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How we know what we know:

How we know what we know:. ‘Lies, damn lies and statistics’ All research findings do not have the same value Need to critically assess information. Gangs in schools. Youngsters drawn to peer groups for sense of belonging, purpose, protection

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How we know what we know:

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  1. How we know what we know: ‘Lies, damn lies and statistics’ • All research findings do not have the same value • Need to critically assess information

  2. Gangs in schools • Youngsters drawn to peer groups for sense of belonging, purpose, protection • Schoolboys operating gangs in and around schools especially extortion, theft, rape • Boys in some cases are part of larger criminal gangs (Safe Schools Initiative, Min of Nat Security, 2008)

  3. Causes and facilitators 1. ‘Nature vs. Nurture’ • Since 1970s, more integrated framework (deWaal,1999) • Genetic studies on aggression highlight relative influences of genes & environment (e.g. Aseneault et al., 2003) • Environmental & genetic risk interact (Caspi et al., 2002, Fox et al., 2005, Jaffee et al,. 2007)

  4. Causes and facilitators 2. Aggression as adaptive • Traditionally seen as maladaptive e.g. peer disapproval • Since late 1990s adaptive role recognized. Evolutionary psychology suggests selection designed to solve problems in specific contexts • Adaptive function varies with age, context (Guerra, 2008)

  5. Causes and facilitators3. Possible adaptive functions: • Co-opting resources of others • Defending against attack • Deterring rivals from future aggression • Negotiating status and power • Inflicting costs on same-sex rivals

  6. Causes and facilitators 4. Aggression can result in : • Status and honour (e.g. violent gangs) • Popularity and admiration within peer group • Material goods, protection, power, deterrence (Fagan & Wilkinson, 1998; Guerra, 1998)

  7. Causes and facilitators 5. Aggression - a ‘multiply determined behaviour Individual factors • Personality • Temperament • Neuropsychological functioning • Biological predispositions

  8. Causes and facilitators 6. Contextual factors • Parenting practices • Family socialization • Peer influences • School environment • Community disadvantage (Eron, 1987)

  9. Risk factors in Jamaica I Study of aggression-related factors in Primary schools II Case control study of aggressive and prosocial boys III Long term follow-up of aggressive & prosocial boys

  10. I Study of aggression related factors in Primary schools 30 Primary level urban schools - interviews • 30 Principals • 185 Selected teachers • 1416 grade 5 children • Extensive Observations • School plant • Classroom behavior • Playground behavior (Meeks Gardner, Powell, Grantham-McGregor, 2001)

  11. Aggression Level Directly related to: • Violence in community • Children seen dead bodies • Corporal punishments at school

  12. Aggression Level Negatively related to: • Praise for good work • Displaying children’s work • Giving more homework

  13. II Case control study of aggressive and prosocial boys Sample • 101 aggressive boys • from grades 5 & 6 • 101 prosocial boys • matched by grade • (Meeks Gardner, Powell, Grantham-McGregor, 2001; 2007)

  14. Measurements Boys: - Questionnaires - School achievement tests - Verbal IQ (PPVT) - Anthropometry - Observations Parents: - Questionnaires - Child behaviour (Rutter) Teacher: - Child behaviour (Rutter)

  15. Child characteristics Spelling/ reading Hyperactivity R2=0.10 Environment variables Exposure to violence Parent’s commitment to education Prays/ church Parents’ marital status Beatings (hand) Beatings (belt) Independent variables different between the groups R2=0.28

  16. III Follow-up of aggressive & prosocial cohorts • Boys aggressive at age 11 years continued to be more violent at age 17 years • Poorer school achievement • Greater school drop-out (Meeks Gardner et al, 2004)

  17. Impacts and Outcomes • Within adaptive framework, aggression and violence can have positive benefits. • May resist interventions to reduce this behaviour • Strategy to change adaptive value needed

  18. What can be done? Comprehensive, multi-faceted approach required • Policy-related • Interventions and treatments • Research and monitoring

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