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Fig. 2 Observed patterns of change in geographical sensitivity find- ings. Each line represents the estimated effect of Exposure for one of the our main outcomes according to different geographical radiuses around school grounds (from 250 to 700, on a 50-m interval) These endogenous differences became more salient when considering the results in the context of a taxonomy of estimations where different controls are added sequentially to the model (See tables S2 to S6, available in the appen- dix). While the sequential addition of groups of controls

Figure 2 Observed patterns of change in geographical sensitivity find- ings. Each line represents the estimated effect of Exposure for one of the our main outcomes according to different geographical radiuses around school grounds (from 250 to 700, on a 50-m interval) These endogenous differences became more salient when considering the results in the context of a taxonomy of estimations where different controls are added sequentially to the model (See tables S2 to S6, available in the appen- dix). While the sequential addition of groups of controls

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Se eee ee ee le Se ee ee le ee eee Oo age of the child, their gender, and the reported levels of mother’s education as a proxy of the quality of their social interactions As Family characteristics, we include indicator variables that characterize the conditions of the home—as reported by students-. These indicators include whether the house has a floor made of material, as opposed to dirt, and whether it is connected to sanitary services. We also include a set of family characteristics indicators characterizing the composition of the family. These include whether the student lives with his/her parents, whether they are working, and a ratio of rooms in the house to number of people cohabitating the student
Se eee ee ee le Se ee ee le ee eee Oo age of the child, their gender, and the reported levels of mother’s education as a proxy of the quality of their social interactions As Family characteristics, we include indicator variables that characterize the conditions of the home—as reported by students-. These indicators include whether the house has a floor made of material, as opposed to dirt, and whether it is connected to sanitary services. We also include a set of family characteristics indicators characterizing the composition of the family. These include whether the student lives with his/her parents, whether they are working, and a ratio of rooms in the house to number of people cohabitating the student
Fig. 1 Temporal sensitivity of findings. Each bar represents the esti- mated effect of Exposure on a 7, 14 and 21-day temporal window Note: A full taxonomy of models estimated for each outcome are presented on Tables S1 to S5 in th appendix. Standard Errors are presented for on the main predictor in parenthesis +p<0.1, *p<0.05, **p <0.01, ***p < 0.001
Fig. 1 Temporal sensitivity of findings. Each bar represents the esti- mated effect of Exposure on a 7, 14 and 21-day temporal window Note: A full taxonomy of models estimated for each outcome are presented on Tables S1 to S5 in th appendix. Standard Errors are presented for on the main predictor in parenthesis +p<0.1, *p<0.05, **p <0.01, ***p < 0.001
Note: 95% confidence intervals in brackets. Model estimated with a full set of controls included on the out preferred specification (see Table 2) +p<0.1, **p<0.01, ***p <0.001 As a reference point to this range of standardized effects, the results of two previous studies that use a similar empirical approach and outcome variables serve as a com- parison point. First, Sharkey et al. (2012) estimate a nega- tive impact that ranges between 0.33 and 0.83 in the standardized scores of two measures of self-regulation (attention and impulse control). Second, McCoy et al. (2015b) find that chronic neighborhood crime significantly predicts differences in three dimensions of emotional reg- ulation, with regression coefficients that range between 0.08 and 0.12 in a standardized metric. Taken together, results presented in this article support the existence of a negative effect of indirect violence on Emotional Regulation and Empathy measures of Colombian children in 5h grade. Results also indicate that these negative emotional effects Results also indicate that these negative emotional effects
Note: 95% confidence intervals in brackets. Model estimated with a full set of controls included on the out preferred specification (see Table 2) +p<0.1, **p<0.01, ***p <0.001 As a reference point to this range of standardized effects, the results of two previous studies that use a similar empirical approach and outcome variables serve as a com- parison point. First, Sharkey et al. (2012) estimate a nega- tive impact that ranges between 0.33 and 0.83 in the standardized scores of two measures of self-regulation (attention and impulse control). Second, McCoy et al. (2015b) find that chronic neighborhood crime significantly predicts differences in three dimensions of emotional reg- ulation, with regression coefficients that range between 0.08 and 0.12 in a standardized metric. Taken together, results presented in this article support the existence of a negative effect of indirect violence on Emotional Regulation and Empathy measures of Colombian children in 5h grade. Results also indicate that these negative emotional effects Results also indicate that these negative emotional effects
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PsychologyDevelopmental PsychologyHealth PsychologyViolenceMedicinePsychological InterventionSocial and Emotional DevelopmentYouth & Adolescence
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