자연주의적 탐구조사(Naturalistic Inquiry)

This chapter suggests that delinquency conceals two distinct categories of individuals, each with a unique natural history and etiology: A small group engages in antisocial behavior of one sort or another at every life stage, whereas a larger group is antisocial only during adolescence. According to the theory of life-course-persistent antisocial behavior, children's neuropsychological problems interact cumulatively with their criminogenic environments across development, culminating m a pathological personality. According to the theory of adolescence-limited antisocial behavior, a contemporary maturity gap encourages teens to mimic antisocial behavior in ways that are normative and adjustive. There are marked individual differences in the stability of antisocial behavior. The chapter reviews the mysterious relationship between age and antisocial behavior. Some youths who refrain from antisocial behavior may, for some reason, not sense the maturity gap and therefore lack the hypothesized motivation for experimenting with crime.

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Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy.

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Background: Cyberbullying describes bullying using mobile phones and the internet. Most previous studies have focused on the prevalence of text message and email bullying. Methods: Two surveys with pupils aged 11–16 years: (1) 92 pupils from 14 schools, supplemented by focus groups; (2) 533 pupils from 5 schools, to assess the generalisability of findings from the first study, and investigate relationships of cyberbullying to general internet use. Both studies differentiated cyberbullying inside and outside of school, and 7 media of cyberbullying. Results: Both studies found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside. Phone call and text message bullying were most prevalent, with instant messaging bullying in the second study; their impact was perceived as comparable to traditional bullying. Mobile phone/video clip bullying, while rarer, was perceived to have more negative impact. Age and gender differences varied between the two studies. Study 1 found that most cyberbullying was done by one or a few students, usually from the same year group. It often just lasted about a week, but sometimes much longer. The second study found that being a cybervictim, but not a cyberbully, correlated with internet use; many cybervictims were traditional ‘bully-victims’. Pupils recommended blocking/avoiding messages, and telling someone, as the best coping strategies; but many cybervictims had told nobody about it. Conclusions: Cyberbullying is an important new kind of bullying, with some different characteristics from traditional bullying. Much happens outside school. Implications for research and practical action are discussed. Keywords: Bullying, victim, cyber, mobile phone, internet, adolescence, aggression, computers.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1469-7610.2007.01846.x

Cyberbullying: Its Nature and Impact in Secondary School Pupils

The chapter begins with a distinction made between the interactions children have with peers, the relationships they form with peers, and the groups and networks within which peer interactions and relationships occur. From this conceptual overview, a review of relevant theories is presented. Thereafter, a developmental perspective of peer interactions, relationships, and groups is presented covering the periods of infancy, toddlerhood, early childhood, middle childhood, and adolescence. Subsequently, methods and measures pertaining to the study of children's peer experiences are described. Next, we examine factors that may account for peer acceptance and rejection as well as qualitatively rich and poor friendships. Among the factors discussed are included temperament (biological factors), sex of child, parenting, parent-child relationships, and culture. The chapter concludes with a discussion of the extent to which individual differences in peer acceptance, rejection and friendship (prevalence and quality) predict adaptive and maladaptive developmental outcomes and a suggested agenda for future research.


Keywords:

friendship;
peer interactions;
peer relationships;
peer rejection;
social acceptance;
social competence

Peer Interactions, Relationships, and Groups

Contents: K. Goldberg, Foreword. Introduction: Current Challenges in the Development and Treatment of Childhood Aggression. Part I:The Development of Childhood Aggression. Section 1:Descriptive and Predictive Studies on Childhood Aggression. D.P. Farrington, Childhood Aggression and Adult Violence: Early Precursors and Later Life Outcomes. D.R. Offord, M.C. Boyle, Y.A. Racine, The Epidemiology of Antisocial Behavior in Childhood and Adolescence. L.A. Serbin, D.S. Moskowitz, A.E. Schwartzman,J.E. Ledingham, Aggressive, Withdrawn, and Aggressive/Withdrawn Children in Adolescence: Into the Next Generation. R.E. Tremblay, Commentary:Aggression, Prosocial Behavior, and Gender: Three Magic Words, But No Magic Wand. Section 2:Dispositional Factors Associated with Childhood Aggression. P. Brennan, S. Mednik, E. Kandel, Congenital Determinants of Violent and Property Offending. J.E. Bates, K. Bayles, D.S. Bennett, B. Ridge, M.M. Brown, Commentary:Origins of Externalizing Behavior Problems at Eight Years of Age. A. Cheyne, Bad Seeds and Vile Weeds: Metaphors of Determinism. Section 3:Familial Factors Associated with Childhood Aggression. G.R. Patterson, D. Capaldi, L. Bank, An Early Starter Model for Predicting Delinquency. L.D. Eron, L.R. Huesmann, A. Zelli, Commentary:The Role of Parental Variables in the Learning of Aggression. R.D. Peters, Expanding the Perspective on Contributing Factors and Service Delivery Approaches to Childhood Aggression. Section 4:Social-Cognitive and Peer Relational Factors Associated with Childhood Aggression. K.A. Dodge, The Structure and Function of Reactive and Proactive Aggression. K.H. Rubin, L.A. Bream, L. Rose-Krasnor, Social Problem Solving and Aggression in Childhood. R.B. Cairns, B.D. Cairns, Commentary:Social Cognition and Social Networks: A Developmental Perspective. J.E. Ledingham, Social Cognition and Aggression. Part II:Treatment of Childhood Aggression. Section 5:Familial Interventions. M.S. Forgatch, The Clinical Science Vortex: A Developing Theory of Antisocial Behavior. R. Forehand, N. Long, Prevention of Aggression and Other Behavior Problems in the Early Adolescent Years. J.E. Dumas, Commentary:From Simplicity to Complexity: Parent Training is Coming of Age. Section 6:Social Cognitive Interventions. P.C. Kendall, K.R. Ronan, J. Epps, Aggression in Children/Adolescents: Cognitive-Behavioral Treatment Perspectives. D.J. Pepler, G. King, W. Byrd, A Social-Cognitively Based Social Skills Training Program for Aggressive Children. L. Rose-Krasnor, Commentary:Social Cognitive Treatment Programs. Section 7:Peer and School-Based Interventions. J.D. Coie, M. Underwood, J.E. Lochman, Programmatic Intervention with Aggressive Children in the School Setting. D. Olweus, Bully/Victim Problems Among Schoolchildren: Basic Facts and Effects of a School-Based Intervention Program. C. Gagnon, Commentary:School-Based Interventions for Aggressive Children: Possibilities, Limitations, and Future Directions.

The development and treatment of childhood aggression.

http://www.aauw-nys.org/attached%20files/district/District%207%20Bullying%20Conference%20Materials%20Spring%202012/Value%20U/ByStander%20Effect,%20Intervention,%20Prevention/Peer%20involvement%20in%20bullying-%20Insights%20and%20challenges%20for%20intervention.pdf

Peer involvement in bullying: insights and challenges for intervention.

This study examined peer intervention in bullying using naturalistic observations on school playgrounds. The sample comprised 58 children (37 boys and 21 girls) in Grades 1 to 6 who were observed to intervene in bullying. Peers were present during 88% of bullying episodes and intervened in 19%. In 47% of the episodes, peers intervened aggressively. Interventions directed toward the bully were more likely to be aggressive, whereas interventions directed toward the victim or the bully-victim dyad were more likely to be nonaggressive. The majority (57%) of interventions were effective in stopping bullying. Boys were more likely to intervene when the bully and victim were male and girls when the bully and victim were female. The implications for anti-bullying interventions are discussed.

http://www.mac-cura.ca/download%20docs/Papers%20for%20Site/Interventions/Hawkins%20et%20al.,%202001.pdf

Naturalistic Observations of Peer Interventions in Bullying

The present study employed naturalistic observations to compare bullying and victimization in the playground and in the classroom. The results indicated that there were more opportunities to observe aggression and receive and initiate aggression in the playground than in the classroom. The frequency of bullying was higher in the playground (4.5 episodes per hour) than in the classroom (2.4 episodes per hour). The nature of bullying reflected the constraints of the context (i.e. direct bullying was more prevalent in the playground and indirect bullying was more prevalent in the classroom). Being at the receiving end of aggression was more likely to occur in the playground as compared to the classroom. Nonaggressive children were more likely to bully in the playground, whereas aggressive children were more likely to bully in the classroom. There was no difference across context in the proportion of episodes of reinforcement with peers present or in the rate of peer and teacher intervention. The results high...

Observations of Bullying in the Playground and in the Classroom

The prevalence and nature of bullying was assessed on the basis of observations of children's interactions in the classroom. This study was based on a systemic-developmental model of bullying and victimization. Participants were drawn from 1 public school in metropolitan Toronto. Twenty-seven children (19 boys, 8 girls) identified by teachers as aggressive and nonaggressive were targeted for filming. The 27 children were identified from the total number of students (N = 190) in the 8 classrooms. There were 60 bullying episodes observed from 28 hr of video and remote audio recordings of classroom observations. Bullying occurred twice every hour in the classroom and was short in duration. The boys and girls bullied at the same rate. Peers were involved in some capacity (from actively participating to passively onlooking) in 85% of the bullying episodes. Results suggest that bullying unfolds in a peer context in the classroom and is related to the type of classroom activity and individual characteri...

Debra Pepler

Papers

The development and treatment of childhood aggression.

Peer involvement in bullying: insights and challenges for intervention.

Naturalistic Observations of Peer Interventions in Bullying

Observations of Bullying in the Playground and in the Classroom

Observations of Bullying in the Classroom