Zasada dobra dziecka i jej implikacje dla socjalizacji prawnej w środowisku szkolnym
The aim of the paper is to outline a framework for a research project concerned with realizing, in a principled way, children’s best interest as this shows up in the context of school-based education and socialization. The planned research aims to diagnose the determinants of normative socialization at school. Thus, a proper realization of the basic functions that schools are meant to fulfil, together with an appropriate level of quality in respect of these, will together guarantee both the realization of the child’s right to education and an appropriate path of development as regards socialization. The general outline of the development of normative socialization is defined by legal principles and norms, among which the principle of children’s best interest holds an important position. It is supposed to prevent abuse and improprieties in this sphere. In the first part of the paper, the authors analyse the basic functions of school, with a primary focus on normative socialization as a specific kind of socialization taking place at school alongside the process of education itself. This process of normative socialization is defined in the psychological and sociological literature in a variety of ways. The principle of children’s best interest, seen in the light of both the Convention on the Rights of the Child and of Polish legislation, constitutes the subject of the analyses presented in the second part of the paper. The third part presents a description of how the research is conceived in methodological terms, and here the authors concentrate on the aims and methods of the research to be carried out, paying attention to its significance both from the point of view of the pedagogical sciences and from that of legal theory. The practical aim of the research is to optimize the process of pupils’ normative socialization, where this may then in turn become a tool for shaping pro-legal attitudes and the status of  young people as a legal entity.
Legal Socialization: A Study of Norms and Rules
I: Legal Socialization Theory.- 1 Studying Legal Socialization.- 2 Comparing Theories of Legal Socialization.- 3 Scope of the Study.- II: Testing Competing Hypotheses.- 4 Changes in Legal Socialization over Time.- 5 Testing Competing Hypotheses.- 6 Effects of the Interaction.- III: Exploring the Interaction.- 7 Legal Reasoning and Behaviors: The Mediating Model.- 8 Offender Status.- 9 A Comparison of Two Rule-Enforcing Experiences.- Conclusion.- Epilogue.- References.- Author List.
Deterrent and Experiential Effects in Perceptual Deterrence Research: a Replication and Extension
The present research is a replication of the Saltzman et al. study concerning deterrent and experiential effects in perceptual deterrence research. Despite certain design differences in the two studies (e.g., we used a shorter lag between Time One and Time Two), our findings replicate theirs in that (1) perceptions of risk are not particularly stable, even over a period as short as three months, and (2) experiential effects are consistently larger and more often significant than deterrent effects. Both in our data and in the Saltzman et al. data, we find interactions which specify the experiential effect as most likely to occur among those with initially high perceptions of risk (a naiveté effect) rather than among those for whom a given form of behavior is new (a novelty effect), as Saltzman et al. had contended. We conclude that the substitution of experiential effects for deterrent effects is not justified, that studies which have done so are moot on the subject of deterrence, and that longitudinal designs may be essential for resolution of the causal order problem.