International Journal of Conflict and Violence (IJCV - Universität Bielefeld)
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From Clinical-Developmental Theory to Assessment: The Holistic Student Assessment Tool
Get PDFA description and test of the Holistic Student Assessment Tool (HSA), an assessment tool to measure children’s and adolescents’ resiliencies in relation to externalizingand internalizing problem behaviors. The HSA is based on the authors’ research-based clinical-developmental Clover Leaf Model of resilience and psychopathology, and is one of the first attempts at closing the gap between risk and resilience approaches in developmental assessment. The HSA was tested in a cross-sectional sample of 423 children and adolescents.The results lend support to the HSA as a valid measure of children’s and adolescents’ resiliencies. Furthermore, the resilience scales mostly exhibited the theoreticallyexpected convergent and divergent relationships with the psychopathology scales. In addition, we show how the resilience scales predict adolescents’ externalizing and internalizing symptoms. We contend that evidence-based intervention to address youth aggression needs to be based on sound developmental assessment
A Farewell to Innocence? African Youth and Violence in the Twenty-First Century
Get PDFThis is a broad examination of the issue of youth violence in twenty-first-century Africa, looking at the context within which a youth culture of violence has evolved and attempting to understand the underlining discourses of hegemony and power that drive it. The article focuses specifically on youth violence as a political response to the dynamics of (dis)empowerment, exclusion, and economic crisis and uses (post)conflict states like Liberia, Sierra Leone, and Nigeria to explain not just the overall challenge of youth violence but also the nature of responses that it has elicited from established structures of authority. Youth violence is in many ways an expression of youth agency in the context of a social and economic system that provides little opportunity
Internal and External Collective Memories of Conflicts: Israel and the 1948 Palestinian Exodus
Get PDFThe general category of collective memory of conflicts includes several kinds of memories (e.g., official, autobiographical, and historical – of scholars) that the literature typically discusses as a unified phenomenon. This contribution demonstrates that each of these kinds of memory comprises two types of submemories: internal (how the holders of a sub-memory actually view the history of a conflict) and external (how they publicly express their views of that history). Empirically, the research is based on an examination of Israeli official, autobiographical, and historical memories from 1949 to 2004 concerning the causes of the 1948 Palestinian exodus. Methodologically, it uses content analysis of documents and interviews with key Israeli figures. Theoretically, the article proves the existence of these two sub-memories, discusses their different characteristics and implications, addresses their reciprocal relations, and explores selfcensorship and external censorship as the causes for the differences between them
The Future of Research on Evidence-based Developmental Violence Prevention in Europe – Introduction to the Focus Section
Get PDFAcross Europe, there is an increasing demand for good evidence that can inform policies aimed at reducing violence against and among children and adolescents. However, there is still a paucity of high-quality research on effective prevention of bullying and violence, and researchers from different parts of Europe rarely discuss their findings. The focus section of this issue of the International Journal of Conflict and Violence brings together work by prominent prevention scholars from across Europe, who show that significant progress is being made. The introduction presents nine recommendations about how prevention research could be further strengthened in Europe
Effectiveness of a Universal School-Based Social Competence Program: The Role of Child Characteristics and Economic Factors
Get PDFAn evaluation of the effectiveness of a school-based social competence curriculum PATHS (Promoting Alternative Thinking Strategies) on teacher-rated aggressive behavior, ADHD, and prosocial behavior in children. The one-year prevention program was administered to children in 28 of 56 Swiss elementary schools (N = 1,675). Outcomes were assessed at pretest and posttest with a follow-up 2 years later. Moderator interactions involving baseline child characteristics and economic factors were tested. There were significant treatment effects for ADHD/impulsivity and aggression at the follow-up. Baseline development variables predicted higher prosocial behavior as well as lower aggressive behavior and ADHD at the follow-up. Economic risk factors predicted poor behavior outcomes at the follow-up. Development variablesmoderated the impact of PATHS on ADHD and aggression at the follow-up. However, for most outcomes, no main effects or moderation of treatment effects were found
Successful Bullying Prevention Programs: Influence of Research Design, Implementation Features, and Program Components
Get PDFBullying prevention programs have been shown to be generally effective in reducing bullying and victimization. However, the effects are relatively small in randomized experiments and greater in quasi-experimental and age-cohort designs. Programs that are more intensive and of longer duration (for both children and teachers) are more effective, as are programs containing more components. Several program components are associated with large effect sizes, including parent training or meetings and teacher training. These results should inform the design and evaluation of anti-bullying programs in the future, and a system of accreditation of effective programs
Identity Centrality and In-Group Superiority Differentially Predict Reactions to Historical Victimization and Harm Doing
Get PDFTwo U.S. studies report a differential effect of identity centrality and in-group superiority on reactions to in-group victimization and in-group harm-doing. Study1 (N = 80) found that higher identity centrality predicted less justification for freely-recalled in-group victim events, whereas higher in-group superiority predictedmore justification for freely-recalled in-group harm-doing events. Study 2 (N = 105) reexamined these findings in specific contexts of historical victimization(Pearl Harbor) and harm-doing (Hiroshima and Nagasaki), finding that in-group superiority was a predictor of reactions to historical in-group harm-doing(justification, emotional reactions, importance of events), whereas centrality was a predictor of reactions to historical in-group victimization
Editorial: Letter from the Editors
Get PDFDear Reader,This time our focus section features work from the first conference hosted by IJCV. In 2011 Donatella della Porta and Gary LaFree, both members of the journal’s advisory board, brought together in Bielefeld experts from around the world to thoroughly debate the question of radicalization and de-radicalization. In contrast to prior approaches that mostly focused on the context of terrorism, the aim of this focus section is to present work employing new theoretical and methodological approaches to generate findings that go well beyond terrorism and related phenomena and thus contribute to a more comprehensive understanding of the processes, dynamics, and mechanisms of radicalization and de-radicalization. Our heartfelt thanks go to the two guest editors – as well as the entire conference team – for realising this ambitious project and for putting together this collection of papers.The open section contains two articles of additional interest. Rafi Nets-Zehngut uses the example of the 1948 Palestinian exodus to describe the characteristics of internal and external collective memories in Israeli society. The section closes with a contribution by Claudia Diehl and Jan-Philipp Steinmann who explore the impact of the release and public discussion of Thilo Sarrazin’s book Deutschland schafft sich ab (Germany abolishes itself) on public perception of immigrants in Germany.May 2012Wilhelm HeitmeyerDouglas S. MasseySteven F. MessnerJames SidaniusMichel Wieviork
Political Commitment under an Authoritarian Regime: Professional Associations and the Islamist Movement as Alternative Arenas in Jordan
Get PDFHow does political commitment develop when actors are confronted with authoritarian processes? Under a liberal authoritarian regime, even the creation of democratic institutions may mean authoritarian stabilization (contradicting classical transition theories) rather than open an arena for political protest. However, alternative contentious arenas may appear, where resourceful organizations can be partially transformed into a basis for protest with challenging frames of reference. In the Jordanian case, the professional associations (in contravention of corporatism theory) and the Islamist social movement have thus gained oppositional capacity. However, apart from repression, their own economic and social roles, and their integration in the regime frame and limit the kind of political commitment they can lead. Ambivalence arises between challenging and integrated positions and when alternative arenas become so integrated in the regime that they lose their contentious role, radicalizationprocesses appear. Both cases underline the versatility of political arenas and their relational characteristics. These political arenas are also the places where alternative ideologies are produced. At that level, the Islamist movement has a very specific position as a hegemonic ideological producer with no hegemonic power and position. The case thus supports an analytical separation between power position and ideology and confirms the need for less state-centred definition of ideology
KiVa Antibullying Program: Overview of Evaluation Studies Based on a Randomized Controlled Trial and National Rollout in Finland
Get PDFThe effects of a Finnish national school-based antibullying program (KiVa) were evaluated in a randomized controlled trial (2007–2009) and during nationwide implementation (since 2009). The KiVa program is been found to reduce bullying and victimization and increase empathy towards victimized peers and self-efficacy to support and defend them. KiVa increases school liking and motivation and contributes to significant reductions in anxiety, depression, and negative peer perceptions. Somewhat larger reductions in bullying and victimization were found in the randomized controlled trial than in the broad rollout, and the largest effects were obtained in primary school (grades 1–6). The uptake of the KiVa program is remarkable, with 90 percent of Finnish comprehensive schools currently registered as program users