Concept of and approaches toward a developmental prevention of radicalization: Promising strategies to keep young people away from political, religious, and other forms of extremism

References

Aerts, S. (2019). European Crime Prevention Monitor 2019/1: Radicalisation and violent extremism. Brussels: European Crime Prevention Network. https://eucpn.org/sites/default/files/document/files/monitor_radicalisation_and_violent_extremism.pdfSearch in Google Scholar

Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529. doi: 10.1037/0033-2909.117.3.49710.1037/0033-2909.117.3.497Search in Google Scholar

Beelmann, A. (2012). The scientific foundation of prevention. The status quo and future challenges of developmental crime prevention. In T. Bliesener, A. Beelmann, & M. Stemmler (Eds.), Antisocial behavior and crime. Contributions of developmental and evaluation research to prevention and intervention (pp. 137–164). Cambridge, MA: Hogrefe Publishing.Search in Google Scholar

Beelmann, A. (2018). Toleranzförderung und Vorurteilsprävention bei Kindern. Ergebnisse des Grundschulprogramms PARTS [Promoting tolerance and preventing prejudice in children: Results of the PARTS elementary school program]. In A. Beelmann (Ed.), Toleranz und Radikalisierung in Zeiten sozialer Diversität. Beiträge aus den Sozialwissenschaften (pp. 9-27). Schwalbach/Ts, Germany: Wochenschau VerlagSearch in Google Scholar

Beelmann, A. (2020). A social-developmental model of radicalization: An integration of existing theories and empirical research. International Journal of Conflict and Violence, 14(1), 1–14. doi: 10.4119/ijcv-3778Search in Google Scholar

Beelmann, A., & Heinemann, K. (2014). Preventing prejudice and improving intergroup attitudes. A meta-analysis of child and adolescent training programs. Journal of Applied Developmental Psychology, 35, 10–24. doi: 10.1016/j.appdev.2013.11.002.10.1016/j.appdev.2013.11.002Search in Google Scholar

Beelmann, A., & Karing, C. (2014). Implementationsfaktoren und -prozesse in der Präventionsforschung: Strategien, Probleme, Ergebnisse, Perspektiven [Implementation factors and processes in prevention research: Strategies, problems, results, perspectives]. Psychologische Rundschau, 65, 129–139. doi: 10.1026/0033-3042/a000215 10.1026/0033-3042/a000215Search in Google Scholar

Beelmann, A., & Karing, C. (2015). Förderung toleranter Einstellungen und die Prävention von Vorurteilen. Langzeitwirkungen des Programms zur Förderung von Akzeptanz, Respekt, Toleranz und sozialer Kompetenz (PARTS) [Promotion of tolerant attitudes and the prevention of prejudice. Long-term effects of the program to promote acceptance, respect, tolerance, and social competence]. forum kriminalprävention, 1/2015, 51–58.Search in Google Scholar

Beelmann, A., & Lösel, F. (2020). A comprehensive meta-analysis of randomized evaluations on the effect of child social skills training on antisocial behavior. Journal of Developmental and Life-course Criminology 7, 41–65. doi: 10.1007/s40865-020-00142-810.1007/s40865-020-00142-8Search in Google Scholar

Beelmann, A., & Lutterbach, S. (2020). Preventing prejudice and the promotion of intergroup relations. In L. Benuto, M. Duckworth, A. Masuda, & W. O’Donohue (Eds.), Prejudice, stigma, privilege, and oppression. A behavioral health handbook (pp. 309–326). New York, NY: Springer.10.1007/978-3-030-35517-3_16Search in Google Scholar

Beelmann, A., Lutterbach, S., Rickert, M., & Sterba, L. S. (2021). Entwicklungsorientierte Radikalisierungsprävention. Was man tun kann und sollte. [Developmental radicalization prevention. What you can do and should do.]. Jena, Germany: Friedrich-Schiller-University Jena, Research Center on Right-wing Extremism, Civic Education, and Social Integration.Search in Google Scholar

Beelmann, A., Malti, T., Noam, G., & Sommer, S. (2018). Innovation and integrity: Desiderata and future directions for prevention and intervention science. Prevention Science, 19, 358–365. doi: 10.1007/s11121-018-0869-610.1007/s11121-018-0869-6Search in Google Scholar

Beelmann, A., & Raabe, T. (2009). The effects of preventing antisocial behavior and crime in childhood and adolescence. Results and implications of research reviews and meta-analyses. International Journal of Developmental Science, 3, 260–281. doi: 10.3233/DEV-2009-330510.3233/DEV-2009-3305Search in Google Scholar

Berkowitz, M., & Bier, M. C. (2007). What works in character education? Journal of Research in Character Education, 5, 1–37.Search in Google Scholar

Bezrukova, K., Spell, C. S., Perry, J. L., & Jehn, K. A. (2016). A meta-analytical integration of over 40 years of research on diversity training evaluation. Psychological Bulletin, 142, 1227–1274. doi: 10.1037/bul000006710.1037/bul0000067Search in Google Scholar

Biglan, A. (2015). The nurture effect. How the science of human behaviour can improve our lives and our world? Oakland, CA: New Harbinger.Search in Google Scholar

Blayer, C. (2019). Cyberhate: A review and content analysis of intervention strategies. Aggression and Violent Behavior, 45, 163–172. doi: 10.1016/j.avb.2018.05.00610.1016/j.avb.2018.05.006Search in Google Scholar

BMI – Bundesministerium des Innern, für Bau und Heimat (BMI). (2020). Verfassungsschutzbericht 2019 [2019 report on the protection of the constitution]. https://www.verfassungsschutz.de/de/download-managerSearch in Google Scholar

Borum, R. (2011a). Radicalization into violent extremism I: A review of social science theories. Journal of Strategic Security, 4, 7–36. doi: 10.5038/1944-0472.4.4.110.5038/1944-0472.4.4.1Search in Google Scholar

Borum, R. (2011b). Radicalization into violent extremism II: A review of conceptual models and empirical research. Journal of Strategic Security, 4, 37–62. doi: 10.5038/1944-0472.4.4.210.5038/1944-0472.4.4.2Search in Google Scholar

Bowen, D. J., & Neill, J. T. (2013). A meta-analysis of adventure therapy outcomes and moderators. The Open Psychology Journal, 6(1), 28–53. doi: 10.2174/187435012013080200110.2174/1874350120130802001Search in Google Scholar

Braddock, K., & Dillard, J. P. (2016). Meta-analytic evidence for the persuasive effect of narratives on beliefs, attitudes, intentions and behaviors. Communications Monograph, 83, 446–467. doi: 10.1080/03637751.2015.112855510.1080/03637751.2015.1128555Search in Google Scholar

Briggs, R., & Feve, S. (2013). Review of programs to counter narratives of violent extremism. What works and what are the implications for government. London: Institute for Strategic Dialogue. https://www.dmeforpeace.org/peacexchange/wp-content/uploads/2018/10/Review-of-Programs-to-Counter-Narratives-of-Violent-Extremism.pdfSearch in Google Scholar

Bronfenbrenner, U. (1992). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.Search in Google Scholar

Brown, R. (2010). Prejudice: Its social psychology. Chichester, UK: Wiley. Search in Google Scholar

Celio, C. I., Durlak, J., & Dymnicki, A. (2011). A meta-analysis of the impact of service-learning on students. Journal of Experiential Education, 34, 164–181. doi: 10.1177/10538259110340020510.1177/105382591103400205Search in Google Scholar

Christmann, K. (2012). Preventing religious radicalisation and violent extremism: A systematic review of the research evidence. Huddersfield: University of Huddersfield. http://eprints.hud.ac.uk/id/eprint/16198/Search in Google Scholar

Cohen, G. L., & Sherman, D. K. (2014). The psychology of change: Self-affirmation and social psychological intervention. Annual Review of Psychology, 65, 333–371. doi: 10.1146/annurev-psych-010213-11513710.1146/annurev-psych-010213-115137Search in Google Scholar

Crocetti, E. (2018). Identity dynamics in adolescence: Processes, antecedents, and consequences. European Journal of Developmental Psychology, 15(1), 11–23. doi: 10.1080/17405629.2017.140557810.1080/17405629.2017.1405578Search in Google Scholar

Deković, M., Slagt, M. I., Asscher, J. J., Boendermaker, L., Eichelsheim, V. I. & Prinzie, P. (2011). Effects on early prevention programs on adult criminal offending: A meta-analysis. Clinical Psychology Review, 31, 532–544. doi: 10.1016/j.cpr.2010.12.00310.1016/j.cpr.2010.12.003Search in Google Scholar

Doosje, B., Moghaddam, F. M., Kruglanski, A. W., de Wolf, A., Mann, L. & Feddes, A. R. (2016). Terrorism, radicalization and de-radicalization. Current Opinion in Psychology, 11, 79–84. doi: 10.1016/j.copsyc.2016.06.00810.1016/j.copsyc.2016.06.008Search in Google Scholar

Emmelkamp, J., Asscher, J. J., Wissink, I. B. & Stams, G. J. J. M. (2020). Risk factors for (violent) radicalization in juveniles: A multilevel meta-analysis. Aggression and Violent Behavior, 55. Advance online publication. doi: 10.1016/j.avb.2020.101489.10.1016/j.avb.2020.101489Search in Google Scholar

Fairchild, G., van Goozen, S. H. M., Calder, A. J., & Goodyer, I. M. (2013). Research review: Evaluating and reformulating the developmental taxonomic theory of antisocial behavior. Journal of Child Psychology and Psychiatry, 54, 924–940. doi: 10.1111/jcpp.1210210.1111/jcpp.12102Search in Google Scholar

Farrington, D. P., Gaffney, H., Lösel, F., & Ttofi, M. M. (2017). Systematic reviews of the effectiveness of developmental prevention programs in reducing delinquency, aggression, and bullying. Aggression and Violent Behavior, 33, 91–106. doi: 10.1016/j.avb.2016.11.00310.1016/j.avb.2016.11.003Search in Google Scholar

Feddes, A. R., & Gallucci, M. (2015). A literature review on methodology used in evaluating effects of preventive and de-radicalisation interventions. Journal for Deradicalization, 5, 1–27. http://journals.sfu.ca/jd/index.php/jd/article/download/33/31Search in Google Scholar

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45, 111-133. doi: 10.1016/j.avb.2018.07.00110.1016/j.avb.2018.07.001Search in Google Scholar

Goren, H., & Yemini, M. (2017). Global citizenship education redefined: A systematic review of empirical studies on global citizenship education. Journal of Education Research, 82, 170–183.10.1016/j.ijer.2017.02.004Search in Google Scholar

Ghate, D. (2016). From programs to systems: Deploying implementation science and practice for sustained real world effectiveness in services for children and families. Journal of Clinical Child and Adolescent Psychology, 45(6), 812–826. doi: 10.1080/15374416.2015.1077449 10.1080/15374416.2015.1077449Search in Google Scholar

Hawkins, J. D., Oesterle, S., Brown, E. C., Arthur, M. W., Abbott, R. D., Fagan, A., & Catalano, R. (2009). Results of a type 2 translational research trial to prevent adolescent drug use and delinquency: A test of communities that care. Archives of Pediatrics and Adolescent Medicine, 163(9), 789–798. doi: 10.1001/archpediatrics.2009.14110.1001/archpediatrics.2009.141Search in Google Scholar

Hogg, M. A. & Blaylock, D. B. (Eds.). (2012). Extremism and the psychology of uncertainty. Hoboken, NJ: Wiley-Blackwell.10.1002/9781444344073Search in Google Scholar

Institute for Economics and Peace. (2019). Global Terrorism Index 2019: Measuring the impact of terrorism. www.visionofhumanity.org/app/uploads/2019/11/GTI-2019web.pdf Search in Google Scholar

Jahnke, S., Abad Borger, K., & Beelmann, A. (2021). Predictors of political violence outcomes among young people: A systematic review and meta-analysis. Political Psychology. Advance online publication. doi:10.1111/pops.1274310.1111/pops.12743Search in Google Scholar

Jasko, K., & LaFree, G. (2019). Who is more violent in extremist groups? A comparison of leaders and followers. Aggressive Behavior, 46, 141–150. doi: 10.002/ab2186510.1002/ab.21865Search in Google Scholar

Jessor, R. (2016). The origins and development of problem behavior theory. New York, NY: Springer.10.1007/978-3-319-40886-6Search in Google Scholar

Jeynes, W. (2019). A meta-analysis on the relationship between character education and student achievement and behavioral outcomes. Education and Urban Society, 51, 33–71. doi: 10.1177/001312451774768110.1177/0013124517747681Search in Google Scholar

Jugl, I., Lösel, F., Bender, D., & King, S. (2021). Psychosocial prevention programs against radicalization and extremism: A meta-analysis of outcome evaluations. The European Journal of Psychology Applied to Legal Context, 13, 37–46. doi: 10.5093/ejpalc2021a610.5093/ejpalc2021a6Search in Google Scholar

Kruglanski, A. W., Gelfand, M. J., Bélanger, J. J., Sheveland, A., Hetiarachchi, M., & Gunaratna, R. (2014). The psychology of radicalization and de-radicalization: How significance quest impacts violent extremism. Advances in Political Psychology, 35, 69–93. doi: 10.1111/pops.1216310.1111/pops.12163Search in Google Scholar

Kruglanski, A. W., Bélanger, J. J., & Gunaratna, R. (2019). The three pillars of radicalization: Needs, narratives, and networks. New York, NY: Oxford University Press.10.1093/oso/9780190851125.001.0001Search in Google Scholar

Kurtines, W. M., Ferrer-Wreder, L., Berman, S. L., Lorente, C. C., Silverman, W. K., & Montgomery, M. J. (2008). Promoting positive youth development: New directions in developmental theory, methods, and research. Journal of Adolescent Research, 23, 233–244. doi: 10.1177/074355840831437210.1177/0743558408314372Search in Google Scholar

LaFree, G., Jensen, M. A., James, P. A., & Safer-Lichtenstein, A. (2018). Correlates of violent political extremism in the United States. Criminology, 56, 233–268. doi: 10.1111./1745-9125.1216910.1111/1745-9125.12169Search in Google Scholar

Lemmer, G., & Wagner, U. (2015). Can we really reduce prejudice outside the lab? A meta-analysis of direct and indirect contact interventions. European Journal of Social Psychology, 45, 152–168. doi: 10.1002/ejsp.207910.1002/ejsp.2079Search in Google Scholar

Lerner, R. M. (2004). Liberty: Thriving and civic engagement among America’s youth. Thousand Oaks, CA: Sage.Search in Google Scholar

Lerner, R. M., Jacobs, F., & Wertlieb, D. (Eds.). (2005). Applied developmental science. Thousand Oaks, CA: Sage.10.4135/9781452233512Search in Google Scholar

Lösel, F., King, S., Bender, D., & Jugl, I. (2018). Protective factors against extremism and violent radicalization: A systematic review of research. International Journal of Developmental Science, 12(1-2), 89–102. doi: 10.3233/DEV-17024110.3233/DEV-170241Search in Google Scholar

Madriaza, P., & Ponsot, A. (2015). Preventing radicalization: A systematic review. Montreal: International Centre for the Prevention of Crime. doi: 10.13140/RG.2.1.4862.1682.Search in Google Scholar

Manning, N., & Edwards, K. (2013). Does civic education for young people increase political participation? A systematic review. Educational Review, 66, 22–45. doi: 10.1080/00131911.2013.76376710.1080/00131911.2013.763767Search in Google Scholar

Malti, T., Noam, G. G., Beelmann, A., & Sommer, S. (2016). Toward dynamic adaptation of psychological interventions for child and adolescent development and mental health. Journal of Clinical Child & Adolescent Psychology, 45 (6), 827–836. doi: 10.1080/15374416.2016.123953910.1080/15374416.2016.1239539Search in Google Scholar

Masten, A. S., Long, J. D., Kuo, S. I.-C., McCormick, C. M., & Desjardins, C. D. (2009). Developmental models of strategic intervention. International Journal of Developmental Science, 3, 282–291. 10.3233/DEV-2009-3306Search in Google Scholar

McCauley, C. & Moskalenko, S. (2011). Friction. How radicalization happens to them and us. Oxford, NY: Oxford University Press. Search in Google Scholar

McCauley, C. & Moskalenko, S. (2017). Understanding radicalization. The two pyramid model. American Psychologist, 72, 205–216. doi: 10.1037/amp000006210.1037/amp0000062Search in Google Scholar

Moffitt, T. E. (2015). Life-course persistent vs. adolescence-limited antisocial behaviour. In T. R. McGee & P. Mazerolle (Eds.), Developmental and life-course criminological theories. London: Routledge. doi: 10.4324/978131509490810.4324/9781315094908Search in Google Scholar

Moskalenko, S., & McCauley, C. (2009). Measuring political mobilization: The distinction between activism and radicalism. Terrorism and Political Violence, 21, 239–260. doi: 10.10800954655090276550810.1080/09546550902765508Search in Google Scholar

Nivette, A., Eisner, M., & Ribeaud, D. (2017). Developmental predictors of violent extremist attitudes: A test of general strain theory. Journal of Research in Crime and Delinquency, 54(6), 755–790. doi: 10.1177/002242781769903510.1177/0022427817699035Search in Google Scholar

O´Mara, A. J., Marsh, H. W., Craven, R. G. & Debus, R. L. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist, 41(3), 181–206. doi: 10.1207/s15326985ep4103_410.1207/s15326985ep4103_4Search in Google Scholar

Paluck, E. L., & Green, D. P. (2009). Prejudice reduction: What works? A review and assessment of research and practice. Annual Review of Psychology, 60, 339–367. doi: 10.1146/annurev.psych.60.110707.16360710.1146/annurev.psych.60.110707.163607Search in Google Scholar

Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90, 751–783. doi: 10.1037/0022-3514.90.5.75110.1037/0022-3514.90.5.751Search in Google Scholar

Piquero, A. R., Jennings, W. G., Diamond, B., Farrington, D. P., Tremblay, R. E., Welsh, B. C., & Gonzalez, J. M. R. (2016). A meta-analysis update on the effects of early family/parent training programs on antisocial behavior and delinquency. Journal of Experimental Criminology, 12, 229–248. doi: 10.1007/s11292-016-9256-010.1007/s11292-016-9256-0Search in Google Scholar

Pistone, I., Eriksson, E., Beckman, U., Mattson, C., & Sager, M. (2019). A scoping review of interventions for preventing and countering violent extremism. Current status and implications for future research. Journal for Deradicalization, 19, 1–84. http://journals.sfu.ca/jd/index.php/jd/article/download/213/153Search in Google Scholar

Pratchett, L., Thorp, L., Wingfield, M., Lowndes, V., & Jabbar, R. (2010). Preventing support for violent extremism through community interventions. A review of the evidence. London: Department for Communities and Local Government. https://pdfs.semanticscholar.org/6cb2/6647a92c0c375bf065d2bd4fe8d0c5ef9d03.pdf?_ga=2.21428664.2072036497.1575888162-1538954117.1567174913Search in Google Scholar

Raabe, T., & Beelmann, A. (2011). Development of ethnic, racial, and national prejudice in childhood and adolescence: A multinational meta-analysis of age differences. Child Development, 82, 1715–1737. doi: 10.1111/j.1467-8624.2011.01668.x10.1111/j.1467-8624.2011.01668.xSearch in Google Scholar

Reynolds, L. (2017). Internet citizens. Impact report. London: Institute for Strategic Dialogue. Search in Google Scholar

Reynolds, A. J., Rolnick, A. J., Englund, M. M., & Temple, J. A. (Eds.). (2010). Childhood programs and practices in the first decade of life. A human capital integration. Cambridge, MA: Cambridge University Press.10.1017/CBO9780511762666Search in Google Scholar

Sameroff, A. (Ed.). (2009). The transactional model of development. How children and contexts shape each other. Washington, DC: American Psychological Association.10.1037/11877-000Search in Google Scholar

Scales, P. C., & Leffert, N. (2004). Developmental assets: A synthesis of the scientific research on adolescent development (2nd ed.). Minneapolis, MN: Search Institute.Search in Google Scholar

Sears, D. O., & Levy, S. (2003). Childhood and adult political development. In D. O. Sears, L. Huddy, & R. Jervis (Eds.), Oxford handbook of political psychology (pp. 60–109). Oxford, NY: Oxford University Press.Search in Google Scholar

Spruit, A., Assink, M., van Vugt, E., van der Put, C., & Stams, G. J. (2016). The effects of physical activity interventions on psychosocial outcomes in adolescents: A meta-analytic review. Clinical Psychology Review, 45, 56–71. doi: 10.1016/j.cpr.2016.03.00610.1016/j.cpr.2016.03.006Search in Google Scholar

Stephens, W., Sieckelinck, S., & Boutellier, H. (2019). Preventing violent extremism: A review of the literature. Studies in Conflict & Terrorism, 1–16. doi: 10.1080/1057610X.2018.154314410.1080/1057610X.2018.1543144Search in Google Scholar

Sweeney, A. M., & Moyer, A. (2015). Self-affirmation and responses to health messages: A meta-analysis on intentions and behavior. Health Psychology, 34(2), 149–159. doi: 10.1037/hea000011010.1037/hea0000110Search in Google Scholar

Trip, S., Bora, C. H., Marian, M., Halmajan, A., & Drugas, M. I. (2019). Psychological mechanisms involved in radicalization and extremism. A rational emotive behavioral conceptualization. Frontiers in Psychology, 10:437. doi: 10.3389/fpsyg.2019.0043710.3389/fpsyg.2019.00437Search in Google Scholar

van Hemert, D. A., Berg, H., van Vliet, A. J., Roelofs, M. L., Huis in ‘t Veld, M., Marret, J., Gallucci, M., & Feddes, A. (2014). Synthesis report on the state-of-the-art in evaluating the effectiveness of counter-violent extremism interventions. www.impacteurope.eu/wp-content/uploads/2015/02/D2.2-Synthesis-Report.pdfSearch in Google Scholar

Vrij, A., Akehurst, L., & Smith, B. (2003). Reducing ethnic prejudice: An evaluation of seven recommended principles for incorporation in public campaigns. Journal of Community & Applied Social Psychology, 13(4), 284–299. doi: 10.1002/casp.73610.1002/casp.736Search in Google Scholar

Vergani, M., Iqbal, M., Ilbahar, E., & Barton, G. (2018). The three Ps of radicalization: Push, Pull and Personal. A systematic scoping review of the scientific evidence about radicalization into violent extremism. Studies in Conflict & Terrorism, 43, 854. doi: 10.1080/1057610X.2018.150568610.1080/1057610X.2018.1505686Search in Google Scholar

Walsh, M., & Gansewig, A. (2019). A former right-wing extremist in school-based prevention work: Research findings from Germany. Journal for Deradicalization, 21, 1–42.Search in Google Scholar

Welsh, B. C., & D. P. Farrington (Eds.). (2012). The Oxford handbook of crime prevention. Oxford, NY: Oxford University Press. 10.1093/oxfordhb/9780195398823.001.0001Search in Google Scholar

Wilkinson, R. G., & Pickert, K. E. (2009). Income inequality and social dysfunction. Annual Review of Sociology, 35, 493–511. doi: 10.1146.annurev-soc-070308-11592610.1146/annurev-soc-070308-115926Search in Google Scholar

Wilson, D. S., Hayes, S. C., Biglan, A., & Embry, D. D. (2014). Evolving the future: Toward a science of intentional change. Behavioral and Brain Sciences, 37, 395–460. doi: 10.1017/S0140525X1300159310.1017/S0140525X13001593Search in Google Scholar