Developing Argument Skills in Severely Disadvantaged Adolescent Males in a Residential Correctional Setting

Autor/inn/en	De Fuccio, MaryAnne; Kuhn, Deanna; Udell, Wadiya; Callender, Kerry
Titel	Developing Argument Skills in Severely Disadvantaged Adolescent Males in a Residential Correctional Setting
Quelle	In: Applied Developmental Science, 13 (2009) 1, S.30-41 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
Schlagwörter	Control Groups; Intervention; Disadvantaged Youth; Juvenile Justice; Males; Thinking Skills; Persuasive Discourse; Correctional Institutions; Institutionalized Persons; Program Effectiveness; Adolescents; Comparative Analysis; Cognitive Development; Self Control; At Risk Persons; Antisocial Behavior; Social Development; Interpersonal Communication + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Jugendgerichtshilfe; Male; Männliches Geschlecht; Denkfähigkeit; Persuasion; Persuasive Kommunikation; Jugendstrafvollzug; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kognitive Entwicklung; Selbstbeherrschung; Risikogruppe; Soziale Entwicklung; Interpersonale Kommunikation
Abstract	We investigate whether the intervention designed by Kuhn and Udell (2003) to develop argument skills could be implemented productively among adolescent males in a residential juvenile detention facility--boys who were educationally disengaged and severely disadvantaged academically as well as socially. Compared to a control group from the same institution who did not participate, participants in the intervention exhibited superior argument skills following the intervention. In dialogic argumentation with a peer, they made more counterarguments against the opponent's claims, and they more often voiced rebuttals of the opponent's counterarguments of their own claims. Also, in individual arguments in support of their own positions, they offered more and higher-quality reasons, relative to the control group. In addition to these cognitive skill gains, possible enhancements in cognitive engagement and mental self-management and self-control are discussed. (Contains 1 table.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10