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Gotowe bibliografie tematyczne / Bullying – Prevention – Juvenile literature

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Gotowa bibliografia na temat „Bullying – Prevention – Juvenile literature”

Autor: Grafiati

Data publikacji: 28 lipca 2024

Data aktualizacji: 31 lipca 2024

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Artykuły w czasopismach na temat "Bullying – Prevention – Juvenile literature"

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Arumsari, Andini Dwi, i Dedi Setyawan. "Peran Guru dalam Pencegahan Bullying di PAUD". MOTORIC 2, nr 1 (26.01.2019): 34–43. http://dx.doi.org/10.31090/paudmotoric.v2i1.739.

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Bullying is social behaviour that commonly happened in educational environment. Bullying involves student as the actor, victim, and bystander. This behaviour stimulates various negative impacts not only for victim but also the actor. When bullying happens in early childhood education, educator plays essential role to recognise, identify, and prevent it. The present study aims to elaborate the important of educator role in preventing bullying that may occur in early childhood education. The present study uses literature review in order to gain information that are related to bullying in early childhood education. moreover, the present study also conducts interview with various educators to gain valid data regarding this behaviour. The present study shows that educators recognise violent acts that are conducted by their student but unfortunately they are not able to identify whether those actions can be determined as bullying toward early childhood children. Moreover, this violent action is a stimulus which can lead a children in conducting juvenile delinquency in the near future for the actor. Therefore, early childhood educator holds essential role in preventing bullying acts for early childhood children in order to prevent this behaviour becomes a habit.

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Raptou, Evangelia. "Literature and Bullying: Teenage and Children Novels on School Bullying Prevention". International Journal of Criminology and Sociology 6 (3.11.2017): 183–91. http://dx.doi.org/10.6000/1929-4409.2017.06.20.

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Chai, Xin. "Definition, Intervention and Solutions of School-bullying". Lecture Notes in Education Psychology and Public Media 19, nr 1 (26.10.2023): 196–201. http://dx.doi.org/10.54254/2753-7048/19/20231434.

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In the past few decades, with the continuous development of pedagogy and educational psychology, the academic community has begun to study juvenile peer bullying behavior more deeply and extensively. Peer bullying, as a non-prosocial behavior, can have lasting negative effects on all group members involved in bullying contexts including the bully, the bullied and the bystander. This paper mainly focuses on discussing and analyzing several aspects of the definition, history, intervention and solution techniques of juvenile peer bullying in the academic field. Through case analysis and literature review, this article systematically introduces the general picture of peer bullying to readers. The findings suggest that despite the extensive studies on intervention and solutions for peer bullying behaviour, there is still a research gap in the early identification of peer bullying among teenagers.

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Suci, Ike Sintia, Gusgus Ghraha Ramdhanie i Henny Suzana Mediani. "Intervensi Pencegahan Bullying pada Anak Berbasis Sekolah". Jurnal Keperawatan Silampari 4, nr 2 (23.06.2021): 643–53. http://dx.doi.org/10.31539/jks.v4i2.1964.

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This study aims to review or review the literature related to school-based bullying prevention interventions in children. Methods This research was conducted using a literature review method. Articles were identified using an electronic database, including PubMed, Science Direct, DOAJ, and ERIC, using keywords to answer research questions formulated using the PICOS method. The results showed that five articles were selected from 40 reports that matched the eligibility criteria. Based on the analysis results, the 5 articles had a significant effect on school-based bullying prevention interventions, such as including prevention programs in the curriculum or school extracurricular activities by involving various stakeholders. In conclusion, school-based intervention proved to be effective as an intervention to prevent bullying. Keywords: Bullying, Intervention, Prevention, School

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Johnston, Tim R. "Affirmation and Care: A Feminist Account of Bullying and Bullying Prevention". Hypatia 30, nr 2 (2015): 403–17. http://dx.doi.org/10.1111/hypa.12144.

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Despite the amount of attention that activists, educators, psychologists, and the media place on bullying and bullying prevention, there has been no sustained philosophical reflection on bullying, nor has there been a feminist analysis of the growing literature on bullying. This essay seeks to satisfy those two needs. The first section is a broad introduction to the literature on bullying. I define bullying and distinguish it from teasing, sassing, roughhousing, and other more benign interactions. I also outline two common solutions to bullying: zero‐tolerance policies and “ecological” interventions. The second section uses feminist ethics of care to analyze the effectiveness of each approach. I argue that ecological approaches to bullying are preferable to zero‐tolerance policies because they operate on a relational model of the self and identity‐formation. I elaborate a notion of affirmation as the mechanism that stabilizes and solidifies our sense of self across time. I then use affirmation to analyze three things: why people bully one another, the specific harm inflicted by bullying, and why ecological approaches are more effective in reducing bullying. The third section uses my account of affirmation to critique the scientism and troublingly gendered assumptions that underlie much of the work on bullying.

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Grădinariu, Tudorița, i Constantin Cucoș. "WHAT IS THE TEACHER'S PROFILE IN SUCCESSFULLY PREVENTING BULLYING? A PICTURE OF PROFESSIONAL COMPETENCIES". Review of Artistic Education 28 (1.04.2024): 326–36. http://dx.doi.org/10.35218/rae-2024-0038.

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The increasing frequency of bullying incidents is an imperative that is on the focus of the education policy makers in Romania. During the last four years, the education legislation has undergone a number of substantial changes and updates placing a strong emphasis on bullying prevention. While we have the legislative framework that defines the role of teachers in preventing and intervening in bullying incidents, it is significant to know what professional skills are needed in doing so. The aim of this research is to provide a profile of the effective teacher in bullying prevention from the standpoint of professional competences. We believe this to be important for the development of effective prevention policies. The objectives of this study are theoretical, namely: to analyze the normative framework referring to the teacher's role in bullying prevention; to examine the national legislation in the field of preventing and combating bullying; to review the literature in order to identify the professional competences involved in successfully preventing bullying.

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Arcadepani, Felipe B., Deborah Y. G. Eskenazi, Thiago M. Fidalgo i Jun Sung Hong. "An Exploration of the Link Between Bullying Perpetration and Substance Use: A Review of the Literature". Trauma, Violence, & Abuse 22, nr 1 (2.05.2019): 207–14. http://dx.doi.org/10.1177/1524838019837593.

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Bullying and substance use are serious public health concerns. The aim of this article is to review empirical studies that examined the association between bullying perpetration and substance use among adolescence in various countries. Research studies that found a correlation between bullying perpetration and substance use in children and adolescents were reviewed. From the search, 7,844 abstracts were identified and 7,795 were excluded. Fifty-four remaining articles were reviewed, and 23 were excluded after full text review. A total of 31 articles, which all met the inclusion criteria, were considered in the review. Findings from the review suggest that children who engaged in bullying are more likely to be involved in alcohol, tobacco, and illicit drug use. Substance use prevention efforts require an examination of peer dynamics and peer relationships. In addition, bullying and substance use prevention require family dynamics and how they may increase the risk of bullying and drugs abuse.

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Swastikaningsih, Rahmaniar Resty, Praharesti Eriani i Lucia Hernawati. "Prevalence follow Bullying Students in Schools and Their Prevention: A Literature Review". KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 10, nr 1 (31.05.2023): 77–86. http://dx.doi.org/10.24042/kons.v10i1.15581.

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The bullying of teenagers is a concern of mine as it can have negative impacts on the victim such as anxiety, loneliness, low self-esteem, low levels of competition, depression, escapism, and substance abuse. The aim of this research is to identify bullying in schools and ways to prevent it. This study uses a qualitative approach with a literature review method. In this research, the data sources used are articles that can be obtained from various sources, such as reputable scientific journal databases, libraries, or the internet within the range of 2019-2022. The data set is then analyzed through inclusion and exclusion criteria stages. There were 24 articles relevant to the topic from a total of 120 analyzed articles. The results of this research found that the phenomenon of bullying has led to horrific acts of sexual harassment such as victims being forced to have sex with animals, being beaten, even forced to kiss the perpetrator's feet, crushed by a motorbike, being set on fire with cigarettes, and kicked in the genitals. Prevention methods that can be implemented include socialization to parents and the school community to increase awareness of bullying.

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Widhiastuti, Hardani. "PREVENTION OF BULLYING IN PUBLIC SCHOOLS". Journal of Education on Social Issues 2, nr 1 (13.12.2022): 83–93. http://dx.doi.org/10.26623/jesi.v2i1.44.

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Abstract. Motivation is a driving force in a person in the form of real activities to carry out a goal, learning motivation is needed in learning students who lack learning motivation can have a negative impact on the learning process. Motivation determines the success or failure of student learning activities, by providing rewards and punishments for students can be expected to increase student motivation. Giving rewards and punishments to students can guide active students, and can create a more optimal learning process. Students who lack motivation to learn can become a problem that must be solved. This study aims to analyze whether the provision of rewards can have an effect on increasing student motivation. Methods: This study used a literature review approach based on studies from various journals, proposals, books. Results: Rewards and punishmentshave an influence on increasing student motivation, reward and punishment as educational aids to get feedback from students will be felt if the application is appropriate. Giving rewards and punishments too often is also not justified, because students are worried about being active in learning and doing assignments if their work is rewarded by the teacher. Keywords:prevention, bullying, public schools

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Axford, Nick, David P. Farrington, Suzy Clarkson, Gretchen J. Bjornstad, Zoe Wrigley i Judy Hutchings. "Involving parents in school-based programmes to prevent and reduce bullying: what effect does it have?" Journal of Children's Services 10, nr 3 (21.09.2015): 242–51. http://dx.doi.org/10.1108/jcs-05-2015-0019.

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Purpose – The purpose of this paper is to describe how and why school-based programmes to prevent or reduce bullying involve parents, and what impact involving parents has on bullying. Design/methodology/approach – A review of relevant literature, in particular systematic reviews and meta-analyses. Findings – The logic of involving parents in school-based bullying prevention programmes is that this increases the likelihood of parents first, telling schools that their child is being bullied, which in turn enables the school to act appropriately, and second, being able to address bullying-related issues effectively at home. Parent involvement is associated with a reduction in bullying but further research is needed to determine if it is a causal factor. Programmes tend not to include a parenting education and support element, despite negative parenting behaviour being associated with children being a victim or a bully/victim. Practical implications – There is good reason to involve parents in school-based bullying prevention. Given the parenting risk factors for bullying perpetration and victimisation, bullying prevention programmes could also usefully offer parenting education and support. Originality/value – The paper focuses exclusively on the role of parents in school-based bullying prevention programmes. It articulates the logic of involving parents and summarises the impact of parent involvement.

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Rozprawy doktorskie na temat "Bullying – Prevention – Juvenile literature"

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Wong, Jennifer S. "No bullies allowed understanding peer victimization, the impacts on delinquency, and the effectiveness of prevention programs /". [Santa Monica, Calif. ] : Pardee Rand Graduate School, 2009. http://www.rand.org/pubs/rgs_dissertations/2009/RAND_RGSD240.pdf.

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Morin, Åsa. ""You can’t play with us" Intervention strategies to prevent and reduce bullying in preschools : A systematic literature review". Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35742.

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Bullying is a quite common problem. “You can’t play with us” or “we can only be two in this game” are examples on how bullying can present itself in a preschool environment. Bullying in preschools is a fairly new research field and the majority of the research done around interventions related to bullying is done on children over the age of six. Therefore the aim with this study was to identify interventions that are used or recommended in preschools to support children in need of special support in relation to bullying. Ten articles were identified through a systematic literature review. The result show that both the child who is being bullied and the child who bullies are seen as children in need of special support, both of these children need help with interactions. The identified interventions proved that bullying is created by a situation in a specific context; no specific child is the problem and therefore interventions can be directed at different levels. Furthermore, the teacher and the environment were seen as two key factors when it comes to interventions.

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Książki na temat "Bullying – Prevention – Juvenile literature"

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Ferguson, Addy. Online bullying. New York: PowerKids Press, 2013.

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Sanders, Pete. Dealing with bullying. London: Franklin Watts, 2006.

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Sanders, Pete. Dealing with bullying. North Mankato, MN: Stargazer Books, 2006.

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MacKay, Jenny. Bullying. Detroit: Lucent Books, 2013.

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Group, Atlantic Publishing. The young adult's guide to stop bullying: Understanding bullies and their actions. Ocala, Florida: Atlantic Publishing Group, Inc., 2015.

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ill, Ostrom Bob, red. A bully-free school. Minneapolis, MN: Magic Wagon, 2013.

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Goodstein, Phyllis Kaufman. Bystander power: Now with anti-bullying action. Minneapolis, MN: Free Spirit Pub., 2012.

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Bob, Ostrom, red. Staying bully-free online. Minneapolis, MN: Magic Wagon, 2012.

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Landau, Jennifer. Dealing with bullies, cliques, and social stress. New York: Rosen Central, 2013.

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Kathryn, Lamb, red. Don't pick on me: How to handle bullying. London: Piccadilly Press, 2005.

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Części książek na temat "Bullying – Prevention – Juvenile literature"

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Baldry, Anna Costanza. "Bullying and Juvenile Delinquency: Common Risks, Different Outcomes: How to Prevent Recidivism". W Organized Crime, Corruption and Crime Prevention, 3–12. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01839-3_1.

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Huang, Shiqi, Tingyu Shang i Xuchen Wei. "The Research on the Prevention Strategies of Campus Bullying and the Influence of Bullying-Themed Movies". W Proceedings of the 2022 4th International Conference on Literature, Art and Human Development (ICLAHD 2022), 1289–97. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-494069-97-8_165.

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Pembecıoglu, Emıne Nılufer, i Hatıce Irmaklı. "Cyber Bullying". W Advances in Multimedia and Interactive Technologies, 379–401. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9261-7.ch022.

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Cyber bullying is a serious and newly arising problem of today's world due to the negative intentions in using the recent technological improvements. However, despite its being a relatively new area, a significant number of studies conducted on this issue can be found. This chapter provides a general overview of the current literature with exemplary research to present some insight into the global and local practices in relation to any possible solution of prevention/intervention program for the cyber bullying problem. The global scale involves many studies of various scholars from several countries with different focuses while the local scale concentrates on the case of Turkey and the same of Turkish students or teachers.

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Pembecıoglu, Emıne Nılufer, i Hatıce Irmaklı. "Cyber Bullying". W Developing Safer Online Environments for Children, 155–84. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1684-3.ch007.

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Cyber bullying is a serious and newly arising problem of today's world due to the negative intentions in using the recent technological improvements. However, despite its being a relatively new area, a significant number of studies conducted on this issue can be found. This chapter provides a general overview of the current literature with exemplary research to present some insight into the global and local practices in relation to any possible solution of prevention/intervention program for the cyber bullying problem. The global scale involves many studies of various scholars from several countries with different focuses while the local scale concentrates on the case of Turkey and the same of Turkish students or teachers.

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Dryfoos, Joy G. "Prevention of Delinquency". W Adolescents at Risk. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195072686.003.0013.

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As we have seen in Chapter 3 (Prevalence of Delinquency), the phrase “juvenile delinquency” may refer to the “continuum of behavior that transgresses social norms,” ranging from socially unacceptable behavior (acting out in school) to status offenses (running away) to criminal acts (burglary). This broad definition sets wide boundaries on a discussion of prevention. Preventing disruptive behavior in the early elementary grades is quite a different task from preventing major criminal acts among high-school-age gangs. The former focuses more on altering individual and family functioning, while the latter involves alterations in the peer culture, the school experience, and the broader social environment. In any case, a review of the literature on prevention of delinquency produces few programs that can be cited as models of primary prevention at early or late stages. A very small number of programs could generate evidence that they stopped the onset of delinquent behavior. Interventions were cited, however, that have an indirect effect on later delinquency by modifying “acting out” and conduct disorders at very early ages. Many of the programs discussed in the literature focus on secondary prevention, working with adjudicated juvenile delinquents to lower the rates of recidivism (repeat offenses), and almost none of those appear to meet with great success. The dearth of successful prevention programs in the area of delinquency is not surprising in light of the complexity of the problem and its deep-seated causes. The usual difficulties with evaluation design are compounded in this field by murky definitions. Repeated reviews of literally thousands of studies have produced almost none with adequate evaluations. Leitenberg’s commentary on the “state-of-the-art” is not very encouraging: . . . My thoughts about primary prevention programs in delinquency tend to be pessimistic. Unless the larger political, organizational, economic and social issues are addressed . . . we will make small headway. . . . I think the most productive area is not within the realm of psychology, sociology, psychiatry, social work, or criminology—it is within the area of politics. . .

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Golu, Florinda, i Smaranda M. Gutu. "Bullying and Autism Spectrum Disorder". W Advances in Early Childhood and K-12 Education, 144–64. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8217-6.ch009.

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Across schools, bullying under all of its forms (e.g., physical, verbal, relational, cyber) is a concerning phenomenon. Prevalence studies suggest that children with ASD are a particularly vulnerable population. Specifically, children with ASD are at a considerably higher risk of being bullied than their peers with other or no special educational needs. This chapter aims to examine in what way bullying occurs in ASD populations and what particular challenges individuals with ASD have to deal with. More specifically, the chapter describes and discusses key points in the existing literature on bullying and autism spectrum disorder, such as (1) types of bullying, (2) causes and determining factors, (3) risk and protective factors, (4) consequences of bullying, (5) prevention strategies and interventions where the transition to recommendations is made through thorough research specifically applied to this topic in order to provide theory and evidence-based practices for educators, teachers, school counselors, parents, and any other interested party.

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Srabstein, Jorge C. "Detection of Bullying and Other Forms of Victimization". W Bullying, Impact on Health, and Beyond, 115–31. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/med/9780199379330.003.0008.

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Abstract Detection of bullying and other forms of maltreatment is a critical mechanism in the secondary prevention of victimization and related toxicity and paves the way for appropriate intervention to stop ongoing abuse and for treatment of associated morbidity. There is limited literature available that addresses the detection of school bullying, but there is an extensive range of studies that deal with the need for, and approaches for, identifying other forms of victimization, such as cyberbullying, intimate partner violence, and childhood maltreatment. In this context, this chapter puts forward the notion of universal screening for victimization and related morbidity by all health practitioners, and it also suggests implementation approaches that could lead to intervention to halt ongoing maltreatment and to mental health treatment for associated morbidity.

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Ianniello, Annalisa, Tonia De Giuseppe i Felice Corona. "Beyond the Learning Poverty and Labels". W Handbook of Research on Establishing Digital Competencies in the Pursuit of Online Learning, 1–18. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7010-7.ch001.

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The pandemic emergency has had a strong impact on many aspects of life, including education and training. Covid-19 has caused an increase in the risk of learning poverty, which contributes to generating deviance and juvenile crime. In this sense, the contribution aims to analyse these social constructs through a punctual analysis of the national and international scientific literature, the main theories, and current statistics. Subsequently, this study aims to deepen the inclusive value of laboratory teaching, in digital learning environments, as a useful methodology for the prevention and management of acts or behaviours that violate community norms.

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Sakka, Georgia, i Iliada Spyrou. "CyberEthics Case Study". W Human Rights and Ethics, 646–58. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6433-3.ch036.

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This chapter analyses the role of cyber ethics and other related issues such as electronic commerce (e-commerce) and customers' protection, privacy, anonymity, psychological and mental wealth-being. It focuses on consumerism cybercrimes such as consumer fraud, online deceptive advertisements, financial fraud and also on social cybercrimes such as pornography, racism, xenophobia, bullying, sexting, cyber hate and cyber staking. Most importantly, this chapter identifies and illustrates how confrontation and prevention tools, including security education and research, are instrumental to overcoming cybercrime on a longer term basis. The chapter is based on a case study and examines the existing literature review in correlation to the existing practices of the Cyprus Safer Internet Center operating in Cyprus – CyberEthics.

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Sakka, Georgia, i Iliada Spyrou. "CyberEthics Case Study". W Advances in Marketing, Customer Relationship Management, and E-Services, 78–90. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5880-6.ch004.

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This chapter analyses the role of cyber ethics and other related issues such as electronic commerce (e-commerce) and customers' protection, privacy, anonymity, psychological and mental wealth-being. It focuses on consumerism cybercrimes such as consumer fraud, online deceptive advertisements, financial fraud and also on social cybercrimes such as pornography, racism, xenophobia, bullying, sexting, cyber hate and cyber staking. Most importantly, this chapter identifies and illustrates how confrontation and prevention tools, including security education and research, are instrumental to overcoming cybercrime on a longer term basis. The chapter is based on a case study and examines the existing literature review in correlation to the existing practices of the Cyprus Safer Internet Center operating in Cyprus – CyberEthics.

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Streszczenia konferencji na temat "Bullying – Prevention – Juvenile literature"

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Fernández Guayana, Tany Giselle. "POETRY AND LITERATURE AS TEACHING STRATEGIES IN SCHOOL BULLYING PREVENTION". W 18th International Technology, Education and Development Conference. IATED, 2024. http://dx.doi.org/10.21125/inted.2024.0405.

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Basdogan, Merve. "Bullying in the Digital Age: Changing Discourse of Cyberbullying Intervention and Prevention Methods in Literature". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435198.

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Hellen dos Santos Clemente Damascen, Cláudia, Indiara Viana Ribeiro Ajame, Lara Rodrigues dos Santos Cesário, Shirles Bernardo Gome i Bianca Gomes da Silva Muylaert Monteiro de Castro. "Human Rights Education: raising awareness of rights as a prevention of bullying in schools". W 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212371.

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Educational institutions consist of spaces for interaction and sociability, therefore, these spaces are composed of a multiplicity of people, each with their individualities, being, therefore, a locus of coexistence with diversity and of creating access opportunities for the equalization of opportunities. From this perspective, research on Human Rights Education means directing citizens in the fight for their rights and for a fairer society, as a form of full realization of citizenship. This research, at first, discusses the various forms of violence that occur in youth, especially those that occur in the school space, highlighting the causes and consequences of physical, psychological, symbolic violence and one of the most worrying in the world scenario: the " bullying". The general objective is to verify the existence and manifestations of violence in the school environment among students, teachers, managers and employees to understand the relationship that young people have with their peers, identifying the forms of violence called "bullying" that occur in the environment in an attempt to reflect on how such practices can be fought through Human Rights Education. Therefore, the methodology used will be qualiquantitative and will consist of a literature review, which will aim to situate human rights and bullying as objects in the field of socio-legal studies. Documentary analysis of laws dealing with human rights and education will be carried out, as well as field research, through which the questionnaire will be used as a data collection instrument to understand the perception of high school students about bullying and the disrespect for differences. The work will also involve quantitative analysis in the analysis of data to verify the incidence of bullying, its modalities and how Human Rights Education can contribute to respecting and valuing differences. With the completion of this research, it is expected to provide educators and students of educational institutions, an analysis of the importance of forming a culture of respect for human dignity, diversity, multiplying information and experiences that contribute to participatory awareness, rethinking the citizen reality of the population involved and reinforcing the socio-political-cultural identity of social segments and groups, based on the school reality and on Human Rights Education

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Sófi, Gyula, i Johanna Farkas. "MAIN CHARACTERISTICS OF JUVENILE PSYCHOPATHY IN LAW ENFORCEMENT ASPECTS". W SECURITY HORIZONS. Faculty of Security- Skopje, 2021. http://dx.doi.org/10.20544/icp.2.5.21.p22.

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It is well recognized that there is a link between psychopathy, violent behaviour, and crime. Psychopathy is a personality construct typically related to deficits in interpersonal (e.g., manipulative, selfish), emotional (e.g., callous-unemotional) functioning, and social deviance with developmental origins. Characteristics associated with adult antisocial behaviour have been identified in children and adolescents. A large number of studies have provided empirical pieces of evidence. Despite researchers agreeing with the most essential components of psychopathy such as agreeableness, conscientiousness, fearlessness, or dominance, there has been some debate in certain areas. The existing literature on the construct of juvenile psychopathy shows that most youths start manifesting antisocial acts in their early life. The focus of this study was to present the role of psychopathic traits in juveniles and connect it to law enforcement, criminal law, child and adolescent psychiatry, and other forensic sciences (criminology, criminal psychology). Juvenile psychopathy is a subgroup of antisocial youth, and their identification is very important because of preventative measures, law enforcement, and more. Youth with high psychopathic traits establish their antisocial career early on. They are aggressive to people and animals, in most cases destroy others’ property, lie, deceive, thieve and commit other serious violent behaviours (not respecting rules). Ultimately, the recognition of such factors has a predictive value not only from the point of view of child and adolescent psychiatry but also from the point of view of law enforcement and forensic psychology, as they can be applied in crime prevention. Keywords: Child and Adolescent Psychiatry, Mental disorders, Fearless Dominance, Agreeableness, Callous/unemotional

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