Mentoring, Educational Services, and Incentives to Learn: What Do We Know About Them?

This paper reviews recent studies on the effectiveness of services and incentives offered to disadvantaged youth. We focus our analysis on three types of interventions: mentoring, educational services, and financial rewards. The objective of this article is threefold. First, we explain alternative theoretical points of view in favor (or against – when applicable) each of these interventions. Then, we discuss how recent empirical work has affected that view, and we summarize the latest findings. We conclude with a discussion on what questions remain to be examined. Our hope is that this article will serve as a resource for those seeking to understand what educational interventions work and for whom, and to use as a starting point to illuminate the debate on where to go next.cognitive and non-cognitive skills, intrinsic and extrinsic motivation, at-risk youth, resilience, deviancy training, deterrence, primary- and high-school, post-secondary education, remedial programs, incentives on inputs and outputs

The Problem of Law-Abiding Behavior among Minors in Educational Institutions: Domestic and Foreign Experience

At present, the problem of sustaining the law-abiding behavior of minors in educational institutions, identifying and eliminating the causes and conditions that contribute to the development of deviant behavior of students is becoming more and more topical. This paper presents the results of a monitoring study of the current state of the activities carried out by educational institutions to form the law-abiding behavior of minors in the territorial entities of the Russian Federation. It also presents the results of a theoretical study of the foreign experience of educational institutions in the framework of maintaining the law-abiding behavior of minors in the educational environment. The conclusions have been drawn that a system-activity approach should be the basis of an educational impact in educational institutions which will provide: the formation of students’ readiness for self-development; the design and construction of a social environment for the development of students based on moral principles, traditional Russian values, relevant scientific knowledge and skills, respect for the traditions of the multinational, multicultural and multiconfessional Russian society; active educational and cognitive activities of students; building educational and moral education activity, taking account of the individual age-related psychological and physiological characteristics of students and with a focus on educational results. The materials of the paper are part of a large-scale study within the framework of the "Conception for the development of a system for the prevention of neglect and juvenile delinquency for the period up to 2020", conducted by a team of scientists from 2017 to 2020, whose scientific interests lie in the study of the problem of deviant behavior of minors

The Problem of Law-Abiding Behavior among Minors in Educational Institutions: Domestic and Foreign Experience

At present, the problem of sustaining the law-abiding behavior of minors in educational institutions, identifying and eliminating the causes and conditions that contribute to the development of deviant behavior of students is becoming more and more topical. This paper presents the results of a monitoring study of the current state of the activities carried out by educational institutions to form the law-abiding behavior of minors in the territorial entities of the Russian Federation. It also presents the results of a theoretical study of the foreign experience of educational institutions in the framework of maintaining the law-abiding behavior of minors in the educational environment. The conclusions have been drawn that a system-activity approach should be the basis of an educational impact in educational institutions which will provide: the formation of students’ readiness for self-development; the design and construction of a social environment for the development of students based on moral principles, traditional Russian values, relevant scientific knowledge and skills, respect for the traditions of the multinational, multicultural and multiconfessional Russian society; active educational and cognitive activities of students; building educational and moral education activity, taking account of the individual age-related psychological and physiological characteristics of students and with a focus on educational results. The materials of the paper are part of a large-scale study within the framework of the "Conception for the development of a system for the prevention of neglect and juvenile delinquency for the period up to 2020", conducted by a team of scientists from 2017 to 2020, whose scientific interests lie in the study of the problem of deviant behavior of minors

ZeroAbuse, a serious game to prevent child maltreatment

La maltraitance des enfants est un problème critique qui touche environ un milliard d'enfants dans le monde chaque année. Les blessures qui persistent toute leur vie, les handicaps ou même la mort sont des conséquences risquées découlant de la maltraitance des enfants. Plusieurs approches, y compris les Jeux Sérieux (SGs), ont été conçues pour éduquer les individus sur la maltraitance des enfants et comment la prévenir. Cependant, les SGs qui sont présentement en existence se concentrent uniquement sur l’intimidation ou les abus sexuels chez les enfants et non sur toutes les formes possibles de maltraitance des enfants. De plus, la plupart des ressources concernant la prévention de la maltraitance des enfants s'adressent aux adultes et non aux enfants. Ce travail se concentre sur la conception d'un SG appelé ZeroAbuse qui englobe les quatre types de maltraitance des enfants: Physique, Émotionnel, Abus Sexuel et Négligence. Il combine les principes d'apprentissage, les éléments pour immerger le joueur dans le jeu et les critères de qualité des programmes de prévention. ZeroAbuse s'adresse aux enfants âgés de 9 à 11 ans, qui sont exposés de manière homogène à tous les types de maltraitance. Il tient également compte des compétences cognitives et physiques propres aux enfants de cet âge. La conception du SG a pris en compte les perspectives d'experts en prévention de la maltraitance des enfants et a été testée sur la population cible afin d’améliorer l'expérience de jeu et valider l'approche d'apprentissage.Child abuse is a critical problem affecting approximately one billion children worldwide annually. Lifelong injuries, disabilities, or even fatalities are risky consequences derived from child abuse. Several approaches, including Serious Games (SGs), have been designed to educate individuals about child abuse and how to prevent it. However, existing SGs focus only on bullying or sexual abuse and not all possible forms of child abuse. In addition, most of the existing resources for child abuse prevention are aimed at adults and not at children. This work focuses on designing an SG called ZeroAbuse that encompasses the four types of child abuse: Physical, Emotional, Sexual abuse and Neglect. It combines the principles of learning, the elements to immerse the player into the game, and the quality criteria of prevention programs. ZeroAbuse is aimed at children aged 9 to 11 years, given that they show homogeneous participation in all types of abuse. It also considers the cognitive and physical competencies of children at this age. The SG design considers the perspectives of experts in child abuse prevention and was tested on the target population to enhance the game experience and validate the learning approach

Addressing the cyber safety challenge: from risk to resilience

Addressing the cyber safety challenge: from risk to resilience describes the cyber safety issues emerging from a range of technology trends, how different populations are using technologies and the risks they face, and how we can effectively respond to each group’s unique cyber safety needs. Written by the University of Western Sydney for Telstra Corporation Ltd, the report advocates for continuing to move cyber safety from a ‘risk and protection’ framework to one that focuses on building digital resilience, as well as fostering trust and confidence in the online environment. To do this we need to: Address the needs of populations often neglected by current policies and programs – including adults, seniors, parents, and small to medium enterprises Continue to build the digital literacy skills of all populations, because digital literacy strongly influences users’ ability to engage safely online – this is best achieved by a hands-on learning approach Keep risk in perspective – the risks and benefits of digital participation go hand in hand Broaden the focus from awareness-raising to long-term behaviour change. As digital technologies become further integrated into the everyday lives of Australians, users are potentially exposed to greater risks. However, the risks and benefits of digital participation go hand in hand. The challenge, therefore, is to support users to minimise the risks without limiting their digital participation and their capacity to derive the full benefits of connectivity. If Australians are to benefit as either consumers or providers of online services and products in the e-commerce environment, consumer safety and trust need to be improved. Cyber safety needs to be considered against a transforming backdrop of technology trends, products and practices. While the rise of social media has tended to dominate recent debate and developments in cyber safety, particularly in relation to young people, a range of other trends is also shaping how users engage online, the risks they potentially face in the new media landscape, and the strategies used to address them. These trends include the rise of user generated content and content sharing platforms; the uptake of mobile technologies and, in particular, the adoption of smartphones; cloud computing; platform integration and single sign-on mechanisms; and the rise of GPS and location based services

Crime risks of three-dimensional virtual environments

Three-dimensional virtual environments (3dves) are the new generation of digital multi-user social networking platforms. Their immersive character allows users to create a digital humanised representation or avatar, enabling a degree of virtual interaction not possible through conventional text-based internet technologies. As recent international experience demonstrates, in addition to the conventional range of cybercrimes (including economic fraud, the dissemination of child pornography and copyright violations), the \u27virtual-reality\u27 promoted by 3dves is the source of great speculation and concern over a range of specific and emerging forms of crime and harm to users. This paper provides some examples of the types of harm currently emerging in 3dves and suggests internal regulation by user groups, terms of service, or end-user licensing agreements, possibly linked to real-world criminological principles. This paper also provides some directions for future research aimed at understanding the role of Australian criminal law and the justice system more broadly in this emerging field

The sustainable delivery of sexual violence prevention education in schools

Sexual violence is a crime that cannot be ignored: it causes our communities significant consequences including heavy economic costs, and evidence of its effects can be seen in our criminal justice system, public health system, Accident Compensation Corporation (ACC), and education system, particularly in our schools. Many agencies throughout New Zealand work to end sexual violence. Auckland-based Rape Prevention Education: Whakatu Mauri (RPE) is one such agency, and is committed to preventing sexual violence by providing a range of programmes and initiatives, information, education, and advocacy to a broad range of audiences. Up until early 2014 RPE employed one or two full-time positions dedicated to co-ordinating and training a large pool (up to 15) of educators on casual contracts to deliver their main school-based programmes, BodySafe – approximately 450 modules per year, delivered to some 20 high schools. Each year several of the contract educators, many of whom were tertiary students, found secure full time employment elsewhere. To retain sufficient contract educators to deliver its BodySafe contract meant that RPE had to recruit, induct and train new educators two to three times every year. This model was expensive, resource intense, and ultimately untenable. The Executive Director and core staff at RPE wanted to develop a more efficient and stable model of delivery that fitted its scarce resources. To enable RPE to know what the most efficient model was nationally and internationally, with Ministry of Justice funding, RPE commissioned Massey University to undertake this report reviewing national and international research on sexual violence prevention education (SVPE)

The sustainable delivery of sexual violence prevention education in schools

Sexual violence is a crime that cannot be ignored: it causes our communities significant consequences including heavy economic costs, and evidence of its effects can be seen in our criminal justice system, public health system, Accident Compensation Corporation (ACC), and education system, particularly in our schools. Many agencies throughout New Zealand work to end sexual violence. Auckland-based Rape Prevention Education: Whakatu Mauri (RPE) is one such agency, and is committed to preventing sexual violence by providing a range of programmes and initiatives, information, education, and advocacy to a broad range of audiences. Up until early 2014 RPE employed one or two full-time positions dedicated to co-ordinating and training a large pool (up to 15) of educators on casual contracts to deliver their main school-based programmes, BodySafe – approximately 450 modules per year, delivered to some 20 high schools. Each year several of the contract educators, many of whom were tertiary students, found secure full time employment elsewhere. To retain sufficient contract educators to deliver its BodySafe contract meant that RPE had to recruit, induct and train new educators two to three times every year. This model was expensive, resource intense, and ultimately untenable. The Executive Director and core staff at RPE wanted to develop a more efficient and stable model of delivery that fitted its scarce resources. To enable RPE to know what the most efficient model was nationally and internationally, with Ministry of Justice funding, RPE commissioned Massey University to undertake this report reviewing national and international research on sexual violence prevention education (SVPE). [Background from Executive Summary.]Rape Prevention Education: Whakatu Maur