Denise C Gottfredson
Datos Biográficos
| ID | 283024 |
|---|---|
| NOMBRE | Denise C Gottfredson |
| NOMBRES | Denise C |
| APELLIDO | Gottfredson |
| FIRMA | GOTTFREDSON D C |
| AFILIACIONES | University of Maryland, College Park |
| ORCID | 0000-0003-3075-8392 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 39 |
| TOTAL DE CITAS | 298 |
| TOTAL COMO AUTOR | 39 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1980 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2022 |
| ÍNDICE H | 10 |
Are Effects of School Resource Officers Moderated by Student Race and Ethnicity
We examined whether effects of an increase in school resource officer (SRO) staffing on school crime and exclusionary disciplinary responses to school crime varied by student race and ethnicity. Using monthly school level administrative data, we compared change in outcomes for 33 schools that enhanced SRO staffing and a matched sample of 72 schools that did not increase SRO staffing at the same time. We found that increases in offenses and exclus…
Evidence‐based juvenile justice programs and practices
There is growing critical commentary and debate about the relative effectiveness of individual program and generic practice approaches to identifying evidence‐based interventions and their impact on the operation of the juvenile justice system. The central issue is whether both of these approaches to identifying evidence‐based interventions provide a valid and reliable guide to improving juvenile justice programming and, if so, what are the relat…
Effects of school resource officers on school crime and responses to school crime
Research Summary We examined the effects of an increase in school resource officer (SRO) staffing on schools in a sample of 33 public schools that enhanced SRO staffing through funding from the Department of Justice's Community Oriented Policing Services Hiring Program and a matched sample of 72 schools that did not increase SRO staffing at the same time. In longitudinal analyses of monthly school‐level administrative data, we compared the treatm…
Communal schools and teacher victimization
Despite data showing that teacher victimization is at least as great a problem as student victimization, far less research exists regarding teacher victimization than student victimization and overall school crime, particularly with regard to the application of criminological theory to explain the victimization of teachers. We address this gap by examining the hierarchical relationship between communal school organization and teacher victimizatio…
Reducing Crime Among Youth at Risk for Gang Involvement
Research Summary No gang prevention or intervention programs meet the standards for effectiveness promulgated by Blueprints for Healthy Youth Development. This randomized controlled trial of a well‐known program—Functional Family Therapy—that was modified to address the needs of gang‐involved adolescents yields two main findings. First, youth at high risk for gang membership and their families engaged with and successfully completed the program a…
Prevention Research in Schools
The August Vollmer Award Address is intended to focus on contributions to justice and on the recipient's research and policy experiences. This is a story of one person's career devoted mainly to developing effective collaborations between researchers and practitioners to produce useful knowledge. Her early work focused on delinquency prevention in schools and included evaluations of two different efforts aimed at altering school and classroom env…
Why Registries Matter
Standards of Evidence for Efficacy, Effectiveness, and Scale-up Research in Prevention Science
A decade ago, the Society of Prevention Research (SPR) endorsed a set of standards for evidence related to research on prevention interventions. These standards (Flay et al., Prevention Science 6:151-175, 2005) were intended in part to increase consistency in reviews of prevention research that often generated disparate lists of effective interventions due to the application of different standards for what was considered to be necessary to demons…
Police Officers in Schools
The use of police in schools has increased dramatically in the past 12 years, largely due to increases in US Department of Justice funding. This study used data from the School Survey on Crime and Safety to assess the extent to which the addition of police in schools is associated with changes in levels of school crime and schools responses to crime. We found that as schools increase their use of police, they record more crimes involving weapon a…
School Size, Social Capital, and Student Victimization
This study assesses the effects of three aspects of school organization-student enrollment, student-teacher ratio, and the number of different students taught-on the property and personal victimization experiences of students. It hypothesizes that smaller schools, schools with lower ratios of students to adults, and schools in which the number of different students taught by the typical teacher is lower will produce less victimization because of …
School Crime Control and Prevention
School violence, drug use, vandalism, gang activity, bullying, and theft are costly and interfere with academic achievement. Fortunately, crime victimization in schools for students and teachers followed the downward trend in national crime rates during the 1990s and has remained at a relatively low level since 2000. Youths are as likely to be victimized in school as out when it comes to theft and minor assaults, but the most serious assaults ten…
Implementation Quality and Positive Experiences in After‐School Programs
Data collected during an evaluation of a multi‐site trial of an enhanced after‐school program were used to relate quality of program implementation to student experiences after school. The enhanced after‐school program incorporated a drug use and violence prevention component that was shown to be effective in previous research. Building on Durlak and Dupre’s (Am J Community Psychol 41:327–350, 2008 ) dimensions of implementation, we assessed the …
The impact of after‐school programs on the routine activities of middle‐school students
Research Summary Unsupervised after‐school time for adolescents is a concern for parents and policymakers alike. Evidence linking unsupervised adolescent socializing to problem behavior outcomes heightens this concern among criminologists. Routine activities theory suggests that, when youth peer groups congregate away from adult authority, both opportunity for and motivation to engage in deviant acts increase. After‐school programs are a possible…
Youth Development in After-School Leisure Activities
Leisure activities that occur outside of the school hours may facilitate positive youth development.The experiences of youth in three categories of activities (basketball and football, other sports, and nonsports) are examined in this study. Based on prior research, it is hypothesized that students participating in basketball and football will experience more negative outcomes (i.e., problem behaviors, fewer positive peer influences, and lower ac…
Gender differences in effects of teen courts on delinquency
Distinguishing Characteristics of Effective and Ineffective After‐school Programs to Prevent Delinquency and Victimization
Research Summary: Using multi‐level modeling techniques, this study explores characteristics of 35 after‐school programs (ASPs) that criminological research and theory predict should be related to problem behavior outcomes. Controlling for individual‐level predictors of problem behavior and for the composition of the participating ASPs, several ASP characteristics were found to be related, as predicted, to victimization, substance use, and delinq…
Standards of Evidence
School Climate Predictors of School Disorder
Hypotheses about the association of school organizational characteristics with school crime and disorder were tested in a nationally representative sample of 254 secondary schools. Relatively small intra-class correlations suggest that most of the variance in the individual measures of school disorder result from within-school rather than between-school variation. Therefore only a small portion of this variation is potentially explainable by betw…
Differentiating Completers from Non-Completers of a Family-Based Prevention Program
Effectiveness of Drug Treatment Courts
Research Summary: Study randomly assigned 235 offenders to drug treatment court (DTC) or “treatment as usual.” Analyses of official records collected over a two‐year follow‐up period show that DTC is reducing crime in a population of drug‐addicted offenders. DTC subjects who participated in treatment were significantly less likely to recidivate than were both untreated drug court subjects and control subjects. Policy Implications: Continued enthu…
Schools as Communities
Research has indicated that school factors such as communal school organization and student bonding are predictive of school disorder, with greater communal organization and greater student bonding leading to less delinquency and victimization. Data from a nationally representative sample of 254 public, nonalternative, secondary schools were used to examine structural equation models representing hypothesized relationships among communal school o…
Quality of School-Based Prevention Programs
A national probability sample of 3,691 school-based prevention activities operating in the spring of 1998 is used to describe the quality of implementation of typical school-based prevention practices, compare the quality of implementation of prevention practice with what is typical in prevention research, and test hypotheses about predictors of the quality of implementation. Results indicate that the quality of school-based prevention practices …
The Timing of Delinquent Behavior and Its Implications for After‐school Programs
Research Summary: This study examines self‐reports from two samples to assess the timing of delinquency. Results imply that the after‐school hours are a time of elevated delinquency, but that the peak is modest compared with that observed in official records. Additionally, children who are unsupervised during the after‐school hours ‐ the primary target population for after‐school programs ‐ are found to be more delinquent at all times, not only a…
Schools and delinquency
Schools and Delinquency
Schools and Delinquency, first published in 2001, provides a comprehensive review and critique of the current research about the causes of delinquency, substance use, drop-out, and truancy, and the role of the school in preventing these behavior patterns. Examining school-based prevention programs and practices for grades K-12, Denise Gottfredson identifies a broad array of effective strategies improving the school environment, as well as some th…
Schools as Communities
Research has indicated that school factors such as communal school organization and student bonding are predictive of school disorder, with greater communal organization and greater student bonding leading to less delinquency and victimization. Data from a nationally representative sample of 254 public, nonalternative, secondary schools were used to examine structural equation models representing hypothesized relationships among communal school o…
Youth employment, crime, and schooling
Effectiveness of Drug Treatment Courts
Research Summary: Study randomly assigned 235 offenders to drug treatment court (DTC) or “treatment as usual.” Analyses of official records collected over a two‐year follow‐up period show that DTC is reducing crime in a population of drug‐addicted offenders. DTC subjects who participated in treatment were significantly less likely to recidivate than were both untreated drug court subjects and control subjects. Policy Implications: Continued enthu…
Black-White Differences in the Educational Attainment Process
Differences in the status attainment process for groups are often 9 inferred from differences in corresponding regression coefficients when structural equations models are separately estim2ted for each group. This paper examines the credibility of inferences based on crossgroup compfirisons of regression coefficients using black-white differences in the educational attainment process as an example. It 'reviews evidence bout race differences from …
An Empirical Test of School‐based Environmental and Individual Interventions to Reduce the Risk of Delinquent Behavior
This report examines a school‐based delinquency prevention program that combined an environmental change approach with direct intervention for high‐risk youths to reduce delinquent behavior and increase educational attainment. The program involved school stafl students, and community members in planning and implementing a comprehensive school improvement effort; changed disciplinary procedures; and enhanced the school program with activities aime…
Effects of school resource officers on school crime and responses to school crime
Research Summary We examined the effects of an increase in school resource officer (SRO) staffing on schools in a sample of 33 public schools that enhanced SRO staffing through funding from the Department of Justice's Community Oriented Policing Services Hiring Program and a matched sample of 72 schools that did not increase SRO staffing at the same time. In longitudinal analyses of monthly school‐level administrative data, we compared the treatm…
Managing Adolescent Behavior A Multiyear, Multischool Study
A 3-year study in eight middle schools tested a program to improve adolescent conduct. The program sought to increase clarity of school rules and consistency of rule enforcement, improve classroom organization and management, increase the frequency of communication with the home regarding student behavior, and increase reinforcement of appropriate behavior. An organization development approach provided a context to achieve strong implementation b…
School Size, Social Capital, and Student Victimization
This study assesses the effects of three aspects of school organization-student enrollment, student-teacher ratio, and the number of different students taught-on the property and personal victimization experiences of students. It hypothesizes that smaller schools, schools with lower ratios of students to adults, and schools in which the number of different students taught by the typical teacher is lower will produce less victimization because of …
School Crime Control and Prevention
School violence, drug use, vandalism, gang activity, bullying, and theft are costly and interfere with academic achievement. Fortunately, crime victimization in schools for students and teachers followed the downward trend in national crime rates during the 1990s and has remained at a relatively low level since 2000. Youths are as likely to be victimized in school as out when it comes to theft and minor assaults, but the most serious assaults ten…
Implementation Quality and Positive Experiences in After‐School Programs
Data collected during an evaluation of a multi‐site trial of an enhanced after‐school program were used to relate quality of program implementation to student experiences after school. The enhanced after‐school program incorporated a drug use and violence prevention component that was shown to be effective in previous research. Building on Durlak and Dupre’s (Am J Community Psychol 41:327–350, 2008 ) dimensions of implementation, we assessed the …
Deinstitutionalization of Juvenile Offenders
This research investigated the effects of the closing of a juvenile correctional institution. A nonequivalent control group design was used to compare the effects of the closing on placements and criminal behavior for three groups (N = 927) whose institutionalization experiences differed. Official crime data were obtained for all, and interviews were attempted with 752 juveniles. The noninstitutionalized group's recidivism was significantly highe…
Distinguishing Characteristics of Effective and Ineffective After‐school Programs to Prevent Delinquency and Victimization
Research Summary: Using multi‐level modeling techniques, this study explores characteristics of 35 after‐school programs (ASPs) that criminological research and theory predict should be related to problem behavior outcomes. Controlling for individual‐level predictors of problem behavior and for the composition of the participating ASPs, several ASP characteristics were found to be related, as predicted, to victimization, substance use, and delinq…
Reducing Crime Among Youth at Risk for Gang Involvement
Research Summary No gang prevention or intervention programs meet the standards for effectiveness promulgated by Blueprints for Healthy Youth Development. This randomized controlled trial of a well‐known program—Functional Family Therapy—that was modified to address the needs of gang‐involved adolescents yields two main findings. First, youth at high risk for gang membership and their families engaged with and successfully completed the program a…
The Timing of Delinquent Behavior and Its Implications for After‐school Programs
Research Summary: This study examines self‐reports from two samples to assess the timing of delinquency. Results imply that the after‐school hours are a time of elevated delinquency, but that the peak is modest compared with that observed in official records. Additionally, children who are unsupervised during the after‐school hours ‐ the primary target population for after‐school programs ‐ are found to be more delinquent at all times, not only a…
Some diagnostic scales for research in decision making and personality
Gender differences in effects of teen courts on delinquency
Grade Retention and Problem Behavior
This study explores the causal nature of the well established association between grade retention and later adolescent problem behaviors including delinquency, drug use, and dropout. It uses multiple regression to examine retention effects on theoretical variables which might link retention to problem behavior in a sample of mostly African-American sixth and seventh graders intivo urban middle schools. The study compares the retained (n = 197) to…
Personality and persistence in education
The impact of after‐school programs on the routine activities of middle‐school students
Research Summary Unsupervised after‐school time for adolescents is a concern for parents and policymakers alike. Evidence linking unsupervised adolescent socializing to problem behavior outcomes heightens this concern among criminologists. Routine activities theory suggests that, when youth peer groups congregate away from adult authority, both opportunity for and motivation to engage in deviant acts increase. After‐school programs are a possible…
Youth Development in After-School Leisure Activities
Leisure activities that occur outside of the school hours may facilitate positive youth development.The experiences of youth in three categories of activities (basketball and football, other sports, and nonsports) are examined in this study. Based on prior research, it is hypothesized that students participating in basketball and football will experience more negative outcomes (i.e., problem behaviors, fewer positive peer influences, and lower ac…
Prevention Research in Schools
The August Vollmer Award Address is intended to focus on contributions to justice and on the recipient's research and policy experiences. This is a story of one person's career devoted mainly to developing effective collaborations between researchers and practitioners to produce useful knowledge. Her early work focused on delinquency prevention in schools and included evaluations of two different efforts aimed at altering school and classroom env…
A Multimodel School-Based Prevention Demonstration
A school-based, multicomponent drug prevention model operating in a middle school in Charleston, South Carolina was evaluated. The project included schoolwide curricular changes, instructional changes, changes to school nonns aimed at all staff and students in the school, and changes targeting the 10% of the students in the school judged to be at highest risk for drug involvement. The evaluation results to date indicate a positive effect of the p…
Education, work, and family formation in early adulthood
Some diagnostic scales for research in decision making and personality
Black-White Differences in the Educational Attainment Process
Differences in the status attainment process for groups are often 9 inferred from differences in corresponding regression coefficients when structural equations models are separately estim2ted for each group. This paper examines the credibility of inferences based on crossgroup compfirisons of regression coefficients using black-white differences in the educational attainment process as an example. It 'reviews evidence bout race differences from …
Personality and persistence in education
Education, work, and family formation in early adulthood
Victimization in Schools
Youth employment, crime, and schooling
An Empirical Test of School‐based Environmental and Individual Interventions to Reduce the Risk of Delinquent Behavior
This report examines a school‐based delinquency prevention program that combined an environmental change approach with direct intervention for high‐risk youths to reduce delinquent behavior and increase educational attainment. The program involved school stafl students, and community members in planning and implementing a comprehensive school improvement effort; changed disciplinary procedures; and enhanced the school program with activities aime…
Victimization in Schools
Social Area Influences on Delinquency
One research tradition in criminology has focused on the distribution of crime rates among social areas, and a second tradition has examined the distribution of crime among individuals. Rarely are both traditions combined in a single study. This study explores social area influences on the delinquent behavior of 3,729 adolescents who are clustered within diverse social areas. The research examines mechanisms through which the characteristics of s…
Deinstitutionalization of Juvenile Offenders
This research investigated the effects of the closing of a juvenile correctional institution. A nonequivalent control group design was used to compare the effects of the closing on placements and criminal behavior for three groups (N = 927) whose institutionalization experiences differed. Official crime data were obtained for all, and interviews were attempted with 752 juveniles. The noninstitutionalized group's recidivism was significantly highe…
Managing Adolescent Behavior A Multiyear, Multischool Study
A 3-year study in eight middle schools tested a program to improve adolescent conduct. The program sought to increase clarity of school rules and consistency of rule enforcement, improve classroom organization and management, increase the frequency of communication with the home regarding student behavior, and increase reinforcement of appropriate behavior. An organization development approach provided a context to achieve strong implementation b…
Grade Retention and Problem Behavior
This study explores the causal nature of the well established association between grade retention and later adolescent problem behaviors including delinquency, drug use, and dropout. It uses multiple regression to examine retention effects on theoretical variables which might link retention to problem behavior in a sample of mostly African-American sixth and seventh graders intivo urban middle schools. The study compares the retained (n = 197) to…
A Multimodel School-Based Prevention Demonstration
A school-based, multicomponent drug prevention model operating in a middle school in Charleston, South Carolina was evaluated. The project included schoolwide curricular changes, instructional changes, changes to school nonns aimed at all staff and students in the school, and changes targeting the 10% of the students in the school judged to be at highest risk for drug involvement. The evaluation results to date indicate a positive effect of the p…
Preventing Crime: What Works, What Doesn't, What's Promising
Schools and Delinquency
Schools and Delinquency, first published in 2001, provides a comprehensive review and critique of the current research about the causes of delinquency, substance use, drop-out, and truancy, and the role of the school in preventing these behavior patterns. Examining school-based prevention programs and practices for grades K-12, Denise Gottfredson identifies a broad array of effective strategies improving the school environment, as well as some th…
The Timing of Delinquent Behavior and Its Implications for After‐school Programs
Research Summary: This study examines self‐reports from two samples to assess the timing of delinquency. Results imply that the after‐school hours are a time of elevated delinquency, but that the peak is modest compared with that observed in official records. Additionally, children who are unsupervised during the after‐school hours ‐ the primary target population for after‐school programs ‐ are found to be more delinquent at all times, not only a…
Schools and delinquency
Quality of School-Based Prevention Programs
A national probability sample of 3,691 school-based prevention activities operating in the spring of 1998 is used to describe the quality of implementation of typical school-based prevention practices, compare the quality of implementation of prevention practice with what is typical in prevention research, and test hypotheses about predictors of the quality of implementation. Results indicate that the quality of school-based prevention practices …
Differentiating Completers from Non-Completers of a Family-Based Prevention Program
Effectiveness of Drug Treatment Courts
Research Summary: Study randomly assigned 235 offenders to drug treatment court (DTC) or “treatment as usual.” Analyses of official records collected over a two‐year follow‐up period show that DTC is reducing crime in a population of drug‐addicted offenders. DTC subjects who participated in treatment were significantly less likely to recidivate than were both untreated drug court subjects and control subjects. Policy Implications: Continued enthu…
Schools as Communities
Research has indicated that school factors such as communal school organization and student bonding are predictive of school disorder, with greater communal organization and greater student bonding leading to less delinquency and victimization. Data from a nationally representative sample of 254 public, nonalternative, secondary schools were used to examine structural equation models representing hypothesized relationships among communal school o…
Standards of Evidence
School Climate Predictors of School Disorder
Hypotheses about the association of school organizational characteristics with school crime and disorder were tested in a nationally representative sample of 254 secondary schools. Relatively small intra-class correlations suggest that most of the variance in the individual measures of school disorder result from within-school rather than between-school variation. Therefore only a small portion of this variation is potentially explainable by betw…
Distinguishing Characteristics of Effective and Ineffective After‐school Programs to Prevent Delinquency and Victimization
Research Summary: Using multi‐level modeling techniques, this study explores characteristics of 35 after‐school programs (ASPs) that criminological research and theory predict should be related to problem behavior outcomes. Controlling for individual‐level predictors of problem behavior and for the composition of the participating ASPs, several ASP characteristics were found to be related, as predicted, to victimization, substance use, and delinq…
The impact of after‐school programs on the routine activities of middle‐school students
Research Summary Unsupervised after‐school time for adolescents is a concern for parents and policymakers alike. Evidence linking unsupervised adolescent socializing to problem behavior outcomes heightens this concern among criminologists. Routine activities theory suggests that, when youth peer groups congregate away from adult authority, both opportunity for and motivation to engage in deviant acts increase. After‐school programs are a possible…
Psychology (36 obras) · Medicine (19 obras) · Political science (19 obras) · Criminology (18 obras) · Juvenile delinquency (18 obras) · Developmental psychology (16 obras) · Bullying, Victimization, and Aggression (15 obras) · Social Psychology (13 obras) · Education Discipline and Inequality (12 obras) · Computer Science (10 obras)