Sex Differences in Antisocial Behaviour: Conduct Disorder, Delinquency, and Violence in the Dunedin Longitudinal StudyWhy are females rarely antisocial and males antisocial so often? This key question is addressed in a fresh approach to sex differences in the causes, course and consequences of antisocial behaviour. The book presents findings from a landmark investigation of 1,000 males and females studied from ages 3 to 21 years. It shows that young people develop antisocial behaviour for two main reasons. One form of antisocial behaviour is a neurodevelopmental disorder afflicting males, with low prevalence in the population, early childhood onset and subsequent persistence. The other form of antisocial behaviour, afflicting females as well as males, is common and emerges in the context of social relationships. The book offers insights about diagnosis and measurement, the importance of puberty, the problem of partner violence and the nature of intergenerational transmission. It puts forward an agenda for research about both neurodevelopmental and social influences on antisocial behaviour. |
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Contents
I | xi |
II | xii |
III | xvii |
IV | 1 |
V | 10 |
VI | 23 |
VII | 38 |
VIII | 53 |
XII | 109 |
XIII | 123 |
XIV | 135 |
XV | 151 |
XVI | 159 |
XVII | 184 |
XVIII | 198 |
XIX | 205 |
Common terms and phrases
abuse adolescent antisocial behaviour adult adulthood aggression analysis antisocial behaviour assessed associated boys Caspi cent chapter child childhood cohort comorbidity compared comparison conduct disorder conduct problems continuity conviction correlations couples crime criminal criteria delinquency dependence depression described developmental diagnosed differences in antisocial Dunedin Study early effect et al evidence examine experience factors findings girls groups hyperactivity hypothesis important individual interview involved less levels lifetime males and females mating mean measures mental Moffitt months Notes observed offending onset outcomes parents partner path pattern peers period perpetration persistent personality phase physical predict present prevalence problems questions rates ratio relationships reports risk risk factors sample scale scores self-reported sex differences shown significant significantly similar social sources stability standardized Study members suggest symptoms teacher theory variables violence women worst young Zealand
Popular passages
Page 261 - Silva, PA (1993) The natural history of change in intellectual performance: who changes? How much? Is it meaningful?
Page 253 - JM (1996). Genetic influence on parent-reported attention-related problems in a Norwegian general population twin sample. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 588-596.