Objectives The development of aggression from childhood to adulthood is well-researched, and extant work has identified a large number of developmental risk factors within the individual, family, and social domains. Among them, poor parenting, including harsh practices like corporal punishment, have repeatedly been found to predict adolescent behavioural problems, that may then negatively affect adult behaviours such as violence and offending. An area of research that is becoming increasingly important is one that seeks to identify the reasons why some people do not become aggressive, even when they have been exposed to well established risk factors. What is it that has protected them from becoming aggressive later in life? The current study examined whether self-control and having a positive teacher-child relationship acted as protective factors between corporal punishment and adolescent aggression. Methods An autoregressive cross-lagged panel model was used to examine self-control and teacher-child relationships as both direct and interactive protective factors between corporal punishment and adolescent aggression. Teacher and self-reported data was used from three waves (waves 4-6) of the Zurich Project on the Social Development of Children and Youths (Z-proso), a prospective longitudinal study of adolescents in Switzerland. Results The results show that both self-control and having a positive teacher-child relationship were direct protective factors against concurrent aggression. However, the interactive protective effect of these factors differed depending on the stage of adolescence and level of exposure to risk. Furthermore, differences were found when considering males and females separately.

The main aim of my thesis is to develop an analysis of current legislation governing alternative sentences, their possibilities and limits comparing it with other European Union countries. The thesis also examines the proposals de lege ferenda that could be used as a benchmark and a guide for future amendments to the current regulation. The notion of alternative sentencing became a global trend in the last two to three decades; this is the result of, inter alia, of continuous increase in the number of inmates, prison overcrowding and congestion of the judicial apparatus. Crescent crime and new forms of crime (especially economic) hit the Czech Republic as a former socialist country in the post-revolutionary times, very assertive. The results of studies and language experts warn against lax approach in the form of increased storage imprisonment and criminal policy tightening. There is also talk about crisis imprisonment. It is clear that an unconditional sentence of imprisonment has its benefits, such as preventive effect, in my opinion, however, the left especially serious crime offenders and recidivist behavior: "Nesit summum malum dolor, malum certe est." Instead of intramural prison environment with significant social and deviant subculture find great potential in alternative prison sentences, which are...

Resumé The study relates to the alternatives to unconditional sentence of imprisonment. The purpose of the study is to focus on the advantages and disadvantages of the alternative punishments and to discribe the application of chosen sentences in practise. The first part of my study is the introductory and defines basic terminology and institutes related to the topic. The second part looks at individual alternative punishments, coditions of their imposing and service of the sentences. The study is composed of six chapters. Chapter One explains the term punishment . It is subdivided into three parts. Part One defines the purpose of the punishment. Part Two briefly compares the absolute and the relative theory of the punishment and Part Three describes the principles of imposing the punishments. Chapter Two provides starting points of imposing the alternative punishments. This chapter consists of three parts. Part One is concerned with the restorative justice. Part Two explores the institutes of probation and mediation and Part Threee shows the advantages of the alternatives to unconditional sentence of imprisonment. Chapter Three deals with the alternative punishments. It is subdivided into four parts. Part One describes historical development of the alternative punishments. Part Two analyzes the aplication...

Essa pesquisa teve por objetivo, a partir da análise qualitativa de trinta processos judiciais de estupro, discutir e dar visibilidade à lógica do sistema de justiça criminal nos casos de situações classificadas e julgadas como crime de estupro na cidade de São Paulo (2000-2005). Deste modo, diversas questões relacionadas à atuação da justiça criminal e observadas durante a análise das diversas etapas de desenvolvimento dos processos judiciais de estupro serão apresentadas: as dificuldades de comprovação da violência sexual; as insuficiências da investigação policial; a presença de discursos que atravessam e constituem os procedimentos de investigação da verdade nos casos de estupro; os critérios e categorias de avaliação dos indivíduos e situações; a forma como os julgadores direcionam as punições e justificam suas decisões; o modo como diversas questões, que são formuladas aos envolvidos e testemunhas, parecem orientar os resultados finais dos processos e apontar para determinado sentido da punição observado a partir da análise de conjunto das decisões; e a forma como este sentido da punição parece ser um efeito inusitado de convergência dos embates discursivos, nas últimas três décadas , entre os discursos particulares para esse crime e sua correspondente punição. / The purpose of this research was, through the qualitative analysis of thirty rape judicial lawsuits, discuss and bring to light the logic of the criminal justice in cases of situations classified and tried as rape crime in the city of São Paulo (2000-2005). This way, several issues related to the performance of the criminal justice and seen during the analysis of several steps of the development of the rape judicial lawsuits will be introduced: the difficulties of proving sexual violence; the lack of police investigation; the presence of discourses which get in the way and constitute the procedures of the investigation of the truth in cases of rape; the criteria and categories of evaluation of the individuals and situations; the way the judges direct the punishments and justify their decisions; the way several issues, wich are formulated to the involved parties and witnesses, seem to guide the final results of the lawsuits and point to some determined direction of punishment arising from the analyses of a set of decisions; and the way this direction of punishment seems to be an unexpected effect of discussions, in the last thee decades, among the institutionalized feminist discourses and the punitive discourses about attributing to this crime and its corresponding punishment

O trabalho dedica-se ao estudo da periculosidade e das formas de controle social que são ativadas por essa noção na atualidade. A abordagem recupera o contexto de surgimento do conceito de periculosidade no âmbito da psiquiatria e sua cooptação pelo sistema jurídico, processo que foi facilitado pela natureza da penalidade moderna, que se desenvolve a partir da constituição de um saber sobre o indivíduo submetido à intervenção estatal. Procura-se demonstrar de que maneira a periculosidade é reinventada e instrumentalizada para justificar certas modalidades de controle social voltadas para aqueles que cometem crimes e que não são necessariamente remetidos ao aparato punitivo, operação que torna ainda mais insidiosa a atuação do Estado. Por intermédio da análise de um caso recente é possível verificar a mobilização do dispositivo da periculosidade, usado para constituir a exceção e legitimar medidas expressivas que restam por colocar em risco o Estado de direito. / This work is devoted to the study of dangerousness and the ways of social control that are by this concept put in motion nowadays. This approach unveils the context in which the concept of dangerousness emerges within the psychiatric realm and its cooptation by the juridical system. This process was eased by the nature of modern penality, which development starts with the building of knowledge on the individual subject to state intervention. It aims to demonstrate in which ways dangerousness is reinvented and instrumentalized in order to justify certain types of social control directed to those who commit crimes and are not necessarily sent to punitive apparatus. This operation makes even more insidious the action perpetrated by the state. Through the analysis of a recent case it is possible to perceive how the dispositive of dangerousness is manipulated and used to constitute the exception and to legitimate expressive measures which endanger the state of law.

Tem sido relatada a escassez de pesquisas sobre possíveis relações entre variabilidade comportamental e controle aversivo. O objetivo do presente trabalho foi analisar a aquisição e a manutenção da variabilidade reforçada positivamente, tendo como adição a punição de padrão não variável. Ratos foram divididos em três grupos. Na Fase 1, os sujeitos de dois grupos, denominados L (n=4) e A (n=4), foram submetidos ao reforçamento positivo em LAG 4, no qual sequências de quatro respostas a duas barras (direita D; esquerda E) foram reforçadas quando diferiram das quatro anteriormente emitidas, não havendo consequência programada para as sequências que não atenderam a esse critério. No terceiro grupo, denominado LC (n=8), os animais também foram expostos ao LAG 4, com a diferença de que as sequências que não atenderam ao critério de reforçamento foram seguidas de choque elétrico de 0,1s/0,3mA (LAG 4+CHOQUE). A partir da Fase 2, somente os animais dos Grupos L e A permaneceram no experimento. O Grupo L foi exposto ao LAG 4+CHOQUE e o Grupo A, ao procedimento ACO+CHOQUE, no qual a distribuição desses estímulos foi acoplada à obtida pelos animais do grupo anterior. Nas Fases 3 e 4, os animais dos Grupos L e A foram expostos ao LAG 4, havendo um intervalo de um mês entre as fases, no qual os permaneceram no biotério. Na Fase 5, os sujeitos do Grupo L foram mantidos sob LAG 4 e os do Grupo A tiveram a distribuição de reforços acoplada ao grupo anterior. Na Fase 6, os animais receberam reforço positivo ou um período de timeout: no Grupo L, a água era contingente ao critério de LAG 4 e o TO às demais sequências e no Grupo A, a liberação de água ou TO foi acoplada à distribuição obtida pelos sujeitos do grupo anterior. Os resultados mostram aquisição e manutenção da variabilidade em todas as fases experimentais, porém com alguma interferência dos choques dificultando principalmente a aquisição do padrão variável. Os efeitos mais acentuados foram obtidos em menores índices U, das porcentagens de sequências reforçadas e das taxas de resposta entre os animais do Grupo LC, na Fase 1. Esses efeitos foram analisados como possíveis produtos de uma aquisição de funções discriminativas do choque elétrico para algumas sequências. Nesse sentido, embora seja possível instalar e manter repertórios variáveis mesmo quando uma contingência de punição é sobreposta ao reforçamento positivo, a instalação pode ser, ao menos parcialmente, prejudicada. Novas investigações sobre as possíveis relações entre punição e reforçamento positivo da variabilidade comportamental são sugeridas / There is a lack of empirical research concerning the existence of relations between behavioral variability and aversive control. This research aimed to scrutinize the acquisition and the maintenance of the behavioral variability established by positive reinforcement in addition to the punishment of the non-variable pattern of response. Rats were divided in three distinct groups. In Phase 1, subjects of two groups, namely L (n=4) and A (n=4) was submitted to positive reinforcement in LAG 4, in which sequences of four responses in two available bars (right R; left L) when they differed from the four responses emitted previously. No programmed consequences followed the sequences that had not accomplished the criterion. For the third group, namely LC (n=8), the rats were also exposed to LAG 4, except that the sequences that had not accomplished the reinforcement criterion were followed by a 0,1s/0,3mA electric shock (LAG+SHOCK). Only groups L and A were kept in the experiment from Phase 2 up to the end of the experiment. Group L was exposed to LAG 4 + SHOCK while Group A was exposed to ACO+SCHOCK, in which the distribution of these stimuli were coupled to those produced by the previous group. During Phases 3 and 4, the rats from Groups L and A were exposed to LAG 4, after an interval of one month between both phases. During this period the animals were kept in their cages allocated in a warren. In Phase 5, rats from Group L were maintained in the LAG 4 condition while the distribution of reinforcement to the rats of Group A was coupled to those produced by the previous group. In Phase 6, the rats may produce positive reinforcement or a period of timeout (TO): for Group L, water was delivered contingent upon LAG 4 criterion whereas TO followed the other sequences. For Group A the distribution of water or TO was coupled to those obtained by the previous group. The results showed the acquisition and maintenance of behavioral variability in all experimental phases. However the shocks affected these processes, stunting the acquisition of the variable pattern of behavior. The most critical effects were observed in the lowest U values, from percentages of reinforced sequences and of response rates between rats from Group LC, in Phase 1. These effects were interpreted as one of several possible outcomes of the acquisition of discriminative functions of the electric shock that followed some of the sequences. In this sense, even though it is possible to establish and to maintain several variable repertories even when a punishment contingency is superimposed to the positive reinforcement, the conditioning can be, at least partially, impaired. New investigations concerning the relationship between punishment and positive reinforcement of the behavioral variability were also suggested

Submitted by PPG Medicina e Ci?ncias da Sa?de (medicina-pg@pucrs.br) on 2018-12-04T19:14:23Z No. of bitstreams: 1 RAFAEL_MORENO_FERRO_DE_ARAUJO.pdf: 2490432 bytes, checksum: 00a75e2fcaf58b1136209930cfb617bf (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-12-06T11:50:19Z (GMT) No. of bitstreams: 1 RAFAEL_MORENO_FERRO_DE_ARAUJO.pdf: 2490432 bytes, checksum: 00a75e2fcaf58b1136209930cfb617bf (MD5) / Made available in DSpace on 2018-12-06T11:56:09Z (GMT). No. of bitstreams: 1 RAFAEL_MORENO_FERRO_DE_ARAUJO.pdf: 2490432 bytes, checksum: 00a75e2fcaf58b1136209930cfb617bf (MD5) Previous issue date: 2018-08-07 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Os maus-tratos infantis (abuso e neglig?ncia) s?o considerados como problemas de sa?de p?blica globais, com graves consequ?ncias para a sa?de mental de quem sofre. A maioria dos estudos sobre abuso n?o faz distin??o entre os diferentes tipos de puni??o f?sica (abuso f?sico, palmadas), a intera??o com os outros tipos de abuso (emocional e sexual), se a crian?a sabia sobre o motivo por estarem sendo punidas, ou o impacto subjetivo a longo prazo na vida de quem sofreu algum tipo de abuso. O objetivo deste estudo ? descrever o impacto subjetivo na idade adulta do abuso ocorrido na inf?ncia e/ou na adolesc?ncia, analisar a associa??o de experi?ncias abusivas na inf?ncia e/o na adolesc?ncia com o uso de medica??es psicotr?picas ao longo da vida. Para este fim, analisamos os dados de uma grande pesquisa an?nima on-line (BRAINSTEP, Brazilian Internet Study on Temperament and Psychopathology). Para avaliar a hist?ria de abuso sexual, f?sico e emocional na inf?ncia e/ou adolesc?ncia, utilizamos o QUESI (Question?rio Sobre Traumas na Inf?ncia). Para aqueles que n?o sofreram abusos f?sicos com objetos, perguntamos sobre frequ?ncia de palmadas. Al?m disso, para aqueles que reportaram algum tipo de puni??o f?sica (com objetos ou palmadas), avaliamos se ele sabia o motivo da puni??o. O impacto subjetivo foi avaliado em todos os participantes que sofreram algum tipo de abuso. O desfecho foi avaliado, o uso de medica??es psicotr?picas ao longo da vida. Encontramos que o abuso emocional e sexual estava associado a um impacto subjetivo negativo, independentemente da intensidade. Por sua vez, a puni??o f?sica nem sempre esteve associada a um impacto subjetivo negativo, sendo que foi maior para aqueles indiv?duos que n?o sabiam o motivo da puni??o. O abuso emocional mostrou a maior associa??o com o uso de medica??es psiqui?tricas ao longo da vida. Os participantes que reportaram um impacto subjetivo positivo da puni??o f?sica utilizaram menos frequentemente medica??es psiqui?tricas ao longo da vida. Esses achados sugerem que os mecanismos, que associam abuso a consequ?ncias negativas, s?o mais complexos do que os descritos anteriormente; seu impacto subjetivo e a coocorr?ncia de abuso emocional tamb?m devem ser levados em considera??o. / Child maltreatment (abuse and neglect) is a global public health problem, with serious consequences to the mental health of those who suffer it. Most studies on abuse have not accounted for the different types of physical punishment (physical abuse, spanking), the interaction between different types of abuse (emotional and sexual), awareness of the children on the motivation for being punished, or their long-term subjective impact in the life of those abused. This study aim is to describe the subjective impact in adulthood of abuse occurred in childhood and adolescence, and to analyze the association of abuse experiences in childhood and adolescence, and the use of psychoactive medication as adults. We analyzed data from a large and anonymous online survey (BRAINSTEP). To assess the history of childhood sexual, physical and emotional abuse, we used the CTQ (Childhood Trauma Questionnaire). For those who did not suffer physical abuse from objects, we asked about spanking frequency. Also, for those with any physical punishment history, we assessed if he/she knew the reason for being punished. The subjective impact was assessed in all participants that suffered any abuse. The outcome was assessed, inquiring on their lifetime psychiatric medication use. We found that emotional and sexual abuse were associated with a negative subjective impact, regardless of intensity. In turn, physical punishment not always was associated with a negative subjective impact, and this was greater for those individuals that did not know the reason for being punished. Emotional abuse showed the highest association with increased psychiatric medication use. Subjects that stated a positive subjective impact from physical punishment used less psychiatric medication. These findings suggest that the mechanisms, which associate abuse to negative consequences, are more complex than previously described; its subjective impact and the simultaneous occurrence of emotional abuse must also be taken into consideration.

Tem sido relatada a escassez de pesquisas sobre possíveis relações entre variabilidade comportamental e controle aversivo. O objetivo do presente trabalho foi analisar a aquisição e a manutenção da variabilidade reforçada positivamente, tendo como adição a punição de padrão não variável. Ratos foram divididos em três grupos. Na Fase 1, os sujeitos de dois grupos, denominados L (n=4) e A (n=4), foram submetidos ao reforçamento positivo em LAG 4, no qual sequências de quatro respostas a duas barras (direita D; esquerda E) foram reforçadas quando diferiram das quatro anteriormente emitidas, não havendo consequência programada para as sequências que não atenderam a esse critério. No terceiro grupo, denominado LC (n=8), os animais também foram expostos ao LAG 4, com a diferença de que as sequências que não atenderam ao critério de reforçamento foram seguidas de choque elétrico de 0,1s/0,3mA (LAG 4+CHOQUE). A partir da Fase 2, somente os animais dos Grupos L e A permaneceram no experimento. O Grupo L foi exposto ao LAG 4+CHOQUE e o Grupo A, ao procedimento ACO+CHOQUE, no qual a distribuição desses estímulos foi acoplada à obtida pelos animais do grupo anterior. Nas Fases 3 e 4, os animais dos Grupos L e A foram expostos ao LAG 4, havendo um intervalo de um mês entre as fases, no qual os permaneceram no biotério. Na Fase 5, os sujeitos do Grupo L foram mantidos sob LAG 4 e os do Grupo A tiveram a distribuição de reforços acoplada ao grupo anterior. Na Fase 6, os animais receberam reforço positivo ou um período de timeout: no Grupo L, a água era contingente ao critério de LAG 4 e o TO às demais sequências e no Grupo A, a liberação de água ou TO foi acoplada à distribuição obtida pelos sujeitos do grupo anterior. Os resultados mostram aquisição e manutenção da variabilidade em todas as fases experimentais, porém com alguma interferência dos choques dificultando principalmente a aquisição do padrão variável. Os efeitos mais acentuados foram obtidos em menores índices U, das porcentagens de sequências reforçadas e das taxas de resposta entre os animais do Grupo LC, na Fase 1. Esses efeitos foram analisados como possíveis produtos de uma aquisição de funções discriminativas do choque elétrico para algumas sequências. Nesse sentido, embora seja possível instalar e manter repertórios variáveis mesmo quando uma contingência de punição é sobreposta ao reforçamento positivo, a instalação pode ser, ao menos parcialmente, prejudicada. Novas investigações sobre as possíveis relações entre punição e reforçamento positivo da variabilidade comportamental são sugeridas / There is a lack of empirical research concerning the existence of relations between behavioral variability and aversive control. This research aimed to scrutinize the acquisition and the maintenance of the behavioral variability established by positive reinforcement in addition to the punishment of the non-variable pattern of response. Rats were divided in three distinct groups. In Phase 1, subjects of two groups, namely L (n=4) and A (n=4) was submitted to positive reinforcement in LAG 4, in which sequences of four responses in two available bars (right R; left L) when they differed from the four responses emitted previously. No programmed consequences followed the sequences that had not accomplished the criterion. For the third group, namely LC (n=8), the rats were also exposed to LAG 4, except that the sequences that had not accomplished the reinforcement criterion were followed by a 0,1s/0,3mA electric shock (LAG+SHOCK). Only groups L and A were kept in the experiment from Phase 2 up to the end of the experiment. Group L was exposed to LAG 4 + SHOCK while Group A was exposed to ACO+SCHOCK, in which the distribution of these stimuli were coupled to those produced by the previous group. During Phases 3 and 4, the rats from Groups L and A were exposed to LAG 4, after an interval of one month between both phases. During this period the animals were kept in their cages allocated in a warren. In Phase 5, rats from Group L were maintained in the LAG 4 condition while the distribution of reinforcement to the rats of Group A was coupled to those produced by the previous group. In Phase 6, the rats may produce positive reinforcement or a period of timeout (TO): for Group L, water was delivered contingent upon LAG 4 criterion whereas TO followed the other sequences. For Group A the distribution of water or TO was coupled to those obtained by the previous group. The results showed the acquisition and maintenance of behavioral variability in all experimental phases. However the shocks affected these processes, stunting the acquisition of the variable pattern of behavior. The most critical effects were observed in the lowest U values, from percentages of reinforced sequences and of response rates between rats from Group LC, in Phase 1. These effects were interpreted as one of several possible outcomes of the acquisition of discriminative functions of the electric shock that followed some of the sequences. In this sense, even though it is possible to establish and to maintain several variable repertories even when a punishment contingency is superimposed to the positive reinforcement, the conditioning can be, at least partially, impaired. New investigations concerning the relationship between punishment and positive reinforcement of the behavioral variability were also suggested

Essa pesquisa teve por objetivo, a partir da análise qualitativa de trinta processos judiciais de estupro, discutir e dar visibilidade à lógica do sistema de justiça criminal nos casos de situações classificadas e julgadas como crime de estupro na cidade de São Paulo (2000-2005). Deste modo, diversas questões relacionadas à atuação da justiça criminal e observadas durante a análise das diversas etapas de desenvolvimento dos processos judiciais de estupro serão apresentadas: as dificuldades de comprovação da violência sexual; as insuficiências da investigação policial; a presença de discursos que atravessam e constituem os procedimentos de investigação da verdade nos casos de estupro; os critérios e categorias de avaliação dos indivíduos e situações; a forma como os julgadores direcionam as punições e justificam suas decisões; o modo como diversas questões, que são formuladas aos envolvidos e testemunhas, parecem orientar os resultados finais dos processos e apontar para determinado sentido da punição observado a partir da análise de conjunto das decisões; e a forma como este sentido da punição parece ser um efeito inusitado de convergência dos embates discursivos, nas últimas três décadas , entre os discursos particulares para esse crime e sua correspondente punição. / The purpose of this research was, through the qualitative analysis of thirty rape judicial lawsuits, discuss and bring to light the logic of the criminal justice in cases of situations classified and tried as rape crime in the city of São Paulo (2000-2005). This way, several issues related to the performance of the criminal justice and seen during the analysis of several steps of the development of the rape judicial lawsuits will be introduced: the difficulties of proving sexual violence; the lack of police investigation; the presence of discourses which get in the way and constitute the procedures of the investigation of the truth in cases of rape; the criteria and categories of evaluation of the individuals and situations; the way the judges direct the punishments and justify their decisions; the way several issues, wich are formulated to the involved parties and witnesses, seem to guide the final results of the lawsuits and point to some determined direction of punishment arising from the analyses of a set of decisions; and the way this direction of punishment seems to be an unexpected effect of discussions, in the last thee decades, among the institutionalized feminist discourses and the punitive discourses about attributing to this crime and its corresponding punishment

Generally in today’s classrooms educators have the responsibility to develop teaching practices that are best suited for a particular group of learners. Since the early days of 1-room schools, various teaching styles have been developed to accommodate a changing world. As the curriculum has broadened through the years, individual student needs have remained the focus as teachers have become more and more accountable for student learning. The purpose of this qualitative study is to investigate or identify how successful teachers manage their classrooms. It defines key student behavior issues that most teachers experience daily. The study further investigates the hypothesis that lesson planning and productive teaching with overall good student behavior is not a product of good luck or chance; it results from efforts made by caring teachers who aid learning for their student. I attempt to determine what the typical teacher does in efforts to reach the goal of effectively educating students and managing various issues that arise within the classroom setting simultaneously. The study was conducted in a rural community within middle school grade levels. All teachers were interviewed and asked open-ended questions during the 2013-14 school year. Also, the teachers were observed in their actual classrooms. I examined the practices that enable them to teach. The teacher responses offered valuable information about perceptions pertaining to excellent teaching, classroom management, and the relevance of teaching factors that enhance student learning. Exerting extra effort toward minimizing classroom disruptions, while consistently providing a learning environment, requires an assertive approach in planning before the students enter the classroom. This research can provide all educators insight to such of an educational environment that has proven to be productive in today’s complex world. These teaching attributes would better assure students upon their arrival to the classroom each day, a routinely excited, enthused, and caring educator.