Nondelinquent Girls Research Articles

The impacts of rape or attempted rape victimization on emotional characteristics and delinquent behaviors among female adolescents in South Korea

The focus of this study was to examine relations among rape or attempted rape victimization, emotional characteristics and delinquency among female adolescents in South Korea. This study analyzed the data of 195 delinquent girls from a juvenile correctional institution for girls and 67 victims of rape or attempted rape who were nondelinquent girls from the 2007 National Sexual Victimization Survey. The major finding was that rape or attempted rape victimization seemed to lead to negative emotional results including poor self-esteem and negative attitude to sex in female adolescents; however, those experiences did not seem to have significant relevance in causing delinquency. The hypothesis that rape or attempted rape victimization is likely to be related to emotional characteristics was supported, whereas the relationship between emotional characteristics and delinquent behaviors was not supported. Second, there were differences in the experiences of rape or attempted rape victimization between nondelinquent and delinquent girls in the context of their environment that the victimized girls confront. Third, the high rate of sexual victimization among delinquent girls has been observed to be due to the problematic situations they are exposed to, including delinquency and sexual victimization.

Other-Sex Friendship Involvement among Delinquent Adolescent Females

Ninety-two delinquent and nondelinquent African American and Hispanic adolescent females (ages 13 to 17) from Los Angeles County were interviewed to determine the likelihood of male friendship selection. Using both qualitative and quantitative measures, the group’s demographic backgrounds, friendship selection, and quality were compared. Additionally, delinquent girls completed measures examining their self-perceptions and feelings of loneliness. Results indicate that delinquent girls are significantly more likely than nondelinquent girls to identify males as their closest friends. Age of friend, perceived advantages of the friendship, and involvement in delinquent and similar activities are related to male friendship selection. The results also reveal that delinquent girls with male friends do not differ from the female-friend groups on quantitative measures of friendship quality. Finally, among the delinquent population only, no differences between friendship groups exist for feelings of loneliness, competence, and self-worth.

Intrapersonal and interpersonal discrepancy among delinquent and nondelinquent girls: a research note.

Delinquent and nondelinquent girls were compared to examine the relationship between delinquency and masculine self-concept. Ratings of self and ideal self were obtained to compute self-ideal discrepancy indices on (a) stereotypically sex-related traits and (b) traits which each subject selected as salient to making interpersonal judgements of women. Ratings were also made of best friend and mother to examine interpersonal as well as intra-personal discrepancy indices. For stereotypic sex-role traits, discrepancy indices for the three comparisons (self-ideal, self-mother, self-best friend) revealed no differences between delinquents and nondelinquents. For personally selected traits, significant differences did appear for self-mother and self-best friend discrepancies.

A multiple-choice test to measure social skills in delinquent and nondelinquent adolescent girls.

A multiple-choice test (MC-PIAG) to measure social skills in teenage girls was developed and administered to groups of delinquent and nondelinquent adolescents. Results of administering the MC-PIAG to 55 delinquent and 69 nondelinquent girls indicated that the delinquent girls are much less competent in handling interpersonal problems than are their nondelinquent peers. Moreover, the correlation between frequent involvement in illegal activities and poor performance on the MC-PIAG was high. The MC-PIAG appears to be a valuable tool for assessing the interpersonal problem-solving abilities of teenage girls and may be useful in screening teenagers for treatment programs.

A multiple-choice test to measure social skills in delinquent and nondelinquent adolescent girls.

A multiple-choice test to measure social skills in delinquent and nondelinquent adolescent girls.

Multivariate Analysis of Personality and Motivation in Female Delinquents

Personality and motivational factors have been under-studied in research on female crime and delinquency. This paper examines a number of hypotheses concerning the personality, background, and motivation of female delinquents. Using MANOVA and discriminant function analysis, delinquents and non-delinquents differed significantly on personality variables as well as need for Affiliation and Power. Personality and motivational variables were highly accurate in discriminating between delinquent and non-delinquent girls from similar backgrounds. The authors conclude that multiple risk factors (both environmental and intrapersonal) contribute to the development of delinquent behavior.

Medical Histories of Female Delinquents

The medical histories (based on hospital records) of matched samples of nonincarcerated delinquent girls, incarcerated delinquent girls, and nondelinquent girls were compared. Numbers of visits, timing of visits, services used, and reasons for hospital contacts were compared for the three groups. Delinquent girls in general had significantly more adverse medical histories than nondelinquent girls; they made significantly more hospital visits and had significantly more accidents and injuries through age 21 years. Perinatal difficulties did not distinguish these two groups. Although incarcerated and nonincarcerated delinquent girls made similar numbers of hospital visits, their histories differed qualitatively. Accidents and injuries, head and face injuries, perinatal difficulties, neurologic abnormalities, and child abuse were found more frequently in the histories of incarcerated girls. These findings have etiologic importance to the development of seriously delinquent behavior.

A comparison of social skills in delinquent and nondelinquent adolescent girls using a behavioral role-playing inventory.

Delinquent behavior in adolescent girls may be related to deficits in social skills; that is, some girls may behave maladaptively because they lack the skills to perform more competently. During the 1st phase of this research, the Problem Inventory for Adolescent Girls (PIAG) was developed to measure competence in social situations. The 2nd phase of the research compared the performance of carefully matched groups of 29 delinquent and 29 nondelinquent girls (mean age 16.25 yrs) on the inventory. The PIAG significantly discriminated between the groups; 40 of the 52 individual items also discriminated between the delinquent and nondelinquent Ss. 10 of the 12 nondiscriminating items were those for which the criteria had been developed by teenagers. This suggests that delinquency is more closely related to skill deficits in interacting with adult authority figures than to skill deficits with peers. Items on the inventory generally were independent of one another and lacked an interpretable clustering pattern. A discriminant analysis yielded a function that resulted in 85% of the Ss being correctly assigned to their appropriate delinquent or nondelinquent group on the basis of their performance on the inventory. (9 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

The Religion of the Indiana Baptist Prisoner

An examination of the responses of 136 Baptist prisoners of an Indiana maximum security prison regarding religious beliefs and practices generally discloses a pattern of less orthodoxy than ascribed to either the American or Southern Baptists in the Stark and Glock Church Member and the NORC National Samples. Baptist prisoners as a group were equally or more orthodox in areas of religious beliefs, requisites for salvation, and barriers to salvation, while disclosing a pattern of lesser orthodoxy in religious belief in God and Jesus, ritualistic religious practices, religious devotionalism, religious experience, and religious knowledge. One of the more interesting questions in criminology and the sociology of religion is, What is the relationship between religion and delinquency or crime? The findings to date are rather sparse, somewhat mixed, and have to be extrapolated from data relating to delinquents, adult offenders, prison religious patterns, and other dimensions, Healy and Bronner (1936: 201) noted that delinquents are less likely to attend church regularly than non-delinquents. Kvaraceus (1944: 284-289) found that juvenile church attendance or non-attendance possesses only a slight relationship to delinquency. Ninety-one percent of 761 delinquent children in his study were affiliated in some way with some church. Middleton and Fay (1941: 555-558), as a result of their study of 83 delinquent and 101 non-delinquent girls in grades 8 through 10, concluded that delinquents possess more favorable attitudes towards religious issues than non-delinquents. Mursall (1940) be

Attitudes toward Physical Activity of Delinquent and Nondelinquent Junior High School Age Girls

Abstract It was the purpose of this study to compare altitudes toward physical activity of delinquent (N = 20) and nondelinquent (N = 60) junior high school age girls. Demographic data were secured through the administration of a questionnaire. Attitudes toward physical activity were assessed by the use of the Kenyon Attitudes Toward Physical Activity Inventory (ATPAI). Data were analyzed through the use of univariate and multivariate statistical procedures. Statistically significant (.01 level) differences in attitudes were found on only one of the six domains. The nondelinquent girls scored significantly higher than the delinquent girls on the social scale. That is, nondelinquent girls value physical activity as a social experience — an opportunity to interact with others. Statistically significant differences were not found for the vertigo, aesthetic, catharsis, or ascetic domains. Multiple discriminant function analyses revealed, however, that there were significant (.05 level) overall differences bet...

Patterns of Disturbed Classroom Behavior of Nondelinquent and Delinquent Adolescent Girls

Ten patterns or syndromes of classroom behavior of 337 junior and senior high school girls were derived and analyzed for rela tionship to academic success or failure among special (delin quent) and regular school students. The behavior patterns ac counted for over 98 per cent of the students in both groups and clearly differentiated the academically successful from the un successful. Each of the patterns is described both numerically and graphically to provide a reliable means of analyzing and comparing students in other special and regular class settings. It was concluded that in both settings unsuccessful achievement could not be viewed in only academic or cognitive terms, but rather was an indication of failure of the total child to cope with classroom and teacher expectations.

DELINQUENT (APPROVED SCHOOL) AND NON-DELINQUENT (SECONDARY-MODERN SCHOOL) GIRLS

DELINQUENT (APPROVED SCHOOL) AND NON-DELINQUENT (SECONDARY-MODERN SCHOOL) GIRLS

PARENTAL AFFECTION AND JUVENILE DELINQUENCY IN GIRLS

In i960, R. G. Andry studied male delinquent and non-delinquent subjects, testing twenty-seven inter-related hypotheses concerning perceptions of the adequacy of parental roles in key areas of the subjects' life experiences. The research reported here is basically a replication on female delinquent and non-delinquent subjects of Andry's original study. Specifically, information was sought as to whether it was possible to differentiate delinquent from non delinquent girls by differences in their perceptions of parental roles, and whether such differences were the same as or different from those Andry found between delinquent and non-delinquent boys. The investigation was undertaken partly in response to Andry's suggestion that it should be done, partly to explore the perceptions of delinquent and non-delinquent girls regarding parental role-playing in unbroken homes, and partly to attempt empirical confirmation of such theoretical formulations as that of Konopka (1966) regarding delinquency in girls. It is generally accepted that well-played parental roles are the sine qua non of good mental health in children. Theoretically it is held that delinquents (as compared to their non-delinquent peers) tend to experience: ( i ) an inadequate affectional response from one or both parents ; (2) inadequate psychological communication with one or both parents ; (3) an inadequate sense of security and protectedness, especially from the father; (4) an inadequate home environment, including such factors as greater tension due to intrafamilial quarrelling, and greater feelings of anonymity and isolation due to inter mediate ordinal position among siblings ; and (5) inadequate capacity for identification with one or both parents as sources of leadership and authority due to lax or erratic disciplinary practices.

Perceptual characteristics of delinquent girls.

Delinquent and non-delinquent girls were classified into the three perceptual types of Reducer, Augmenter, or Moderate according to whether they tended subjectively to alter perceived size. Results indicated a tendency for delinquents to reduce perceived size to a greater extent than non-delinquents. No significant relationships were found between color preferences and perceptual types of delinquents; however, among non-delinquent girls Reducers scored lower on strong color value contrasts (preferring weaker figure-ground contrasts) than Moderates or Augmenters. Augmenters chose strong contrasts more often.

Happiness: A comparison between delinquent and non-delinquent girls.

Happiness: A comparison between delinquent and non-delinquent girls.

Self-Rated Problems of Institutionalized Delinquent Vs. Non-Delinquent Girls

Social and guidance workers have long concerned themselves with the characteristic problems of the juvenile delinquent. A knowledge of such matters not only facilitates therapy with the child and parent education, but also forms the basis for long-term planning by welfare and other social agencies. Whereas most approaches to a description of the delinquent's environment have emphasized an objective evaluation by some professional team, relatively little research has been aimed at obtaining S's awareness of his areas of difficulty. One means of obtaining such an appraisal is through the use of a problem check list. In the usual case, S is simply instructed to read through a list of the statements and to indicate those which he feels apply to his own life situation. Such an approach has obvious shortcomings. Perhaps the most serious disadvantage stems frequently from the S's limited awareness of his problems. Granted that he is aware of difficulties, a second major obstacle is his willingness to reveal them to a counselor or psychologist. Whereas many so-called depth techniques, employed by psychologists, are designed to obtain such information while circumventing both of these difficulties, few counselors and guidance workers have either the skill or the time to administer them. On the other hand, the problem check list method requires little special training in administration or scoring, and guidance workers are immediately provided with a basis for initiating counseling interviews. Problems missed or de-emphasized in home visitations and interviews may be suggested by use of the check list method. A check list that has proven useful to counselors for a number of years is one by Mooney (4). This questionnaire (Form J) presents 30 problem statements in each of the areas of Health and Physical Development (HPD), School (S), Home and Family (HF), Money, Work, the Future (MWF), Boy and Girl Relations (BG), Relations to People in General (PG), and SelfCentered Concerns (SC). Although the literature suggests that this questionnaire has been employed rather extensively with normals (e.g., 1, 2, 3, 6), no studies were found which dealt exclusively with a delinquent population. The present investigation is intended to shed further light on the characteristic differences of delinquent and non-delinquent females as revealed in 'The authors wish to express their appreciation to Mrs. Florence S. ~c~oid, Superintendent of the Louisiana State Industrial School for Girls, for making the delinquent population available. Mr. Harvey Luttrell, Principal of the Buckeye High School, Buckeye, Louisiana, was most helpful in providing the high school Ss.

A Matched-Group Personality Comparison of Delinquent and Nondelinquent Juveniles

purpose of classifying and measuring personality factors, and the past two decades have witnessed considerable advances in this area. In response to the need for standardization and objectivity in the testing of personality, a number of objectively administered and objectively scored tests have been developed. Although subject to certain limitations, these tests as a group have the considerable advantage of largely eliminating differences in scoring from one investigator to another. This capacity, which is essential to scientific testing, is lacking in the projective type of test instrument. Systems for evaluating the clinical significance of the scores of objective tests have not been adequately standardized, however, and this constitutes an important limitation to validity. An objective psychometric instrument currently enjoying wide use is the Minnesota Multiphasic Personality Inventory (hereafter called the MMPI). A number of studies have employed this instrument in comparing delinquent and nondelinquent personalities and have reported its ability to differentiate between these two classifications. Capwell (3), for example, submitted five standardized personality tests to groups of delinquent and nondelinquent girls; these were the Terman-Miles MasculinityFemininity Test, The Pressey InterestAttitude Test, the Washburn Social Adjustment Inventory, the Vineland Social Maturity Scale, and the MMPI. The latter showed a significant difference of mean scores between delinquents and nondelinquents on seven of its clinical scales, and was claimed to differentiate most clearly between the two groups. Similarly, Ashbaugh (1) and Monachesi (6), in separate MMPI studies, reported statistically significant differences between the scores of delinquents and nondelinquents on several scales of the in-

A Comparison of the Test Performances of Delinquent and Non-Delinquent Girls

A Comparison of the Test Performances of Delinquent and Non-Delinquent Girls

The Reliability of Personality Traits Differentiating Delinquent and Non-Delinquent Girls

The Reliability of Personality Traits Differentiating Delinquent and Non-Delinquent Girls

A Study of Pupils Dropping out of a Midwestern High School

Previous articleNext article No AccessA Study of Pupils Dropping out of a Midwestern High SchoolC. B. SmithC. B. Smith Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 52, Number 3Mar., 1944 Article DOIhttps://doi.org/10.1086/441016 Views: 1Total views on this site Citations: 3Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). PDF download Crossref reports the following articles citing this article:Charles D. Barnett, William N. Tarver Self-Rated Problems of Institutionalized Delinquent Vs. Non-Delinquent Girls, Psychological Reports 5, no.33 (Aug 2016): 333–336.https://doi.org/10.2466/pr0.1959.5.3.333Carson McGuire, Robert J. Havighurst Chapter V: Social Development, Review of Educational Research 17, no.55 (Jun 2016): 345–353.https://doi.org/10.3102/00346543017005345Harold H. Bixler, John D. Foley, Shirley A. Hamrin, Ann Pavan, Jane Warters, Edmund G. Williamson Chapter II: Conditions Affecting Personnel Work, Review of Educational Research 15, no.22 (Jul 2016): 112–130.https://doi.org/10.3102/00346543015002112