Esther Rutten

The Contribution of Organized Youth Sport to Antisocial and Prosocial Behavior in Adolescent Athletes

In this study, we investigated the contribution of organized youth sport to antisocial and prosocial behavior in adolescent athletes. The sample consisted of N=260 male and female soccer players and competitive swimmers, 12 to 18 years of age. Multilevel regression analysis revealed that 8% of the variance in antisocial behavior and 7% of the variance in prosocial behavior could be attributed to characteristics of the sporting environment. Results suggested that coaches who maintain good relationships with their athletes reduce antisocial behavior, and that exposure to relatively high levels of sociomoral reasoning within the immediate context of sporting activities promotes prosocial behavior. These results point to specific aspects of adolescents’ participation in sport that can be used to realize the educational potential of organized youth sport.

Moral development of solo juvenile sex offenders

Abstract This study compared the moral development of solo juvenile male sex offenders (n = 20) and juvenile male non-offenders (n = 76), aged 13–19 years, from lower socioeconomic and educational backgrounds. The Moral Orientation Measure (MOM) was used to assess punishment- and victim-based moral orientation in sexual and non-sexual situations. Moral judgement was assessed with the Sociomoral Reflection Measure – Short Form (SRM-SF), with questions added on sexual offending and the offenders own victim(s). Offenders did not differ from non-offenders in victim-based orientation, but they showed weaker punishment-based orientation in sexual and non-sexual situations. No differences in moral judgement were found. However, lower stages of moral judgement were observed when the offenders’ own victim was involved, confirming specific moral deficits in solo juvenile sex offenders. Delay in moral judgement proved to be associated with cognitive distortions. It was concluded that the treatment of solo juvenile sex offenders should challenge own victim-related cognitive distortions.

Using Forum Theatre in Organised Youth Soccer to Positively Influence Antisocial and Prosocial Behaviour: A Pilot Study.

The aim of this pilot study was to examine the possible effects of a forum theatre intervention on moral team atmosphere, moral reasoning, fair play attitude and on‐ and off‐field antisocial and prosocial behaviour in male adolescent soccer players from 10 to 18 years of age (n = 99). From pre‐test to post‐test, small but positive changes were found in moral atmosphere, but not in moral reasoning or fair play attitude. Changes were also found in on‐field antisocial behaviour, which showed a significant decrease one month after the intervention. However, the changes in antisocial behaviour were not affected by the changes in moral team atmosphere. Off‐field antisocial behaviour and both on‐ and off‐field prosocial behaviour did not show a significant change. The results suggest that more extended efforts built on a similar approach are worth investigating.

Moral Orientation and Relationships in School and Adolescent Pro- and Antisocial Behaviors: A Multilevel Study.

This multilevel study examined the relationships between moral climate factors and prosocial as well as antisocial behaviors inside and outside the school (school misconduct, delinquent behavior, and vandalism). The moral climate factors were punishment- and victim-based moral orientation, relationships among students, and teacher–student relationships. The analyses of data from 670 students in 69 classes showed that the classroom-level variables only had a significant impact on misconduct at school of students aged 12 to 20. For the other outcome variables, the student-level variables (student and teacher–student relationships, but especially students’ moral orientation) were significant. A novel finding was that a positive teacher–student relationship not only proved to be related to less misconduct inside the school but also to less delinquent behavior and vandalism outside the school. This indicates that the teacher is an important socializing agent for adolescent behavior in general.