Micro- and macrosocial conditions of adolescents' aggressiveness and antiforeigner attitudes

Abstract

Study results show that East and West German adolescents' aggressive and antiforeigner attitudes are linked to stressful experiences in school and family but also to societal conditions as perceived by the adolescents.

Adolescent voting for right‐wing extremist parties and readiness to use violence in political action: parent and peer contexts

“…Adolescents who voted for a right‐wing extremist party had no better and no worse relationships with their parents as indicated by subjective importance, spending time together, and conflicts in everyday life. Another German study examining factors of the right‐wing extremism syndrome could also find no significant relations between a less harmonious family climate and stronger xenophobic and national‐authoritarian attitudes (Klein‐Allermann et al, 1995a; Klein‐Allermann et al, 1995b). The present study, however, did provide evidence that willingness to use violence was associated with less leisure time spent with their parents.…”

“…Indirect influences of parents on the socialization of adolescent deviant political attitudes and behaviour have been examined in terms of parenting style, family climate, emotional relationships, and communication. In a cross‐sectional German study, a disharmonious family climate was proved to be the strongest predictor of adolescents’ proneness to violence (Klein‐Allermann, Kracke, Noack, & Hofer, 1995a; Klein‐Allermann, Wild, Hofer, Noack, & Kracke, 1995b). Proneness to violence was measured here as a general proneness to use physical violence, however, not especially violence in political action.…”

“…Studies which focus on other indicators of right‐wing extremism like nationalism, anti‐Semitism, or hostility toward foreigners came to the same results (e.g., Melzer, 1995). Also, proneness to violence in general was found among German adolescents to be related to gender and education (Klein‐Allermann, et al, 1995a). Moreover, it is well established, that not only the social background but also certain political orientations and personal characteristics co‐vary with right‐wing extremism and proneness to use violence.…”

From power struggle to benevolent authority and empathic limit-setting: Creating inclusive school practice with excluded students through action research

“…But teachers are rarely trained to teach excluded students (Ben Rabi, Baruj-Kovarsky, Navot, & Konstantinov, 2014), and often do not know how to respond appropriately to the complex challenges they present. Inclusive teaching practices recognize that many marginalized children have trouble conforming to the normative behaviors that are generally considered prerequisites for learning at both the individual and classroom levels (Benbenishty, Khoury-Kassabri, & Astor, 2006;Goldstein, 1996;Klein-Allermann, Kracke, Noack, & Hofer, 1995;Serbin, Moskowitz, Schwartzman, & Ledingham, 1991;Slee, 1994). The comprehensive model of inclusive practice described below (derived from 20 years of action research at 200 schools in Israel) is based, inter alia, on the use of benevolent authority.…”