Franklin

Problematic youth group involvement as situated choice : testing an integrated conditions-controls-exposure model / Lieven Pauwels, Wim Hardyns.

Author/Creator:
Pauwels, Lieven, author.
Publication:
Hague, [Netherlands] : Eleven International Publishing, 2016.
Format/Description:
Book
1 online resource (227 p.)
Status/Location:
Loading...

Options
Location Notes Your Loan Policy

Details

Subjects:
Problem children -- Case studies.
Form/Genre:
Electronic books.
Contents:
Cover; ACKNOWLEDGMENTS; TABLE OF CONTENTS; Chapter 1 Introduction; 1 Study background; 2 Balance between theory, research, and policy; 3 Aim of the research: key questions and constructs; 4 Outline of chapters; Chapter 2 Previous research on risk factors of problematic youth group involvement; 1 Introduction; 2 The importance to study early adolescence; 3 Risk factors for problematic youth group involvement and offending; 4 Classification of the risk factors in the present study; 5 Sex and ethnicity as risk factors; Chapter 3 Origins of the integrative conditions-controls-exposure model
1 Introduction2 Some notes on theoretical integration; 3 From social disorganization to collective efficacy and from neighborhoods to micro-places; 3.1 Shaw and McKay and the theory of neighborhood disorganization; 3.2 Frederick M. Thrasher and gangland; 3.3 Criticisms of the original model of neighborhood disorganization; 3.4 Collective Efficacy Theory; 3.5 Problems in neighborhood contextual research; (1) Aggregation bias; (2) The role of perception and observation of events in micro-places
(3) The failure to distinguish between short-term situational effects and long-term developmental effects4 From subjective alienation theory to locus of control theory; 4.1 Alienation theory; 4.2 Locus of control theory; 4.3 Locus of control in Mirowsky and Ross' conditions-cognitions-emotions model; 4.4 The importance of alienation for theories of problematic youth group involvement; 5 Social bonding theories; 6 Social (cognitive) learning theory; 6.1 Some problems of cause and effect in social learning theories; 6.2 The problem of tautology
6.3 The narrow vision of human nature in social learning theories7 Self-control theory and its evolution; 7.1 The concept of low self-control in Gottfredson and Hirschi's theory; 7.2 The reformulation of the general theory of crime; 7.3 Some criticisms; The relationship between self-control and crime; Moderation effects; 8 The lifestyle/exposure model of offending; Outline placeholder; Some criticisms on the lifestyle models; 9 Situational action theory and the explanation of problematic youth group participation?; Outline placeholder; Key principles of SAT; The causes of the causes
10 ConclusionChapter 4 Problematic youth group involvement as situated action: a meta-theoretical framework; 1 Introduction; 2 Why would we need an analytical meta-theoretical framework?; 2.1 A scientific realist perspective on problematic youth group involvement; 2.2 Explanation; 2.3 Dissection and abstraction; 2.4 Precision and clarity; 2.5 The principle of complex parsimony; 2.6 Action, its causes, and the causes of the causes; 2.7 Mechanisms: the heart of the causal nexus; 3 An emergentist systemist approach of problematic youth group participation
4 A short note on human nature and social order in emergentist systemism
Notes:
Description based upon print version of record.
Includes bibliographical references.
Description based on online resource; title from PDF title page (ebrary, viewed April 25, 2016).
Contributor:
Hardyns, Wim, author.
ISBN:
94-6274-363-0
OCLC:
946787912