Suchergebnisse

It is often argued that intervention efforts can benefit from the early identification of children at risk for antisocial disorders. Little is known, however about the predictive efficacy of early predictors This study examined the predictive power of a variety of characteristics of the preschool child for antisocial outcome at ages 11 and 15. The subjects were 1,037 members of a longitudinal investigation of a New Zealand birth cohort. Groups with no disorders (n = 837), disorders other than antisocial disorders (n =37), and antisocial disorders (n = SO) were defined. Preschool descriptors were screened for their predictive power. A discriminant function analysis was computed with the jive most promising preschool variables. The function correctly classified 81 % of subjects as antisocial, or not. at age 11, and 66% of subjects as delinquent, or not, at age 15. Having preschool behavior problems was the single best predictor of antisocial disorders at age 11. This result is consistent with earlier findings that, among measures assessed in childhood, behavior problems are the best predictor of later antisocial outcome.

Abstract A previous finding from our group indicated that teacher‐rated antisocial behaviour (AB) among 7‐year‐olds is particularly heritable in the presence of callous‐unemotional (CU) traits. Using a sample of 1865 same‐sex twin pairs, we employed DeFries‐Fulker extremes analysis to investigate whether teacher‐rated AB with/without CU traits also shows aetiological differences among 9‐year‐olds. Furthermore, we assessed whether the differences in the magnitude of heritability would be evident even when hyperactive symptoms were controlled for in the statistical analysis. AB among 9‐year‐olds was more heritable with than without concomitant CU. The heritability difference was even more pronounced in magnitude when hyperactive symptoms were controlled. CU traits thus appear to index one valid way of sub‐typing children with early‐onset AB.

Many theories of crime have linked low levels of socioeconomic status (SES) to high levels of delinquency. However, empirical studies have consistently found weak or nonexistent correlations between individuals' SES and their self‐reported delinquent behavior. Drawing upon recent theoretical innovations (Hagan et al., 1985; Jensen, 1993; Tittle, 1995), we propose that this apparent contradiction between theory and data may be reconciled by recognizing that SES has both a negative and a positive indirect effect upon delinquency that, in tandem, results in little overall correlation between the two. We tested this proposal with longitudinal data from the Dunedin Multidisciplinary Health and Development Study. We used measures of parental SES recorded at study members' birth through age 15, social‐psychological characteristics at age 18, and self‐reported delinquency at ages 18 and 21. We found that low SES promoted delinquency by increasing individuals' alienation, financial strain, and aggression and by decreasing educational and occupational aspirations, whereas high SES promoted individuals' delinquency by increasing risk taking and social power and by decreasing conventional values. These findings suggest a reconciliation between theory and data, and they underscore the conceptual importance of elucidating the full range of causal linkages between SES and delinquency.

We examined the relation between personality traits and crime in two studies. In New Zealand we studied 18‐year‐old males and females from an entire birth cohort. In Pittsburgh we studied an ethnically diverse group of 12‐ and 13‐year‐old boys. In both studies we gathered multiple and independent measures of personality and delinquent involvement. The personality correlates of delinquency were robust in different nations, in different age cohorts, across gender, and across race: greater delinquent participation was associated with a personality configuration characterized by high Negative Emotionality and weak Constraint. We suggest that when Negative Emotionality (the tendency to experience aversive affective states) is accompanied by weak Constraint (difficulty in impulse control), negative emotions may be translated more readily into antisocial acts. We review additional evidence about the developmental origins and consequences of this personality configuration and discuss its implications for theories about antisocial behavior.

AbstractWhat impact does formal punishment have on antisocial conduct—does it deter or promote it? The findings from a long line of research on the labeling tradition indicate formal punishments have the opposite‐of‐intended consequence of promoting future misbehavior. In another body of work, the results show support for deterrence‐based hypotheses that punishment deters future misbehavior. So, which is it? We draw on a nationally representative sample of British adolescent twins from the Environmental Risk (E‐Risk) Longitudinal Twin Study to perform a robust test of the deterrence versus labeling question. We leverage a powerful research design in which twins can serve as the counterfactual for their co‐twin, thereby ruling out many sources of confounding that have likely impacted prior studies. The pattern of findings provides support for labeling theory, showing that contact with the justice system—through spending a night in jail/prison, being issued an anti‐social behaviour order (ASBO), or having an official record—promotes delinquency. We conclude by discussing the impact these findings may have on criminologists' and practitioners' perspective on the role of the juvenile justice system in society.

In this study, we investigated associations between the characteristics of the neighborhoods in which young adults live and their feelings of loneliness, using data from different sources. Participants were drawn from the Environmental Risk Longitudinal Twin Study. Loneliness was measured via self-reports at ages 12 and 18 years and also by interviewer ratings at age 18. Neighborhood characteristics were assessed between the ages of 12 and 18 via government data, systematic social observations, a resident survey, and participants' self-reports. Greater loneliness was associated with perceptions of lower collective efficacy and greater neighborhood disorder but not with more objective measures of neighborhood characteristics. Lonelier individuals perceived the collective efficacy of their neighborhoods to be lower than did their less lonely siblings who lived at the same address. These findings suggest that feelings of loneliness are associated with negatively biased perceptions of neighborhood characteristics, which may have implications for lonely individuals' likelihood of escaping loneliness.

AbstractTo design effective provaccination messaging, it is important to know "where people are coming from"—the personal experiences and long-standing values, motives, lifestyles, preferences, emotional tendencies, and information-processing capacities of people who end up resistant or hesitant toward vaccination. We used prospective data from a 5-decade cohort study, spanning childhood to midlife, to construct comprehensive early-life psychological histories of groups who differed in their vaccine intentions in months just before COVID vaccines became available in their country. Vaccine-resistant and vaccine-hesitant participants had histories of adverse childhood experiences that foster mistrust, longstanding mental-health problems that foster misinterpretation of messaging, and early-emerging personality traits including tendencies toward extreme negative emotions, shutting down mentally under stress, nonconformism, and fatalism about health. Many vaccine-resistant and -hesitant participants had cognitive difficulties in comprehending health information. Findings held after control for socioeconomic origins. Vaccine intentions are not short-term isolated misunderstandings. They are part of a person's style of interpreting information and making decisions that is laid down before secondary school age. Findings suggest ways to tailor vaccine messaging for hesitant and resistant groups. To prepare for future pandemics, education about viruses and vaccines before or during secondary schooling could reduce citizens' level of uncertainty during a pandemic, and provide people with pre-existing knowledge frameworks that prevent extreme emotional distress reactions and enhance receptivity to health messages. Enhanced medical technology and economic resilience are important for pandemic preparedness, but a prepared public who understands the need to mask, social distance, and vaccinate will also be important.