Scottish Youth and Antisocial Behaviour: A Literature Review and Comparative Study
Bibliographic record
Abstract
This study intends to address antisocial behaviour in Scottish youth living in Glasgow and investigate whether there is a link between the history of clan system values and youth behaviour. In 2004, the Antisocial Behaviour etc (Scotland) Act 2004 was implemented to deter adults and youth from committing acts considered antisocial. I want to know if the clan structure in Scotland has increased antisocial behaviour in Scottish youth and identify how a youth service is attempting to combat the behaviour. Specifically, the questions this study will address include how the clan system values and beliefs are instilled in the current society and whether it promotes antisocial behaviour, what are the effects of Labelling Theory, if any, whether a youth service in Glasgow is successfully combating the behaviour and if so, how, and how this youth service compares to a youth service in Edmonton, Alberta Canada. Furthermore, Antisocial Behaviour Orders (ASBO’s) are implemented to restrict an individual’s conduct as outlined in the Order, I would like to identify whether the ability for youth to change their behaviour are hindered by these ASBO’s. I will conduct a literature review addressing the issues mentioned, as well as a comparative study of a youth service located in Glasgow and Edmonton. I intend to interview both services in Glasgow and Edmonton to identify what is being done to improve youth behaviour and what Edmonton can learn from Glasgow and vice versa. Discipline: Psychology Faculty Mentor: Annetta Latham
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How this classification was reachedexpand
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 | 0.005 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".