The Experts below are selected from a list of 3444 Experts worldwide ranked by ideXlab platform
David Henry - One of the best experts on this subject based on the ideXlab platform.
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levels and growth of specific and general norms for Nonviolence among middle school students
Journal of Adolescence, 2011Co-Authors: Allison B Dymnicki, Tiago Antonio, David HenryAbstract:This study examined the levels and growth of specific and general normative beliefs about Nonviolence (called norms for Nonviolence). The sample consisted of 1,254 middle school students from four metropolitan areas who participated in the control condition of the Multisite Violence Prevention Project. We predicted that the association and endorsement of specific and general norms for Nonviolence would strengthen over time, levels and growth of norms for Nonviolence would be moderated by gender and ethnicity, and norms for Nonviolence would be related to youths' behaviors. Linear mixed models found that levels and direction of growth in specific and general norms varied as a function of gender, age, and ethnicity, providing partial support for our hypotheses. Specific and general norms for Nonviolence were also consistently positively related to students' social skills and negatively related to students' aggressive behavior. Implications for understanding adolescent development are discussed.
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normative beliefs and self efficacy for Nonviolence as moderators of peer school and parental risk factors for aggression in early adolescence
Journal of Clinical Child and Adolescent Psychology, 2010Co-Authors: Albert D Farrell, David Henry, Michael Schoeny, Amie F Bettencourt, Patrick H TolanAbstract:This study examined the direct effects of beliefs about aggression and Nonviolence on physical aggression and their role as protective factors that buffer adolescents from key risk factors in the peer, school, and parenting domains. Multilevel analyses were conducted on data from 5,581 adolescents representing two cohorts from 37 schools in four communities collected at the beginning and end of the sixth grade and at the end of the following 2 school years. Individual norms for aggression at Wave 1 moderated relations of delinquent peer associations and parental support for fighting with physical aggression. Self-efficacy for Nonviolence at Wave 1 moderated relations of school risk, delinquent peer associations and parental support for fighting with physical aggression. There was clearer evidence for protective effects for self-efficacy for Nonviolence for girls than for boys.
Karuna Mantena - One of the best experts on this subject based on the ideXlab platform.
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another realism the politics of gandhian Nonviolence
American Political Science Review, 2012Co-Authors: Karuna MantenaAbstract:Although Gandhi is often taken to be an exemplary moral idealist in politics, this article seeks to demonstrate that Gandhian Nonviolence is premised on a form of political realism, specifically a contextual, consequentialist, and moral-psychological analysis of a political world understood to be marked by inherent tendencies toward conflict, domination, and violence. By treating Nonviolence as the essential analog and correlative response to a realist theory of politics, one can better register the novelty of satyagraha (nonviolent action) as a practical orientation in politics as opposed to a moral proposition, ethical stance, or standard of judgment. The singularity of satyagraha lays in its self-limiting character as a form of political action that seeks to constrain the negative consequences of politics while working toward progressive social and political reform. Gandhian Nonviolence thereby points toward a transformational realism that need not begin and end in conservatism, moral equivocation, or pure instrumentalism.
Bronwyn Finnigan - One of the best experts on this subject based on the ideXlab platform.
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buddhism and animal ethics
Philosophy Compass, 2017Co-Authors: Bronwyn FinniganAbstract:This article provides a philosophical overview of some of the central Buddhist positions and arguments regarding animal welfare. It introduces the Buddha's teaching of ahiṃsā or Nonviolence and rationally reconstructs five arguments from the context of early Indian Buddhism that aim to justify its extension to animals. These arguments appeal to the capacity and desire not to suffer, the virtue of compassion, as well as Buddhist views on the nature of self, karma, and reincarnation. This article also considers how versions of these arguments have been applied to address a practical issue in Buddhist ethics; whether Buddhists should be vegetarian.
Terri N Sullivan - One of the best experts on this subject based on the ideXlab platform.
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patterns of parental messages supporting fighting and Nonviolence among urban middle school students
Journal of Research on Adolescence, 2020Co-Authors: Kelly E Oconnor, Albert D Farrell, Jasmine N Coleman, Terri N SullivanAbstract:The purpose of this study was to identify subgroups of adolescents with distinct perceptions of parental messages supporting fighting and Nonviolence. Latent class analysis identified four subgroups among 2,619 urban middle school students (90% African American; 52% female): messages supporting fighting (32%), messages supporting Nonviolence (29%), mixed messages (23%), and no messages (16%). We found significant differences across subgroups in their frequency of physical aggression and peer victimization and beliefs about the use of aggressive and nonviolent responses to peer provocation. Beliefs significantly mediated the relation between parental messages subgroups and both aggression and victimization. Findings illustrate the heterogeneity in the messages urban adolescents perceive from their parents, as well as relations with adolescents' beliefs and behavior.
Allison B Dymnicki - One of the best experts on this subject based on the ideXlab platform.
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levels and growth of specific and general norms for Nonviolence among middle school students
Journal of Adolescence, 2011Co-Authors: Allison B Dymnicki, Tiago Antonio, David HenryAbstract:This study examined the levels and growth of specific and general normative beliefs about Nonviolence (called norms for Nonviolence). The sample consisted of 1,254 middle school students from four metropolitan areas who participated in the control condition of the Multisite Violence Prevention Project. We predicted that the association and endorsement of specific and general norms for Nonviolence would strengthen over time, levels and growth of norms for Nonviolence would be moderated by gender and ethnicity, and norms for Nonviolence would be related to youths' behaviors. Linear mixed models found that levels and direction of growth in specific and general norms varied as a function of gender, age, and ethnicity, providing partial support for our hypotheses. Specific and general norms for Nonviolence were also consistently positively related to students' social skills and negatively related to students' aggressive behavior. Implications for understanding adolescent development are discussed.
