LEADER 04395nam 2200529 450 001 9910809118103321 005 20230808192501.0 010 $a94-6274-363-0 035 $a(CKB)3710000000640471 035 $a(EBL)4499560 035 $a(Au-PeEL)EBL4499560 035 $a(CaPaEBR)ebr11202117 035 $a(CaONFJC)MIL938475 035 $a(OCoLC)946787912 035 $a(MiAaPQ)EBC4499560 035 $a(EXLCZ)993710000000640471 100 $a20160428h20162016 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aProblematic youth group involvement as situated choice $etesting an integrated conditions-controls-exposure model /$fLieven Pauwels, Wim Hardyns 210 1$aHague, [Netherlands] :$cEleven International Publishing,$d2016. 210 4$dİ2016 215 $a1 online resource (227 p.) 300 $aDescription based upon print version of record. 311 $a94-6236-593-8 320 $aIncludes bibliographical references. 327 $aCover; 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 327 $a1 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 327 $a(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 327 $a6.3 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 327 $a10 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 327 $a4 A short note on human nature and social order in emergentist systemism 606 $aProblem children$vCase studies 615 0$aProblem children 676 $a649.153 700 $aPauwels$b Lieven$01182102 702 $aHardyns$b Wim 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910809118103321 996 $aProblematic youth group involvement as situated choice$93954089 997 $aUNINA