Journal of Developmental and Life-Course Criminology最新文献

Purpose: This paper describes the origins and application of a theory, the social development model (SDM), that seeks to explain causal processes that lead to the development of prosocial and problem behaviors. The SDM was used to guide the development of a multicomponent intervention in middle childhood called Raising Healthy Children (RHC) that seeks to promote prosocial development and prevent problem behaviors. This paper reviews and integrates the tests of the SDM and the impact of RHC. While the original results of both model and intervention tests have been published elsewhere, this paper provides a comprehensive review of these tests. As such this integrative paper provides one of the few examples of the power of theory-driven developmental preventive intervention to understand impact across generations and the power of embedding controlled tests of preventive intervention within longitudinal studies to understand causal mechanisms.

Methods: Application of the SDM in the RHC intervention was tested in a quasi-experimental trial nested in the Seattle Social Development Project (SSDP). SSDP is a longitudinal study of 808 students who attended 18 public schools in Seattle, WA, and whose parents consented for their participation in longitudinal research when they were in Grade 5 (77% of the eligible population in participating schools). Students assented at each survey administration and consented to longitudinal follow-up when they turned 18. Panel subjects were followed and surveyed 15 times from Grade 5 through age 39, with most completion rates above 90%.

Results: We describe effects of the full multicomponent RHC intervention delivered in Grades 1 through 6 by comparing outcomes of those children assigned to the full RHC intervention condition to controls from middle childhood through age 39. We also report the effects of the full RHC intervention on the firstborn children of participants compared with the firstborn children of controls.

Conclusions: We discuss use of the theory to guide development and testing of preventive interventions and the utility of nesting intervention tests within longitudinal studies for testing both theory and interventions.

Purpose: In recent years, criminology has seen an increase in the number of 3-generation, prospective studies of offending. The most fundamental question posed by these studies is whether, and to what extent, parental involvement in adolescent delinquency increases the risk of offending by their offspring. There are several important substantive and methodological challenges that need to be confronted in assessing the intergenerational effect including the examination of moderating influences that can change the level of intergenerational continuity and methodological issues as definitional elasticity-the impact on the level of intergenerational continuity that is likely to be observed based on a) how offending is defined and b) how the inherent heterogeneity in offending is taken into accounted.

Methods: To examine these issues I use data from the Rochester Intergenerational Study (RIGS), an extension of the original Rochester Youth Development Study (RYDS). RYDS began data collection in 1988 with a sample of 1000 adolescents and one of their parents. The intergenerational study began in 1999 by adding a third generation member - the oldest biological child of the initial adolescent participants - and following them over time with 19 annual assessments.

Results: Overall, there is a significant positive association between a parent's involvement in adolescent delinquency and the likelihood that their offspring will also be involved in delinquency. That overall relationship, however, masks substantial internal variability. The significance and size of the intergenerational effect varies by such factors as the level of ongoing contact between fathers and their children and the child's gender. It is also influenced by methodological considerations such as definitional elasticity. Under some definitions of delinquent behavior, a robust relationship between the parent's delinquency and the child's is observed while under other definitions there is no significant relationship.

Conclusion: There is, as of now, no clear and consistent answer to the question of whether or not children follow in the footsteps of their parents with respect to delinquency. The field of intergenerational study, which is still relatively new, needs to confront more directly and systematically how both substantive and methodological issues that can influence estimates of the intergenerational effect.