37 research outputs found

    Reciprocal Effects of Victimization and Routine Activities

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    Although there is much research on the relationship between routine activities and victimization, we have little knowledge about the reciprocal effects of victimization and routine activities. The current paper is framed within the Once Bitten Twice Shy perspective proposed by Hindelang et al. (Victims of personal crime: an empirical foundation for a theory of personal victimization. Ballinger, Cambridge, 1978) which argues that victimization decreases risky routine activities and that this in turn decreases the risk of victimization. The current paper tests these propositions by using longitudinal data from the National Crime Victimization Survey, which allows us to tease out victimization and routine activities over time. Both violent and household victimization are examined. Variables pertaining to how often respondents go out for shopping, how often they go away at night and whether they have household devices are used as indicators for routine activities. Results indicate that the reciprocal effects of victimization and routine activities are limited. Consequences for routine activities theory are discusse

    External childcare and socio-behavioral development in Switzerland: Long-term relations from childhood into young adulthood

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    This study examined early external childcare in relation to development from age 7 to 20. A Swiss sample was used (N = 1,225; 52% male). Development included multi-informant-reported externalizing behavior, internalizing problems, prosocial behavior, delinquency, and substance use. Growth curve models revealed that, dependent on the informant, time in a daycare center was related to increased externalizing and internalizing problems until at least age 11. It was not related to delinquency. Roughly three days per week at a daycare mother or playgroup was related to increased externalizing behavior. External family care was associated with increased prosocial behavior. Finally, time in a daycare center was associated with fewer externalizing but more internalizing problems and substance use for children from vulnerable backgrounds. This relation with substance use lasted to age 20

    Longitudinal Risk Factors of Selling and Buying Sexual Services Among Youths in Switzerland.

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    The aim of this study was to examine the longitudinal predictors of buying and selling sexual services among youths in a high-income country. We used data from Switzerland (target sample: N = 1675 children, 52% male), where no prior studies have examined the trading of sexual services among representative samples of youths. Selling and buying sexual services were measured using novel, three-item measures at age 17. The predictors were measured at ages 13 and 15. In the regressions, multiple imputation was used to treat the missing values. Two-year point prevalence estimates of selling sexual services were 2.5% for females and 1.5% for males. Prevalence estimates of buying sexual services were 0.0% for females and 5.4% for males. Findings from logistic regressions revealed some support for prior findings from cross-sectional studies in high-income countries. New findings included evidence for prospective relations of having a disability, low generalized trust, and endorsing masculinity norms with trading sexual services. Follow-up models showed that the relations between pornography consumption and victimization with selling sexual services were gendered and stronger for females than for males

    Parental Separation and Child Aggressive and Internalizing Behavior: An Event History Calendar Analysis

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    This study investigated the relationship between parental separation and aggressive and internalizing behavior in a large sample of Swiss children drawn from the ongoing Zurich Project on the Social Development of Children and Youths. Parents retrospectively reported life events and problem behavior for the first 7years of the child's life on a quarterly basis (N=995; 28,096 time points) using an Event History Calendar. The time sequences of separation and child problem behavior were analyzed. Parental separation affected both aggressive and internalizing behavior even when maternal depression, financial difficulties, and parental conflict were included. Parental separation exerted a direct effect on child problem behavior as well as an indirect effect via maternal depressio

    Wirksame Gewaltprävention. Eine Übersicht zum internationalen Wissensstand

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    Externe Kinderbetreuung und Entwicklung bis ins Erwachsenenalter in der Schweiz

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    "Do you trust him?" Children's trust beliefs and developmental trajectories of aggressive behavior in an ethnically diverse sample.

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    This study investigated the role of trust beliefs (i.e., trustworthiness, trustfulness) on aggression trajectories in a four-wave longitudinal study using an ethnically diverse sample of 8- to 11-year-old children (N = 1,028), as well as the risk profiles of low trust beliefs and low socioeconomic status on aggression trajectories. At Time 1 to Time 4, teachers provided ratings of overt aggressive behavior. At Time 1, children's trust beliefs were assessed by a sociometric peer nomination instrument and derived using social relations analysis. Latent growth curve analysis revealed five trajectories of aggressive behavior: high-stable, medium-stable, low-stable, increasing, and decreasing. As hypothesized, children in the high-stable trajectory were perceived as less trustworthy than children in the low-stable, medium-stable, and increasing trajectories. Children in the high-stable trajectory were less trustful than children in the low-stable trajectory and had a significantly higher risk profile (i.e., low trust beliefs and low SES) compared to children in the low-stable trajectory. Our findings indicate that the developmental course of aggression during middle childhood is predicted by children's trustworthiness and trustfulness. A risk profile of low trust and low socioeconomic status contributes to high-stable aggression trajectories

    Problemverhalten an Schulen, Frühförderung und Bildungserfolg

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