Is Sex Hormone the Driving Force of School Violence? The Neurobehavioral Evidence

Autor/inn/en	Zhou, Longjun; Wang, Fuzhou
Titel	Is Sex Hormone the Driving Force of School Violence? The Neurobehavioral Evidence
Quelle	In: Science Insights Education Frontiers, 7 (2020) 1, S.727-734 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2644-058X
Schlagwörter	Stellungnahme; Violence; Neurology; Behavior Problems; Middle School Students; Early Adolescents; Self Control; At Risk Persons; Brain Hemisphere Functions; Biochemistry; Preschool Children; Elementary School Students; High School Students; College Students; Age Differences; Probability + Suchen Sie Ihr Suchwort? Gewalt; Neurologie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Selbstbeherrschung; Risikogruppe; Biochemie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; High school; High schools; Oberschule; Studentin; Collegestudent; Age; Difference; Age difference; Altersunterschied; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie
Abstract	The US Department of Justice released the final report on school violence and showed that middle school is the age when violence is high, accounting for more than 70% of all violence cases (Zweig et al., 2013). After having perpetrated, the probability that the perpetrator will commit violence again will increase significantly (Office of the Surgeon General, et al., 2001), In the later review of the perpetrators, almost 100% admitted that they were unable to control their violent behavior at that time and seemed to have an invisible impulse to urge them to commit violence, and even when they knew the harm of the violent behavior, they still committed violence without scruples (Willems et al., 2018). This indicates that among the 30% of middle school students prone to violence, the underlying age-related neuroendocrine changes are most likely to be the driving force leading to violence. In this commentary, the authors argue that school violence intervention based on neuroendocrine mechanisms may be more effective than other external factors (Rivara et al., 2016). It is of greater practical significance to use the interactive network formed between testosterone, cortisol, and dopamine at different brain center sites as the target of intervention. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01