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For decades, researchers have attempted to determine the underlying reasons for disruptive behaviors and juvenile delinquency, especially in male populations. This 5 page paper provides an overview of the issue presented and relates it to the current literature. Bibliography lists 5 sources.
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5 pages (~225 words per page)
File: MH11_MHDelEd.rtf
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for example, that poverty and familial status is a determinant of delinquency, while others have asserted that educational experiences and a lack of religious direction in the lives of modern
adolescents are factors that impact whether children become disruptive in the educational setting and later turn to delinquency and crime. Regardless of
the underlying reasons for delinquency, researchers have also struggle to assess existing measures to address negative behaviors, especially in early childhood, in order to best determine roots to reducing the
cycle of delinquency. At the same time, educators have also recognized that interventions are necessary in order to reduce the negative impact of delinquency and disruptive behaviors on educational
models. The following is a synthesized review of existing studies on the issue of disruptive behavior in the educational setting,
including views of the impact, assessments of programs and interventions designed to address this problem, and the underlying causes. These research studies provide an interesting view of the problem and
of efforts to reduce the impact of disruptive behaviors on educational performance. Boys Disruptive Behavior, Adjustment and Delinquency McCord, Tremblay, Vitaro and Desmarais-Gervais (1994) considered the introduction of prevention
programming to address problems with disruptive behaviors, school adjustment and delinquency. This study outlines some central goals for intervention programs designed to reduce the negative impacts of these elements
on students through early intervention. McCord et al (1994) outline of the Montreal longitudinal study, which was based on the assessment of interventions for disruptive boys living in low
socioeconomic areas of large cities, and compared intervention outcomes relative to a control group. In other words, the researchers assessed the outcomes of intervention programming by comparing the experimental
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