By Denise C. Gottfredson
Colleges and Delinquency offers a accomplished evaluate and critique of the present study at the factors of delinquency, substance use, drop-out, and truancy, and the position of the varsity in combating those habit styles. studying school-based prevention courses and practices for grades K-12, the writer identifies a wide array of potent and useless techniques. within the greater context of the neighborhood, she analyzes the designated demanding situations to powerful prevention programming that come up in disorganized settings, deciding upon how you can triumph over those hindrances and take advantage of bothered faculties more secure and extra efficient environments.
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Extra resources for Schools and Delinquency
Sample text
The challenge is to understand how schools can better control student behavior both in and out of school. What characterizes schools that are able to control problem behavior in school – to provide environments that provide less opportunity for crime and other forms of misbehavior? And what can schools do to reduce enduring youth dispositions to engage in misbehavior both in and out of school? Overview of the Book The next chapter summarizes a large literature on the links between individual delinquency and school-related characteristics, attitudes, and experiences.
Exposure to or association with negative peers – usually assessed by examining how many of the respondent’s friends use illicit substances or engage in delinquent activities, or the amount of time spent with negative peers – is the largest correlate of adolescent problem behavior. Most research examining negative peer association and involvement in drug use and delinquency has examined high school samples. A few studies show that exposure to negative peers among younger children is also associated with gateway drug use or other problem behaviors.
Self-report and official). Loeber and Dishion (1983) and Loeber and Stouthamer-Loeber (1987) provide detailed summaries of the evidence relating early conduct problems and later delinquency, showing consistent evidence from dozens of longitudinal studies that conduct problems in childhood and adolescence predict later delinquency. Farrington (1991) shows a remarkable continuity in aggression and violence spanning nearly a quarter of a century: teacher ratings of aggressiveness at ages 8 and 10 predict criminal behavior at age 32.
