high schools in the state of Connecticut. These letters were followed by phone calls to all principals of schools receiving a letter to assess the school’s interest in participating in the survey. To encourage participation, we offered all schools a report after data collection that outlined the prevalence of stealing and other health-related behaviors in that school. Schools that expressed an interest were contacted to begin the process of obtaining permission from school boards and/or school system superintendents, if approval was needed.