EXPLORING PARENTAL RISK FACTORS IN THE DEVELOPMENT OF DELINQUENCY AMONG CHILDREN

Purpose of the study: To explore and analyze the influence of various parental risk factors contributing to the development of delinquency in children. Methodology: A total of hundred and sixteen juvenile delinquents (100 boys and 16 girls) in the age range of 11- 18 years, residing in the four Government-run Observation and Special Homes (O&SHs) of Odisha. Descriptive statistics (i.e., percent) and qualitative method (i.e. narrative) have been used to analyze the data. Main Findings: Absence of proper parental guidance and supervision is found to be the major cause of delinquency in children. Parental rejection and deprivation i.e. mother’s love and emotional support is the major cause of delinquency in girls. Lack of parental involvement and less quality time spent by parents with boys are the main reasons behind their delinquency. Applications of this study: The results of this study imply the need to conduct further research about parenting behavior and their attitude towards their children from a gender-based perspective. It also implies the need for a greater number of studies to be carried out on Indian parents and their attitude and behavior towards their children in general and based on the child’s gender in particular. Novelty/Originality of this study: The present study tries to address one of the many gaps existing in the literature regarding the matter of parenting style adopted by parents leading to delinquency in children. It further shows the difference in parental attitude and behavior towards their son’s and daughter’s leading to delinquency

Strange nonchaotic attractors in driven excitable systems

Through quasiperiodic forcing, an excitable system can be driven into a regime of spiking behavior that is both aperiodic and stable. This is a consequence of strange nonchaotic dynamics: the motion of the system is on a fractal attractor and the largest Lyapunov exponent is negative

A prospectus for bilingual early reading instruction

In this paper, we describe a framework for bilingual decoding instruction, with a call for collaborators. Decoding is the ability to apply knowledge of letter-sound correspondences to pronounce words. We adopt a standard phonological approach for early instruction that could be expanded to include practice with constructive morphemes, like prefixes and suffixes, and reading for meaning. Decades of research have shown that word decoding is a bottleneck in reading comprehension. Unless children develop sight-word reading capabilities, comprehension of texts is severely hampered. The present approach draws on children’s spoken vocabulary knowledge in their native language as a bridge to decoding in a second language. The goal is to develop a tutoring system that draws on current and forthcoming multimedia technologies, and to implement the system in multilingual countries, e.g.: USA, India, Ukraine and across national borders. As a starting point, the authors will use a web platform https://ethicalengineer.ttu.edu designed in 2017 by the USA, Indian, and Ukrainian collaborators, several of them being co-authors of this paper, as a model for the new website for reading instruction. The Ethical Engineer website demonstrates one mechanism through which instructors can reach out to establish connections within and outside their native country around topics and issues of common interest and support educator cooperation and research development. The new model hopes to achieve success comparable to that of the EthicalEngineer. Using computer-based instruction allows for empirical testing of teaching methods, thereby optimizing the educational process. It is important to take advantage of this to ensure the most effective methods are used in early reading instruction for children. Disclosure Statement No potential conflict of interest was reported by the authors. * Corresponding author: Roman Taraban,   0000-0002-1815-4687 [email protected]

Associations between witnessing and perpetrating online hate in eight countries: The buffering effects of problem-focused coping

Online hate is a topic that has received considerable interest lately, as online hate represents a risk to self-determination and peaceful coexistence in societies around the globe. However, not much is known about the explanations for adolescents posting or forwarding hateful online material or how adolescents cope with this newly emerging online risk. Thus, we sought to better understand the relationship between a bystander to and perpetrator of online hate, and the moderating e ects of problem-focused coping strategies (e.g., assertive, technical coping) within this relationship. Self-report questionnaires on witnessing and committing online hate and assertive and technical coping were completed by 6829 adolescents between 12 and 18 years of age from eight countries. The results showed that increases in witnessing online hate were positively related to being a perpetrator of online hate. Assertive and technical coping strategies were negatively related with perpetrating online hate. Bystanders of online hate reported fewer instances of perpetrating online hate when they reported higher levels of assertive and technical coping strategies, and more frequent instances of perpetrating online hate when they reported lower levels of assertive and technical coping strategies. In conclusion, our findings suggest that, if e ective, prevention and intervention programs that target online hate should consider educating young people about problem-focused coping strategies, self-assertiveness, and media skills. Implications for future research are discussedWe acknowledge the support of the Deutsche Forschungsgemeinschaft and Open Access Publishing Fund of University of Potsda

Associations between Coping Strategies and Cyberhate Involvement: Evidence from Adolescents across Three World Regions

Cyberhate represents a risk to adolescents’ development and peaceful coexistence in democratic societies. Yet, not much is known about the relationship between adolescents’ ability to cope with cyberhate and their cyberhate involvement. To fill current gaps in the literature and inform the development of media education programs, the present study investigated various coping strategies in a hypothetical cyberhate scenario as correlates for being cyberhate victims, perpetrators, and both victim–perpetrators. The sample consisted of 6829 adolescents aged 12–18 years old (Mage = 14.93, SD = 1.64; girls: 50.4%, boys: 48.9%, and 0.7% did not indicate their gender) from Asia, Europe, and North America. Results showed that adolescents who endorsed distal advice or endorsed technical coping showed a lower likelihood to be victims, perpetrators, or victim–perpetrators. In contrast, if adolescents felt helpless or endorsed retaliation to cope with cyberhate, they showed higher odds of being involved in cyberhate as victims, perpetrators, or victim–perpetrators. Finally, adolescents who endorsed close support as a coping strategy showed a lower likelihood to be victim–perpetrators, and adolescents who endorsed assertive coping showed higher odds of being victims. In conclusion, the results confirm the importance of addressing adolescents’ ability to deal with cyberhate to develop more tailored prevention approaches. More specifically, such initiatives should focus on adolescents who feel helpless or feel inclined to retaliate. In addition, adolescents should be educated to practice distal advice and technical coping when experiencing cyberhate. Implications for the design and instruction of evidence-based cyberhate prevention (e.g., online educational games, virtual learning environments) will be discussedSupport of the Deutsche Forschungsgemeinschaft and Open Access Publishing Fund of the University of Potsdam

A routine activity approach to understand cybergrooming victimization among adolescents from six countries

Little attention has been given academically to empirically tested theoretical frameworks that aim at measuring the risk of adolescents falling victim to cybergrooming. To this end, we have applied the routine activity theory (RAT) to investigate whether exposure to motivated offenders (PC/laptop ownership and Internet access in one's own bedroom), capable guardianship (parental mediation strategies of Internet use), and target suitability (adolescents' online disclosure of private information) might predict cybergrooming victimization among adolescents. Using data from a cross-sectional survey of 5,938 adolescents from Germany, India, South Korea, Spain, Thailand, and the United States, ranging in age from 12 to 18 (M = 14.77, SD = 1.60), we found that PC/laptop ownership and Internet access in one's own bedroom, parental mediation, and online disclosure are all directly associated with cybergrooming victimization. Although instructive parental mediation is negatively related to online disclosure and cybergrooming victimization, restrictive mediation is positively related to both. In addition, online disclosure partially mediated the relationship between parental mediation and cybergrooming victimization. The analyses confirm the effectiveness of applying RAT to cybergrooming. Moreover, this study highlights the need for prevention programs, including lessons on age-appropriate information and communication technology usage and access, to educate parents on using instructive strategies of Internet mediation, and inform adolescents about how to avoid disclosing too much private information online. RAT could function as a theoretical framework for these programs

Multidimensional impact of mental illness on tribal families in India

Background: Mental illness and burden of care on family is widely discussed in the context of the general population. However, mental health in tribal people also needs the same attention from researchers. In this study, the authors intended to find out the effect of mental illness on tribal families having a person with mental illness. Methods: A descriptive study was done to collect data at the Ispat General Hospital from 50 tribal respondents who were admitted to the Department of Psychiatry. We used open-ended questions to collect the qualitative data. Then, we did content analysis to build themes of the issues of their mental illnesses. Results: We found that the effect of mental illness is on education, marriage, financial crisis, family stress, disruption of family routine activities, physical abuse and violence in the family, social isolation, lack of caregiver's personal care and care for other children in the family, as well as damage to household accessories. Conclusion: In this study, the authors created major themes, to dissect and trisect into adverse events, which were frequent and appear the same in the general and tribal family having a patient with mental illness

“DNT LET ’EM H8 U!”: Applying the routine activity framework to understand cyberhate victimization among adolescents across eight countries

Recent evidence shows that adolescents across the globe are increasingly encountering hateful material on the Internet. However, the factors that lead adolescents to fall victim to cyberhate are still not well understood. To address this gap in the literature and assist media education campaigns in developing theoretically-grounded prevention programs, the present study utilizes Routine Activity Theory to investigate whether witnessing cyberhate (exposure to motivated offenders), parental mediation of Internet use (capable guardianship), and adolescents’ online disclosure of private information (target suitability) predict cyberhate victimization among adolescents. Participants consisted of 6,829 adolescents ranging in age from 12 to 18 (Mage = 14.93; SD = 1.64) from Cyprus, Germany, Greece, India, South Korea, Spain, Thailand, and the United States. Results showed that witnessing cyberhate was positively correlated with cyberhate victimization. Further, instructive parental mediation was negatively associated with cyberhate victimization, while restrictive parental mediation demonstrated the opposite effect, suggesting that the form of parental mediation matters when attempting to reduce adolescents’ risk for cyberhate victimization. Finally, online disclosure was positively associated with cyberhate victimization. Consequently, the present investigation confirms the usefulness of applying Routine Activity Theory to cyberhate victimization. Furthermore, the findings highlight the need for prevention programs. Media education training that equips adolescents with the skills they need to manage cyberhate experiences, increase their critical attitudes about private information they share online, and inform parents to use effective mediation strategies to diminish dangers associated with cyberhate is suggested