Adverse childhood experience trajectories and individual high risk-behaviors of sexual offenders: A developmental victimology perspective
Bibliographic record
Abstract
BACKGROUND: Developmental victimology theory suggests that developmental features of risk and impact stemming from various types of victimization depend on the age of the child or adolescent. OBJECTIVE: A next step is studying the developmental victimization trajectories of individuals involved in sexual crimes by focusing on traumatic events occurring during childhood and adolescence respectively. Building on the developmental victimology perspective, the study's specific aims encompass two key objectives: 1) exploring the diverse trajectories of Adverse Childhood Experiences (ACEs) within a sample of individuals involved in sexual crimes, and 2) assessing whether these ACEs trajectories influence the emergence of distinct high-risk behaviors. PARTICIPANTS AND SETTING: 252 individuals convicted of sexual crimes were selected from a federal penitentiary in Quebec, Canada. METHODS: Semi-structured interviews with a computerized questionnaire produced data on numerous aspects of the participant's life history, criminal career, and victimization experiences that were analyzed via latent class modeling. RESULTS: Four classes (no ACEs trajectory, poly exposure and victimization trajectory, childhood exposure trajectory, and poly victimization trajectory) were identified. CONCLUSIONS: Consistent with hypotheses, developmental ACEs trajectories are heterogeneous and associated with the criminal careers, adolescent problematic behaviors, substance use disorders, and violence history among individuals involved in sexual offending.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| 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".