The Evolution of Violence

Shackelford, Todd K.; Hansen, Ranald D.

doi:10.1007/978-1-4614-9314-3

Cited by 10 publications

(2 citation statements)

References 441 publications

(617 reference statements)

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“…In pursuit of genuine integration, we suggest focusing on the way in which risk sensitivity is responsive to social context (e.g., see Cross & Campbell 2011, 2014). Risk sensitivity is a trait that differs between men and women (Cross et al, 2011) and directly affects aggression levels (Campbell, 2013, 2015; Eagly & Steffen, 1986).…”

mentioning

confidence: 99%

Integrating Approaches Requires More Than a Division of Labor

Cross

Campbell

2017

Psychol Sci

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mentioning

confidence: 99%

Integrating Approaches Requires More Than a Division of Labor

Cross

Campbell

2017

Psychol Sci

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“…Namely, offending may be the result of different biological and psychological processes that unfold over time and that provide a propensity for engaging in offending behaviour. Of course, there is debate over the nature of the causal processes behind offending behaviour, and therefore, it must be acknowledged that the approach used here may fit less well with other theories such as the evolutionary perspective which views aggression as a form of adaptation (e.g., Bjorklund & Hawley, 2014). The measurement model was estimated using weighted least square with parameter estimates with standard errors and a mean-and variance-adjusted chisquare test statistic that used a full weight matrix (WLSMV).…”

Section: Appendix C: Offending Factor Analysismentioning

confidence: 99%

School bonding and ethos in trajectories of offending: Results from the Belfast Youth Development Study

Higgins

Perra

Jordan

et al. 2020

Brit J of Edu Psychol

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Background Aspects of the school environment, such as school attachment levels, are linked to adolescent offending. Previous research has not clarified whether a school‐ or individual‐level intervention approach to improving pupil school attachment and commitment is most likely to reduce adolescent offending. Aim The present study assessed the impact of individual‐ and school‐level variables on offending behaviour from ages 14–16 years. Sample The participants were 4,049 young people from 42 mainstream schools who took part in the Belfast Youth Development Study. Method Multilevel modelling was used to examine the relative influence of individual‐ and school‐level variables on offending behaviour in adolescence. Results Pupils who had high levels of school commitment and attachment and were involved in fewer fights at age 13 reported lower levels of offending at age 14 years. Differences between schools accounted for 7% of the variation in offending. Lower individual‐level commitment was associated with higher initial levels of offending at age 14 if the school‐level ethos was of higher commitment. Lack of safety at the school level appeared to be detrimental for young people not exposed to socio‐economic deprivation. Conclusions Individual‐level targeted interventions are likely to be a more cost‐effective approach of reducing offending behaviour in adolescence. Additional, albeit smaller, reductions in offending levels could be achieved through school‐level interventions in some school types (e.g., deprived areas).

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