Schools and DelinquencySchools and Delinquency, first published in 2001, provides a comprehensive review and critique of the current research about the causes of delinquency, substance use, drop-out, and truancy, and the role of the school in preventing these behavior patterns. Examining school-based prevention programs and practices for grades K-12, Denise Gottfredson identifies a broad array of effective strategies improving the school environment, as well as some that specifically target youths at risk of developing problem behaviors. She also explains why several popular school-based prevention strategies are ineffective and should be abandoned. Gottfredson analyzes, within the larger context of the community, the special challenges to effective prevention programming that arise in disorganized settings, identifying ways to overcome these obstacles and to make the most troubled schools safer and more productive environments. |
Contents
Schools Potential as a Location for Delinquency Prevention | 1 |
Definition of Delinquency | 4 |
Delinquency and Being in School | 14 |
Overview of the Book | 23 |
SchoolRelated Individual Characteristics Attitudes and Experiences | 25 |
Risk Factors for Problem Behavior | 26 |
Personality Structure and Problem Behavior | 37 |
Theories of Crime Causation | 45 |
Alternative Schools | 154 |
Size and Durability of Effects | 155 |
Conclusions | 156 |
Changing Student Personality Attitudes and Beliefs The Field Studies | 161 |
Overview of Studies | 162 |
Studies of Programs in Middle and Junior High Schools | 184 |
Studies of Programs in Senior High Schools | 217 |
Size and Durability of Effects | 224 |
Conclusions | 59 |
School Effects | 62 |
Schools Embedded in Communities | 63 |
Studying Contextual Effects | 65 |
School Effects Research | 68 |
A Note on Externally Determined Factors | 90 |
Field Studies of SchoolBased Prevention An Overview | 92 |
Methods | 94 |
The Studies | 104 |
Changing School and Classroom Environments The Field Studies | 107 |
Studies of Programs in Elementary Schools | 109 |
Studies of Programs in Middle and Junior High Schools | 132 |
Studies of Programs in Senior High Schools | 147 |
Conclusions | 226 |
Lost in Translation Why Doesnt SchoolBased Prevention Work as Well as It Should? | 231 |
Generalizability of Research Findings | 232 |
Correlates of Quality of Program Implementation | 236 |
A Special Case | 242 |
Summary | 256 |
Where Do We Go From Here? | 258 |
Future Research | 269 |
References | 279 |
| 307 | |
| 314 | |
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Common terms and phrases
academic performance achievement test scores activities adolescence alcohol antisocial behavior attachment to school attitudes behavior modification Botvin boys and girls causal Chapter characteristics classroom management cognitive cognitive-behavioral commitment to school conduct disorder conduct problems Correlates of Problem crime Criminology curriculum delinquent behavior delinquent peers disruptive dropout early effect sizes elementary school evaluation evidence focus follow-up Gottfredson Grade retention high-risk included increase individual instructional intervention involvement Jessor junior high school juvenile marijuana Mastery Learning measures mentoring meta-analysis methods rating norms organization outcomes parents personality populations positive effects Positive Youth Development predicted prevention programs problem-solving reduce problem behavior reported rigor risk factors school effects School Programs school-based prevention school-level Self-reported showed significant significantly skills training social control theory strategies substance abuse targeted teach teacher ratings Teacher-rated tion truancy urban schools variables victimization rates youths