Mediating the Effects of Poverty, Gender, Individual Characteristics, and External Constraints on Antisocial Behavior: A Test of the Social Development Model and Implications for Developmental Life-Course Theory *

The Role of Self-Regulation in Academic and Behavioral Paths to a High School Diploma

“…Empirical tests of the SDM have demonstrated the utility of modeling social development processes as a latent variable (Catalano et al 2005). Each individual construct was derived from a range of positive and negative responses gauging student perceptions of and interactions with teachers, peers, and organizations or clubs within the school from grades 9 and 10.…”

“…Each individual construct was derived from a range of positive and negative responses gauging student perceptions of and interactions with teachers, peers, and organizations or clubs within the school from grades 9 and 10. Similar measures of school opportunities, involvement, rewards, and bonds have been employed in multiple studies (Abbott et al 1998; Catalano et al 2005). Example questions for school bonding include: “I like school,” “I like my teacher this year,” and “Most mornings, I look forward to going to school.” Example questions for school opportunities include: “Many chances for students in my school to get involved in sports, clubs and so forth,” and “Even students who don’t do well in school help decide things.” Example questions for school rewards include: “My teacher embarrasses me for not knowing the right answer” and “My teachers praise or compliment me when I work hard.” All items other than numerical response questions were coded as 0 = NO!, 1 = no, 2 = yes, and 3 = YES!.…”

Adult-onset offenders: Is a tailored theory warranted?

“…Adult-onset offenders, in particular, may be more specialized than juvenile-onset offenders because of their limited criminal experience and established routines with regular antisocial opportunities (Catalano et al, 2005; Farrington, 2014). Adult-onset offenders may also gravitate towards sexoffending as they age (Lussier, Tzoumakis, Cale, & Amirault, 2010).…”

¿qué Habilidades Y Competencias Se Valoran De Los Profesionales Que Trabajan Con Adolescencia en Riesgo De Exclusión Social? Análisis Desde La Acción Socioeducativa

“…Junto al trabajo individualizado, los educadores sociales plantean también la necesidad de promover, en línea con Catalano et al (2005), el crecimiento de espacios de compromiso y de apego y potenciar normas claras de comportamiento colectivo, lo que requiere del desarrollo de competencias relacionadas con la dinamización y el trabajo grupal.…”