Risk, promotive, and protective factors in youth offending: Results from the Cambridge study in delinquent development

Purpose: The main aim of this research is to investigate risk, promotive, risk-based protective, and interactive protective factors for delinquency. Methods: The Cambridge Study in Delinquent Development is a prospective longitudinal survey of 411 London males from age 8 onwards. Variables measured at age 8–10 are investigated as predictors of convictions between ages 10 and 18. Results: High troublesomeness, a convicted parent, and high daring were important risk factors for delinquency, while low neuroticism and few friends were important promotive factors. The most important interactive protective effects were: high nonverbal intelligence, high verbal intelligence, high school attainment, and high parental interest in education protected against poor child-rearing; good parental supervision protected against high dishonesty; and high family income protected against a convicted parent. Conclusions: Developmental and life-course theories of offending should attempt to explain findings on promotive and protective factors. Findings on interactive protective factors suggest particular types of interventions that should be targeted on individuals displaying particular risk factors.Home Office, and the Smith-Richardson Foundation., the Barrow Cadbury Trust, the Department for Education, the Department of Health, the Rayne FoundationThis is the author accepted manuscript. The final version is available from Elsevier via http://dx.doi.org/10.1016/j.jcrimjus.2016.02.01

The impact of longitudinal offending trajectories on mental health: Lifetime consequences and intergenerational transfer

Objectives: This paper set out to contribute to the literature by linking research into offending pathways with the study of longitudinal effects and intergenerational transmission of mental health. Methods: Data was used from two generations of the Cambridge Study in Delinquent Development, a longitudinal study of 411 men from London and their children who were followed since 1961-62. Results: Findings from this study (1) indicate that symptoms of depression and anxiety were highest among those who commenced offending in adulthood and (2) demonstrated familial continuity of mental health: poor offspring mental health was related to father’s criminality, but not to their offender group. Conclusions: A thorough understanding of the heterogeneity of offenders is essential for policy and practice. It is suggested that future research further examines individuals who only commence offending in adulthood, since they have been shown to not only face a variety of adverse outcomes themselves, but are also likely to have children with distinct patterns of internalizing problems across. Keywords: life-course-persistent offending, late-onset offending, adolescence-limited offending, adverse mental health outcomes, intergenerational transmissio

What can we do to reduce disciplinary school exclusion? A systematic review and meta-analysis

Objectives: To systematically review and quantitatively synthesize the evidence for the impact of different types of school-based interventions on the reduction of school exclusion. Methods: A systematic search of 27 databases including published and unpublished literature was carried out between September and December 2015. Eligible studies evaluated interventions intended to reduce the rates of exclusion; targeted children from ages four to 18 in mainstream schools; and reported results of interventions delivered from 1980 onwards. Only randomised controlled trials were included. Two independent reviewers determined study eligibility, extracted data and rated the methodological quality of studies. Results: Based on the thirty-seven studies eligible for meta-analysis, under a random effects model, results showed that school-based interventions significantly reduced school exclusion during the first six months after implementation SMD=.30, 95% CI [.20, .41], p<.001. The impact at follow-up (i.e., 12 or more months) was reduced by half and it was not statistically significant. Heterogeneity was mainly explained by the role of the evaluator: independent evaluators reported lower effect sizes than researchers involved in the design and/or delivery of the intervention. Four approaches presented promising and significant results in reducing exclusion: enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers. Conclusions: Results suggest that school-based interventions can be effective in reducing school exclusion in the short term. Some specific types of interventions show more promising and stable results, but, based on the small number of studies involved in our calculations, we suggest that results are interpreted with caution.Nuffield Foundation Beca Chil

Weapon carrying in and out of school among pure bullies, pure victims and bully-victims: A systematic review and meta-analysis of cross-sectional and longitudinal studies

Weapon carrying has detrimental effects for perpetrators and victims alike. It is therefore imperative that research efforts are invested into establishing those contextual factors that are associated with this antisocial behavior. This systematic and meta-analytic review investigates the association of weapon carrying with bullying perpetration and victimization inside and outside the school context. Results on pure bullies, pure victims and bully-victims are also presented. Further to extensive searches, across 20 databases and 46 journals, and careful screening of reports, in line with pre-established methodological criteria, a total of 35 manuscripts are included in the meta-analysis. Narrative results based on longitudinal studies are also presented but not meta-analyzed given the variability in study characteristics and the small number of studies. Weapon carrying is significantly associated with both bullying perpetration (adjusted $\textit{OR}$ = 2.64; $\textit{p}$ < 0.001) and victimization (adjusted $\textit{OR}$ = 1.58; $\textit{p}$ < 0.05). Effect sizes are larger when looking at discrete categories of pure bullies (adjusted $\textit{OR}$ = 3.24; $\textit{p}$ < 0.01), pure victims (adjusted $\textit{OR}$ = 1.79; $\textit{p}$ < 0.05) and bully-victims (adjusted $\textit{OR}$ = 5.66; $\textit{p}$ < 0.001) when compared with non-involved school children. Subgroup analyses suggest that pure victims ($\textit{Q}$ = 6.77; $\textit{p}$ < 0.01) and bully-victims ($\textit{Q}$ = 8.01; $\textit{p}$ < 0.01) are significantly more likely to carry a weapon inside than outside the school, thus rendering support to the ‘vulnerability/self-protection’ hypothesis. Pure bullies have the same odds of carrying a weapon inside and outside the school context ($\textit{Q}$ = 0.60; $\textit{p}$ = 0.44), supporting a persistent antisocial personality theoretical framework. Implications for policy and practice arising from our results are discussed

Weight-related teasing in the school environment: associations with psychosocial health and weight control practices among adolescent boys and girls

Weight-related teasing has been found to be associated with low self-esteem, depressive symptoms, body dissatisfaction, and weight control behaviors in adolescents. While research has typically examined weight-related teasing directed towards the individual, little is known about weight-related teasing at the school level. This study aimed to determine the association between the school-level prevalence of weight-related teasing and psychosocial factors, body dissatisfaction and weight control behaviors in adolescents. Adolescents (N = 2,793; 53.2 % female) attending 20 US public middle and high schools were surveyed as part of the Eating and Activity in Teens (EAT) 2010 study. Generalized estimating equations were used to estimate the association between school-level weight-related teasing and health variables, controlling for individual-level weight-related teasing, clustering of individuals within schools, and relevant covariates. A greater school-level prevalence of weight-related teasing was associated with lower self-esteem and greater body fat dissatisfaction in girls, and greater depressive symptoms in boys, over and above individual-level weight-related teasing.Dieting was associated with the school-level prevalence of weight-related teasing in analysis adjusted for covariates in girls, but not following adjustment for individual-level weight-related teasing. Unhealthy weight control behaviors, extreme weight control behaviors, and muscle-enhancing behaviors were not associated with the school-level prevalence of weight-related teasing in girls or boys. Findings from the current study, in conjunction with previous findings showing associations between weight-related teasing, psychological concerns, and weight control behaviors, highlight the importance of implementing strategies to decrease weight-related teasing in schools

The KiVa antibullying program in primary schools in Chile, with and without the digital game component: study protocol for a randomized controlled trial.

BACKGROUND: Bullying is a major problem worldwide and Chile is no exception. Bullying is defined as a systematic aggressive behavior against a victim who cannot defend him or herself. Victims suffer social isolation and psychological maladjustment, while bullies have a higher risk for conduct problems and substance use disorders. These problems appear to last over time. The KiVa antibullying program has been evaluated in Finland and other European countries, showing preventive effects on victimization and self-reported bullying. The aims of this study are (1) to develop a culturally appropriate version of the KiVa material and (2) to test the effectiveness of the KiVa program, with and without the online game, on reducing experiences of victimization and bullying behavior among vulnerable primary schools in Santiago (Chile), using a cluster randomized controlled trial (RCT) design with three arms: (1) full KiVa program group, (2) partial KiVa (without online game) program group and (3) control group. METHODS AND DESIGN: This is a three-arm, single-blind, cluster randomized controlled trial (RCT) with a target enrolment of 1495 4th and 5th graders attending 13 vulnerable schools per arm. Students in the full and partial KiVa groups will receive universal actions: ten 2-h lessons delivered by trained teachers during 1 year; they will be exposed to posters encouraging them to support victims and behave constructively when witnessing bullying; and a person designated by the school authorities will be present in all school breaks and lunchtimes using a visible KiVa vest to remind everybody that they are in a KiVa school. KiVa schools also will have indicated actions, which consist of a set of discussion groups with the victims and with the bullies, with proper follow-up. Only full KiVa schools will also receive an online game which has the aim to raise awareness of the role of the group in bullying, increase empathy and promote strategies to support victimized peers. Self-reported victimization, bullying others and peer-reported bullying actions, psychological and academic functioning, and sense of school membership will be measured at baseline and 12 months after randomization. DISCUSSION: This is the first cluster RCT of the KiVa antibullying program in Latin America. TRIAL REGISTRATION: ClinicalTrials.gov, Identifier: NCT02898324 . Registered on 8 September 2016

Особенности развития малого предпринимательства в Украине

В этой работе рассмотрена эволюция предпринимательства Украины на всех этапах ее общественной жизни, в том числе в период экономического кризиса в годы становления независимости. Отражены основные параметры отнесения предприятий к субъектам малого предпринимательства и их роль в развитии экономики государств.У цій роботі розглянута еволюція підприємництва України на всіх етапах її суспільного життя, зокрема в період економічної кризи в роки становлення незалежності. Відображені основні параметри віднесення підприємств до суб'єктів малого підприємництва і їх роль в розвитку економіки держав

Public Attitudes Towards Moral Enhancement. Evidence that Means Matter Morally

To gain insight into the reasons that the public may have for endorsing or eschewing pharmacological moral enhancement for themselves or for others, we used empirical tools to explore public attitudes towards these issues. Participants (N = 293) from the United States were recruited via Amazon’s Mechanical Turk and were randomly assigned to read one of several contrastive vignettes in which a 13-year-old child is described as bullying another student in school and then is offered an empathy-enhancing program. The empathy-enhancing program is described as either involving taking a pill or playing a video game on a daily basis for four weeks. In addition, participants were asked to imagine either their own child bullying another student at school, or their own child being bullied by another student. This resulted in a 2 × 2 between-subjects design. In an escalating series of morally challenging questions, we asked participants to rate their overall support for the program; whether they would support requiring participation; whether they would support requiring participation of children who are at higher risk to become bullies in the future; whether they would support requiring participation of all children or even the entire population; and whether they would be willing to participate in the program themselves. We found that people were significantly more troubled by pharmacological as opposed to non-pharmacological moral enhancement interventions. The results indicate that members of the public for the greater part oppose pharmacological moral bioenhancement, yet are open to non-biomedical means to attain moral enhancement. [248 words]

Bullying Victimisation, Internalising Symptoms, and Conduct Problems in South African Children and Adolescents: A Longitudinal Investigation

Bullying victimisation has been prospectively linked with mental health problems among children and adolescents in longitudinal studies in the developed world. However, research from the developing world, where adolescents face multiple risks to social and emotional development, has been limited by cross-sectional designs. This is the first longitudinal study of the psychological impacts of bullying victimisation in South Africa. The primary aim was to examine prospective relationships between bullying victimisation and internalising and externalising symptoms in South African youth. Secondary aims were to examine gender and age-related differences in experiences of bullying victimisation. Children and adolescents (10–17 years, 57 % female, n = 3,515) from high HIV-prevalent (>30 %) communities in South Africa were interviewed and followed-up 1 year later (97 % retention). Census enumeration areas were randomly selected from urban and rural sites in two provinces and door-to-door sampling included all households with a resident child/adolescent. Exposure to multiple experiences of bullying victimisation at baseline predicted internalising symptoms and conduct problems 1 year later. Additionally, baseline mental health scores predicted later bullying victimisation, demonstrating bi-directionality of relationships between bullying victimisation and mental health outcomes in this sample. Expected gender differences in physical, verbal, and relational bullying victimisation were evident and predicted declines in bullying victimisation over time were observed. In the developed world, school-based anti-bullying programmes have been shown to be effective in reducing bullying and victimisation. Anti-bullying programmes should be implemented and rigorously evaluated in South Africa, as this may promote improved mental health among South African children and adolescents