How we know what we know:

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

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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 - PowerPoint PPT Presentation

Transcript of How we know what we know:

Page 1: How we know what we know:

How we know what we know:How we know what we know:

‘‘Lies, damn lies and statistics’Lies, damn lies and statistics’• All research findings do not have the same All research findings do not have the same

valuevalue• Need to critically assessNeed to critically assess

informationinformation

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Gangs in schoolsGangs in schools• Youngsters drawn to peer groups for sense of Youngsters drawn to peer groups for sense of

belonging, purpose, protectionbelonging, purpose, protection

• Schoolboys operating gangs in and around Schoolboys operating gangs in and around schools especially extortion, theft, rapeschools especially extortion, theft, rape

• Boys in some cases are part of larger criminal Boys in some cases are part of larger criminal gangsgangs

(Safe Schools Initiative, Min of Nat Security, 2008)(Safe Schools Initiative, Min of Nat Security, 2008)

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Causes and facilitators 1.Causes and facilitators 1.

‘‘Nature vs. Nurture’Nature vs. Nurture’

• Since 1970s, more integrated framework Since 1970s, more integrated framework ((deWaal,1999deWaal,1999))

• Genetic studies on aggression highlight Genetic studies on aggression highlight relative influences of genes & relative influences of genes & environment environment (e.g. Aseneault et al., 2003)(e.g. Aseneault et al., 2003)

• Environmental & genetic risk interact Environmental & genetic risk interact (Caspi et al., 2002, Fox et al., 2005, Jaffee et al,. 2007)(Caspi et al., 2002, Fox et al., 2005, Jaffee et al,. 2007)

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Causes and facilitators 2.Causes and facilitators 2.

Aggression as adaptiveAggression as adaptive1.1. Traditionally seen as Traditionally seen as maladaptivemaladaptive e.g. peer e.g. peer

disapprovaldisapproval

2.2. Since late 1990s adaptive role recognized. Since late 1990s adaptive role recognized. Evolutionary psychology suggests selection Evolutionary psychology suggests selection designed to solve problems in specific contextsdesigned to solve problems in specific contexts

3.3. Adaptive function varies with age, contextAdaptive function varies with age, context(Guerra, 2008)(Guerra, 2008)

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Causes and facilitators3. Causes and facilitators3.

Possible adaptive functions:Possible adaptive functions:

• Co-opting resources of othersCo-opting resources of others

• Defending against attackDefending against attack

• Deterring rivals from future aggressionDeterring rivals from future aggression

• Negotiating status and powerNegotiating status and power

• Inflicting costs on same-sex rivalsInflicting costs on same-sex rivals

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Causes and facilitators 4. Causes and facilitators 4.

Aggression can result in :Aggression can result in :

• Status and honour (e.g. violent gangs)Status and honour (e.g. violent gangs)

• Popularity and admiration within peer Popularity and admiration within peer groupgroup

• Material goods, protection, power, Material goods, protection, power, deterrencedeterrence

(Fagan & Wilkinson, 1998; Guerra, 1998)(Fagan & Wilkinson, 1998; Guerra, 1998)

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Causes and facilitators 5.Causes and facilitators 5.Aggression - a ‘multiply determined behaviourAggression - a ‘multiply determined behaviour

Individual factorsIndividual factors– PersonalityPersonality– TemperamentTemperament– Neuropsychological functioningNeuropsychological functioning– Biological predispositionsBiological predispositions

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Causes and facilitators 6.Causes and facilitators 6.Contextual factorsContextual factors

– Parenting practicesParenting practices– Family socializationFamily socialization– Peer influencesPeer influences– School environmentSchool environment– Community disadvantageCommunity disadvantage

(Eron, 1987)(Eron, 1987)

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Risk factors in JamaicaRisk factors in Jamaica

I Study of aggression-related factors in I Study of aggression-related factors in Primary schoolsPrimary schools

II Case control study of aggressive and II Case control study of aggressive and prosocial boysprosocial boys

III Long term follow-up of aggressive & III Long term follow-up of aggressive & prosocial boysprosocial boys

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I Study of aggression related I Study of aggression related factors in Primary schoolsfactors in Primary schools

30 Primary level urban schools - interviews30 Primary level urban schools - interviews– 30 Principals30 Principals– 185 Selected teachers185 Selected teachers– 1416 grade 5 children1416 grade 5 children

– Extensive ObservationsExtensive Observations• School plantSchool plant• Classroom behaviorClassroom behavior• Playground behaviorPlayground behavior

(Meeks Gardner, Powell, Grantham-McGregor, 2001)(Meeks Gardner, Powell, Grantham-McGregor, 2001)

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Aggression LevelAggression Level

Directly related to:Directly related to:

• Violence in community Violence in community

• Children seen dead bodiesChildren seen dead bodies

• Corporal punishments at schoolCorporal punishments at school

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Aggression LevelAggression Level

Negatively related to:Negatively related to:

• Praise for good workPraise for good work• Displaying children’s Displaying children’s

workwork• Giving more Giving more

homeworkhomework

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II Case control study of II Case control study of aggressive and prosocial boysaggressive and prosocial boys

Sample Sample

• 101 aggressive boys 101 aggressive boys – from grades 5 & 6from grades 5 & 6

• 101 prosocial boys101 prosocial boys– matched by gradematched by grade

(Meeks Gardner, Powell, Grantham-McGregor, 2001; 2007)(Meeks Gardner, Powell, Grantham-McGregor, 2001; 2007)

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MeasurementsMeasurementsBoys: Boys: - Questionnaires- Questionnaires

- School achievement tests- School achievement tests - Verbal IQ (PPVT)- Verbal IQ (PPVT)

- Anthropometry- Anthropometry- Observations- Observations

Parents: Parents: - Questionnaires- Questionnaires- Child behaviour (Rutter)- Child behaviour (Rutter)

Teacher:Teacher: - Child behaviour (Rutter)- Child behaviour (Rutter)

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Child characteristicsChild characteristics

• Spelling/ readingSpelling/ reading

• HyperactivityHyperactivity

RR22=0.10=0.10

Environment variablesEnvironment variables

• Exposure to violenceExposure to violence

• Parent’s commitment to Parent’s commitment to

educationeducation

• Prays/ churchPrays/ church

• Parents’ marital statusParents’ marital status

• Beatings (hand)Beatings (hand)

• Beatings (belt)Beatings (belt)

R2=0.28

Independent variables different between the groups

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III Follow-up of aggressive & III Follow-up of aggressive &

prosocial cohortsprosocial cohorts

• Boys aggressive at age 11 years Boys aggressive at age 11 years continued to be more violent at age 17 continued to be more violent at age 17 yearsyears

• Poorer school achievementPoorer school achievement

• Greater school drop-outGreater school drop-out

(Meeks Gardner et al, 2004)

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Impacts and OutcomesImpacts and Outcomes• Within adaptive framework, Within adaptive framework,

aggression and violence can have aggression and violence can have positive benefits.positive benefits.

• May resist interventions to reduce this May resist interventions to reduce this behaviourbehaviour

• Strategy to change adaptive value Strategy to change adaptive value neededneeded

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What can be done?What can be done?Comprehensive, multi-faceted approach Comprehensive, multi-faceted approach

requiredrequired

1.1. Policy-relatedPolicy-related

2.2. Interventions and treatmentsInterventions and treatments

3.3. Research and monitoringResearch and monitoring

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