Suchergebnisse

ZusammenfassungDer Aufsatz gibt einen Überblick über die Konzepte und empirischen Evaluationsergebnisse zur Straftäterbehandlung seit den 1960er-Jahren. Zahlreiche Metaanalysen zeigen im Durchschnitt positive Ergebnisse. Kognitiv-verhaltenstherapeutische Programme und das RNR-Modell haben die solideste Evidenzbasis, aber auch einige andere Ansätze sind erfolgversprechend. Bei Sexualtätern sind die Ergebnisse noch weniger einheitlich, insbesondere hinsichtlich der Behandlung in Gefängnissen. Bei der Umsetzung in die Praxis zeigen sich zahlreiche Einflüsse auf die Wirksamkeit, die den Programminhalt, den Kontext, die Probanden und die Methodik der Evaluation betreffen. Das "good lives model" und das "desistance model" erfordern kein anderes Paradigma, sondern sind gut mit dem "What-works-Ansatz" und erweiterten RNR-Modell vereinbar. In diesem Rahmen werden 12 Vorschläge zur empirisch fundierten Weiterentwicklung der Straftäterbehandlung gemacht.

Teilw. zugl.: Erlangen-Nürnberg, Univ., Diss

In honor of Friedrich Lösel / Thomas Bliesener, Andreas Beelmann and Mark Stemmler -- Developmental courses of antisocial behaviors. Environmental, genetic and epigenetic influences on the developmental origins of aggression and other disruptive behaviors / Richard E Tremblay -- Subtypes of aggressive behaviors: etiologies, development, and consequences / Frank Vitaro and Mara Brendgen -- Developmental sequence and pathways towards serious delinquency and substance use / Rolf Loeber, Helene Raskin White and Jeffery D Burke -- Persistent juvenile offenders / Thomas Bliesener -- Risk and protective factors in antisocial behaviors. Protective and promotive factors in the development of offending / David P Farrington and Maria M Ttofi -- Family factors in the development of antisocial behavior / Lea Pulkkinen -- Social sources of crime propensity: a study of the collective efficacy of families, schools, and neighborhoods / Per-Olof H Wikström -- Media consumption and violence in schools / Franz Streng -- Crime prevention, offender treatment, and rehabilitation. The scientific foundation of prevention: the status quo and future challenges for developmental crime prevention crime prevention / Andreas Beelmann -- Measuring conflict of interest in prevention and intervention research: a feasibility study / Manuel Eisner and David Humphreys -- Effective interventions for juvenile offenders: using meta-analysis to bridge from research to practice / Mark W Lipsey -- Offender resistance policing (ODP): less prison and more evidence in rehabilitating offenders / Lawrence W Sherman -- Risk management and criminal justice. Violence risk assessment: things that I have learned so far / David J Cooke -- Comprehensive risk management instruments for serious and violent young offenders: challenges and advantages / Raymond R Carrado -- Forensic psychological assessment in the criminal justice system:development and perspectives in Germany / Rudolf Egg -- Young offenders and legal competencies / Ronald Roesch -- Research methods in development criminology. The development of delinquent behavior: variable- and person-oriented methods of analysis / Alexander von Eye, Richard M Lerner, Jacqueline V Lerner and Edmond P Bowers -- Latent growth curve modeling and the study of problem behavior in girls / Mark Stemmler and Anne C Peterson -- Evaluating a national program: effects of No Child Left Behind on math achievement in the United States / Thomas D Cook, Manyee Wong, and Peter Steiner -- Principles of symmetry in evaluation research with implications for offender treatment / Werner W Wittmann

Abstract
Purpose
Developmental and life course criminology (DLCC) engages not only in correlational longitudinal research but also in programs of developmental prevention. Within this context, child training on social skills plays an important role. The present article contains a comprehensive meta-analysis of randomized controlled trials (RCTs) on the effects of this type of intervention.

Method
We updated a meta-analysis on this topic Lösel & Beelman (Annals of the American Academy of Political and Social Science 587:84–109, 2003) to cover more recent studies while focusing specifically on aggression, delinquency, and related antisocial outcomes. From a systematic search of 1133 reports, we found 113 studies with 130 eligible RCT comparisons between a program and control group. Overall, 31,114 children and youths were included in these evaluations. Most interventions were based on a cognitive-behavioral approach.

Results
Overall, the mean effect was positive, but rather small (d = 0.25 using the random effect model). There were similar effects on aggression, delinquency, and other outcomes, but a tendency to somewhat stronger effects in behavior observations and official records than in rating scales. Most outcome measurements were assessed within 3 months or up to 1 year after training. Only a minority (k = 14) had follow-up assessments after more than 1 year. In the latter studies, mean effects were no longer significant. Indicated prevention for youngsters who already showed some antisocial behavior had better effects than universal approaches and (partially related to this) older youngsters benefited more than preschool children. There was much heterogeneity in the findings. Evaluations performed since our previous meta-analysis in 2003 did not reveal larger effects, but training format, intensity, and other moderators were relevant.

Conclusions
Mean results are promising, but more long-term evaluations, replications, booster approaches, and combinations with other types of interventions are necessary to ensure a substantial impact on antisocial development in the life course.

"A brief overview of the prevention part of the long-term Erlangen-Nuremberg Development and Prevention Study, which combines a prospective longitudinal and experimental design. Findings up to five years after intervention are reported. From a sample of 609 families with kindergarten children, subgroups participated in the universal prevention program EFFEKT (child social skills training, a parent training and a combination of both) or were assigned to equivalent control groups. The short-term evaluation showed significant effects in mediating constructs (social problem solving and parenting behavior) and in educators' ratings of children's social behavior. In a follow-up after two to three years, school report cards showed fewer children with multiple behavior problems. In a further follow up after four to five years program children reported fewer externalizing and internalizing problems than the control group. There were no significant effects in the mothers' reports on their children's behavior. Most significant effect sizes ranged between d=0.20 and d=0.40. The findings suggest various positive long-term effects of the intervention. However, one need to be cautious with regard to over-generalizing the positive findings, because effect sizes vary over time and the positive findings could not be replicated in all investigated variables." (author's abstract)

This article reports a meta-analysis on social skills training as a measure for preventing antisocial behavior in children and youth. From 851 documents, 84 reports containing 135 comparisons between treated and untreated youngsters ( N = 16,723) fulfilled stepwise eligibility criteria (e.g., randomized control-group design, focus on prevention). Despite a wide range of positive and negative effect sizes, the majority confirmed the benefits of treatment. The best estimated mean effects were d = .38 (postintervention) and .28 (follow-up). Effects were smaller on antisocial behavior than on related social and cognitive measures. Studies with large samples produced lower effect sizes than those with smaller samples. Programs targeting at-risk groups had better effects than universal programs. Modes of treatment did not differ significantly; however, cognitive-behavioral programs had the strongest impact on antisocial behavior. More well-controlled studies with large samples, hard outcome criteria, and long follow-up periods are needed, particularly outside the United States.

In der sozialwissenschaftlichen Forschung ist es ein häufig anzutreffendes Problem, daß die erhobene Datenmatrix unvollständig ist. Die fehlenden Daten führen nun nicht nur zu Interpretationsschwierigkeiten bei univariaten deskriptiven Statistiken, sondern sind vor allem für eine weitere Auswertung mit Hilfe multivariater Verfahren sehr störend, da die unvollständige Datenmatrix nicht ohne weiteres zur Schätzung der Varianz-Kovarianzmatrix bzw. Korrelationsmatrix herangezogen werden kann. In der vorliegenden Arbeit sind Möglichkeiten zur Struktur- und Bedingungsanalyse sowie zur Lösung des MD-Problems (MD = missing data) dargestellt. Ergänzend zu bisherigen, weitgehend formalen Ansätzen wird dabei auch die Notwendigkeit einer inhaltlichen Betrachtung unvollständiger Datenmatrizen betont. (NG 2)

AbstractApplying principles of symmetry can improve the state of the art and science of program evaluation. This approach transforms "no difference" research into small but beautiful effects.

Sexualdelikte sind international ein brisantes Thema. Neben der Bestrafung ist die Behandlung von Tätern zur Rückfallvermeidung verbreitet. Diese ist aber umstritten. Meta-Analysen zeigen positive Effekte, sie sind jedoch im Gefängnis gering, manchmal negativ, und haben oft methodische Probleme. Deshalb führten wir eine kontrollierte Evaluation an über 1200 Sexualtätern in Bayern durch (Follow-up 9 Jahre). Die Daten stammen aus 7 sozialtherapeutischen Anstalten sowie einer Kontrollgruppe von Unbehandelten im Normalvollzug. Wir untersuchten die Art der Rückfälligkeit, den Schweregrad, den zeitlichen Verlauf, die Behandlungsinhalte, das Institutionsklima, Therapieabbrüche, die ambulante Nachsorge, Merkmale des Personals, und andere Aspekte. Die Befunde sprechen für einen realistischen Behandlungsoptimismus, aber auch Fortentwicklungen in der Praxis.