Adolescent Reputations and Risk: Developmental Trajectories by Annemaree Carroll, Stephen Houghton, Kevin Durkin, John A.

By Annemaree Carroll, Stephen Houghton, Kevin Durkin, John A. Hattie

The information of young ones or even more youthful teenagers committing ever extra critical and violent crimes maintains to surprise and baffle. The escalating mental and social toll of teenage crime is being paid by means of all – from sufferers to offenders to oldsters and siblings to academics and to the group as a complete. Adolescent Reputations and Risk seems to be past conventional theories to ascertain, from an outstanding empirical foundation, the incentive and values that make a few kids select delinquent over optimistic habit, leading to effective new insights and attainable suggestions to this ongoing problem.

Synthesizing 15 years of analysis with antisocial early life, this quantity describes the risky dynamic of kid and adolescent social worlds, emphasizing popularity enhancement and goal-setting as bases underlying deviant habit. In cutting edge and obtainable phrases, Adolescent Reputations and Risk:

  • Addresses delinquency in the course of the process adolescence and adolescence.
  • Offers the 1st specified clarification of delinquency by way of integrating goal-setting and acceptance enhancement theories.
  • Provides proof reading deviant developments in goal-setting and acceptance enhancement phrases between basic and highschool students.
  • Answers key questions about subject matters equivalent to impulsivity, drug and inhalant use, early-childhood psychopathy, hyperlinks among ADHD and aggression, and the psychology of loners.
  • Includes present facts on interventions for at-risk early life, together with kin and college equipment, cognitive-behavioral treatment, wasteland and boot camp courses, and interactive multimedia strategies.

This quantity is a vital source for medical baby, tuition, and counseling psychologists; social staff; and allied schooling and group psychological health and wellbeing pros and practitioners.

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Additional info for Adolescent Reputations and Risk: Developmental Trajectories to Delinquency

Sample text

This is the reason that specific, hard goals result in higher performance than ‘‘do your best’’ or vague goals. Specific goals contain more information and serve as a clearer focus for behavior and for seeking and receiving feedback. In addition, they provide a measure by which to evaluate performance, a process that allows individuals to change strategies if satisfactory progress toward a goal is not being obtained (Locke & Latham, 1990). For delinquents, specific difficult goals provide extra challenges and risks that assist them to further enhance and/or maintain their reputations and hence continue to build their identities.

Self-identity and self-presentation are regulated by adolescents with the goal that others will perceive them in a certain desired manner. Those adolescents most likely to become delinquents choose nonconforming social goals on which to base their reputations. The feedback received from peers is a powerful influence that informs both goal choice and peer reputation. Peers often generate and facilitate expressions of shared behavioral inclinations (Emler, 1984; Emler & Reicher, 1995). Like their nondelinquent peers, delinquent adolescents have much commitment to build publicly and maintain a reputation.

Bandura, 1986; Earley & Kanfer, 1985; Hollenbeck, Williams, & Klein, 1989; Latham & Lee, 1986; Locke & Latham, 1984; Salancik, 1977; Wright, George, Farnsworth, & McMahon, 1993). , 1989; Salancik, 1977). For delinquent adolescents, levels of goal commitment are influenced by peer pressure because association with like-minded peers translates inclination (goal setting) into action (goal performance) (Emler & Reicher, 2005; Emler, Reicher, & Ross, 1987). Goal Feedback. A further critical moderator of Goal-Setting Theory is feedback, which can be defined as actions taken by others to provide information regarding aspects of the adolescent’s performance (Hattie & Timperley, 2007; Locke & Latham, 1990).

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