Crime, Anti-Social Behaviour and Schools — Key Themes

Martin, Denise; Squires, Peter; Stephen, Dawn

doi:10.1057/9780230306295_1

Cited by 3 publications

(11 citation statements)

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“…Conventional treatments aimed at reducing antisocial behavior mostly rely on cognitive behavioral theory (Bennett & Gibbons, 2000), yet with limited efficacy (Bennett & Gibbons, 2000;Dodge & McCourt, 2010;Frick, 2016;Lipsey & Cullen, 2007;Reid & Gacono, 2000). Re-offending rates after treatment are at 60% or higher (Fazel & Wolf, 2015;van der Put et al, 2016) and non-completion rates (i.e., percentage of participants dropping out before treatment completion) range from 20 to 40% (Rubin et al, 2006), indicating the need for additional interventions.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, by coding and analyzing multiple possible moderators (Spruit et al, 2016), including study design, operationalization of outcome, type of physical activity, and sample characteristics, we hope to gain more insight into who could benefit most from physical activity interventions, and how. This may aid in the individual tailoring of interventions, possibly increasing treatment efficacy (Frick, 2016;Rubin et al, 2006). To increase generalizability and comparability between outcome measures (Hofer & Piccinin, 2009), we did not include studies on nicotine and substance (ab)use.…”

Section: Introductionmentioning

confidence: 99%

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The efficacy of physical activity interventions in reducing antisocial behavior: a meta-analytic review

et al. 2022

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Objectives This systematic review and meta-analysis examines the efficacy of physical activity interventions in the reduction of antisocial behavior in children and adults. Several possible moderators, including study design, sample characteristics (age, proportion male, and sample type), control group, and outcome characteristics (type of activity, duration, frequency), were also investigated. Methods A literature search was performed in the following databases: PubMed, Ebsco/SportDiscus, Ebsco/APA PsycINFO, Ebsco/ERIC, Ebsco/Criminal Justice Abstracts, Embase.com, and Clarivate Analytics/Web of Science Core Collection from inception to June 2021. Studies were eligible if they reviewed the effect of chronic physical activity interventions on antisocial behavior compared to wait-list, no-exercise, or attention control samples. The following studies were excluded: animal studies, studies reporting on acute exercise, studies including yoga or mindfulness as the sole measure of physical activity, and studies including substance (ab)use and/or smoking as the only outcome measure. A random effects model was used to calculate pooled effect sizes. The risk of bias was assessed using the Cochrane risk-of-bias tool (version 2). Results The search yielded 29 studies, of which 20 were included in the meta-analysis. Results indicate a significant small-to-medium effect (g = − 0.26) with a 95% confidence interval ranging from − 0.48 to − 0.04 in favor of physical activity interventions. Significant moderators included type of control group, type of physical activity, and type of antisocial behavior, with larger effect sizes for comparisons with inactive control groups (g = − 0.31), interventions containing walking, jogging, or running as the main type of physical activity (g = − 0.87), and anger/hostility as an antisocial outcome measure (g = − 0.42). Conclusions Physical activity interventions may be a promising way to reduce antisocial behavior in children and adults. However, due to the overall high risk of bias in the included studies, more sound evaluation research is needed to better understand the functioning and to improve the possible implementation of physical activity interventions.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The efficacy of physical activity interventions in reducing antisocial behavior: a meta-analytic review

et al. 2022

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“…Hence, schools are keen on discovering innovative ways to deal with such challenges, thereby aspiring to promote discipline, reduce violence, restore good relationships when conflict or harm occurs, improve student attendance and develop the school's ethos (McCluskey et al, 2008;Hopkins, 2011). Furthermore, the concept of responsibilisation developed in the criminal justice system (Garland, 1996(Garland, , 2001 has permeated the education sector, where punishment is replaced with reparation, and individuals take responsibility for their actions and make amends for the harm inflicted (Martin et al, 2011a). Therefore, RJ practices have become alluring to schools as an appropriate response to challenging behaviours in school settings (Hopkins, 2011).…”

Section: Methodsmentioning

confidence: 99%

“…During the 1990s, research into challenging behaviour in education was undertaken primarily to draw attention to the high levels of victimisation (Aye Maung, 1995;Porteous, 1998Porteous, , 2014 among children and young people; however, this research took on a new meaning under the New Labour Administration, which viewed schools as spaces wherein youth crime could be addressed. This agenda was encapsulated in The Crime and Disorder Act (1998) and the "Respect" agenda (Martin et al, 2011a); thus, the state sees schools as having a crime prevention role (Hayden, 2005). Consequently, the management of crime and anti-social behaviour (ASB) has begun to play a pivotal role in the education system (Martin et al, 2011a).…”

Section: Contextualising and Defining Challenging Behaviour In Educationmentioning

confidence: 99%

“…Schools play a primary and valuable socialising role and are at the forefront of didactic responses to social ills, thus aspiring to improve society (Hendrick, 2006; Martin et al , 2011a). Based on these ideals, from 1997 to 2010, Tony Blair and the New Labour Administration focused on and invested in education and tackling crime (Martin et al , 2011a). Tony Blair’s speech during the Labour Party Conference in 1996, where he assures to prioritise “Education, education, education…” (Martin et al , 2011a, p. 3), became the zeitgeist, cementing his victory to govern the country (Deakin and Kupchik, 2016).…”

Section: Contextualising and Defining Challenging Behaviour In Educationmentioning

confidence: 99%

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“A melting pot”: challenging student behaviour in the United Kingdom’s further education sector

Zaman

2023

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Purpose Challenging behaviour among school pupils has been the focus of extensive research in the UK and beyond; however, there has been a lack of recent comparable research on these issues in the further education (FE) sector. This paper aims to report the findings from a larger PhD research examining the introduction of interventions based on restorative justice implemented in colleges. This study focuses on the extent and nature of challenging student behaviour, as explained and understood by the students and staff. Design/methodology/approach The author used an interpretivist exploratory case study design and mixed qualitative research methods. The institute considered in the case study, Restorative College (pseudonymised), has education provisions for students aged 16+ years and enrols over 16,000 students annually. In the academic year 2017/2018, Restorative College committed itself to becoming a “restorative” institution. Data collection consisted of three stages (including semi-structured interviews, analyses of institutional policy documents and focus group discussions) and was conducted over 14 months. Findings The extent and nature of challenging student behaviours in the FE sector are significant and merit further research and analysis to support policy development. Research limitations/implications Given the research methods adopted (single case study and qualitative research), the findings do not necessarily represent experiences across the FE sector. Originality/value This study emphasises the need to expand research on challenging behaviour in the FE sector, which has been limited thus far, also making a contribution in this direction.

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Defining restorative justice: a perspective from England and Wales’s further education sector

Zaman

2024

Contemporary Justice Review

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Crime, Anti-Social Behaviour and Schools — Key Themes

Cited by 3 publications

References 0 publications

The efficacy of physical activity interventions in reducing antisocial behavior: a meta-analytic review

The efficacy of physical activity interventions in reducing antisocial behavior: a meta-analytic review

“A melting pot”: challenging student behaviour in the United Kingdom’s further education sector

Defining restorative justice: a perspective from England and Wales’s further education sector

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