Interventions for Childhood Aggression in a Cross-Cultural Context
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Negative outcomes associated with childhood aggression, including its relation to adult criminality and domestic violence, have led researchers in the developed world to create effective interventions aimed at reducing childhood aggression and minimising its long-term negative outcomes. This article addresses the implications of adapting these interventions in a developing world context by examining issues central to the discussion of these adaptations. These include (a) comparing correlates associated with childhood aggression in the developed world and developing world, (b) addressing some of the challenges in adapting interventions for childhood aggression in a cross-cultural context and (c) presenting general guidelines on designing interventions for childhood aggression that may be helpful to clinicians and community groups within the developing world. The adaptation of interventions for the reduction of childhood aggression may prove useful in areas in which exposure to violence and instability threaten the child’s development.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it