Desistance and life-course persistence: Findings from longitudinal studies using group-based trajectory modeling of antisocial behavior.

2016 ◽  
pp. 159-175 ◽  
Author(s):  
Michael A. Russell ◽  
Candice L. Odgers
Keyword(s):  
Life Course ◽  
Antisocial Behavior ◽  
Longitudinal Studies ◽  
Trajectory Modeling ◽  
Course Persistence

The Developmental Taxonomy

2018 ◽  
pp. 148-158
Author(s):  
Tara Renae McGee ◽  
Terrie E. Moffitt
Keyword(s):  
Gender Differences ◽  
Life Course ◽  
Antisocial Behavior ◽  
Early Onset ◽  
Adult Onset ◽  
Low Level ◽  
Developmental Taxonomy ◽  
Offending Behavior ◽  
Life Course Persistent ◽  
The Life Course

This chapter considers whether the peak in the age–crime curve is a function of active offenders committing more crime during adolescence or a function of more individuals actively offending in the peak years. It discusses the two main and most empirically tested typological groupings: the life-course persistent group and the adolescence limited group. The chapter then reviews the evidence on a theoretically interesting grouping: those who abstain from antisocial and offending behavior. It focuses on the debate regarding whether those who were originally thought to recover from early-onset antisocial behavior have childhood-limited antisocial behavior or exhibit low-level chronic antisocial behavior across the life course. Finally, the chapter discusses how the theory it introduces accounts for adult-onset offending and considers whether there are gender differences that need to be accounted for by the theory.

scholarly journals Group‐based trajectory modeling of body mass index and body size over the life course: A scoping review

2020 ◽  
Author(s):  
Vanessa De Rubeis ◽  
Alessandra T. Andreacchi ◽  
Isobel Sharpe ◽  
Lauren E. Griffith ◽  
Charles D. G. Keown‐Stoneman ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Body Size ◽  
Life Course ◽  
Body Mass ◽  
Scoping Review ◽  
Trajectory Modeling ◽  
The Life Course

Using Biosocial Criminology to Understand and Improve Treatment Outcomes

2017 ◽  
Vol 44 (8) ◽  
pp. 1050-1072 ◽  
Author(s):  
Jamie C. Vaske
Keyword(s):  
Life Course ◽  
Antisocial Behavior ◽  
Cognitive Flexibility ◽  
Stress Responses ◽  
Self Regulation ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Improve Treatment ◽  
Biosocial Criminology ◽  
The Life Course

Research has extensively cataloged the types of interventions that prevent and treat antisocial behavior across the life course. Despite our knowledge of which interventions “work,” there is a limited understanding of why these practices are effective and who does (or does not) benefit from traditional evidence-based practices (EBPs). The current study reviews the literature on the biopsychological mechanisms and moderators of EBPs across the life course, and it provides recommendations to clinicians and program developers based on these findings. The literature typically shows that EBPs may reduce antisocial behavior because these programs alter clients’ biological systems responsible for stress response and self-regulation. Similarly, individuals who receive fewer benefits from EBPs have weaker stress responses, difficulty processing punishment, increased reward sensitivity, and problems with attention, self-regulation, and cognitive flexibility. The implications of these findings are discussed for each stage of the life course.

scholarly journals Association of subcortical gray-matter volumes with life-course-persistent antisocial behavior in a population-representative longitudinal birth cohort

2021 ◽  
pp. 1-11
Author(s):  
Christina O. Carlisi ◽  
Terrie E. Moffitt ◽  
Annchen R. Knodt ◽  
HonaLee Harrington ◽  
Stephanie Langevin ◽  
...  
Keyword(s):  
Life Course ◽  
Antisocial Behavior ◽  
Gray Matter ◽  
Statistical Power ◽  
Brain Structures ◽  
Subcortical Structures ◽  
Life Course Persistent ◽  
Subcortical Brain Structures ◽  
Neuropsychological Evidence ◽  
Gray Matter Volumes

Abstract Neuropsychological evidence supports the developmental taxonomy theory of antisocial behavior, suggesting that abnormal brain development distinguishes life-course-persistent from adolescence-limited antisocial behavior. Recent neuroimaging work confirmed that prospectively-measured life-course-persistent antisocial behavior is associated with differences in cortical brain structure. Whether this extends to subcortical brain structures remains uninvestigated. This study compared subcortical gray-matter volumes between 672 members of the Dunedin Study previously defined as exhibiting life-course-persistent, adolescence-limited or low-level antisocial behavior based on repeated assessments at ages 7–26 years. Gray-matter volumes of 10 subcortical structures were compared across groups. The life-course-persistent group had lower volumes of amygdala, brain stem, cerebellum, hippocampus, pallidum, thalamus, and ventral diencephalon compared to the low-antisocial group. Differences between life-course-persistent and adolescence-limited individuals were comparable in effect size to differences between life-course-persistent and low-antisocial individuals, but were not statistically significant due to less statistical power. Gray-matter volumes in adolescence-limited individuals were near the norm in this population-representative cohort and similar to volumes in low-antisocial individuals. Although this study could not establish causal links between brain volume and antisocial behavior, it constitutes new biological evidence that all people with antisocial behavior are not the same, supporting a need for greater developmental and diagnostic precision in clinical, forensic, and policy-based interventions.

Developmental Origins of Antisocial Behavior

2018 ◽  
Author(s):  
Richard E. Tremblay
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Young Children ◽  
Antisocial Behavior ◽  
Longitudinal Studies ◽  
Research Area ◽  
Future Research ◽  
Antisocial Behaviors ◽  
Social Perspectives ◽  
Complex Interactions

Most studies conducted on the development of antisocial behavior focused on school children and attempted to understand how children learn to steal and aggress others. Results from longitudinal studies that were initiated in early childhood show that children do not learn to bully, physically aggress, and rob from their environment. These longitudinal studies show that antisocial behaviors are most frequent during early childhood and that children learn from their environment not to bully, not to aggress, and not to rob. In other words, young children are socialized by their environment. Those who do not learn well enough to control these natural tendencies are rejected very early in their development by their environment, unless they are living in an antisocial environment. The further advance of this research area will require that the next generation of researchers integrate theories and methods from the biological, psychological, and social sciences because the development of antisocial behavior involves complex interactions between biological, psychological and sociological causal factors. The lack of an integrated bio-psycho-social perspectives has been a major weakness of research in criminology up to now. Future research needs to concentrate on two central questions: (a) Why a minority of young children fail to learn to inhibit antisocial behaviors, and (b) how we can help these children learn alternatives to antisocial behavior. Valid and effective answers to these questions will come from randomized control trials which target at risk families with intensive and long term preventive interventions during early childhood, preferably at the start of a girl’s first pregnancy, with follow ups until the at risk children have become adults and are having their own children.

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