Universidad Granada, Facultad de Ciencias de la Educación (SPAIN)
About this paper:
Appears in: ICERI2009 Proceedings
Publication year: 2009
Pages: 196-201
ISBN: 978-84-613-2953-3
ISSN: 2340-1095
Conference name: 2nd International Conference of Education, Research and Innovation
Dates: 16-18 November, 2009
Location: Madrid, Spain
Intervention programs for improving coexistence in educational centres follow the prevention or amelioration of school violence. Within school violence we find different types of improper behaviors among students: aggressions, disruptive conducts, bullying, vandalism, etc. The development and maintenance of antisocial behavior is common for all of them.
A lot of studies attend to the origin and development of antisocial behavior focusing the attention in the risk factors those facilitate its development through lifespan. This work pretends to order and clarify the factors associated to the origin and development of antisocial behavior from childhood to adolescence. The main objective is to develop an explicative model of antisocial behavior that allows the detection of risk factors as well as to issue specific interventions for the prevention or amelioration of effects derived from these conducts.
We show an explicative model that point out the existence of intrapersonal (temperament, intelligence, etc.) and interpersonal factors (family context, rearing styles, peers, social and cultural context, etc.) those have a specific weigh for the genesis and evolution of antisocial behavior. To know about these factors will be crucial for establishing adequate and effectiveness intervention programs.

antisocial behavior, risk factors, childhood, adolescence.