By Arthur MacDonald.

The narrative in Volume 1 asks many pointed questions: What does it mean to be “abnormal”? Who decides? And how have these judgments shaped modern science, education, and criminal justice?

First published in 1893, Arthur MacDonald’s Abnormal Man is one of the earliest American attempts to systematically study human difference through the emerging tools of psychology, anthropology, and criminology. Drawing on international research—from European criminal anthropology to American child-study movements—MacDonald sought to classify the physical, mental, and moral traits considered “aberrant” in his era. His work reflects the hopes and anxieties of a society confronting rapid industrialization, immigration, social change, and new scientific approaches to crime and mental health.

To the modern reader, Abnormal Man reveals both the ambition and the pitfalls of nineteenth-century science. Its pages contain pioneering observations about child development, deviance, and social responsibility, alongside early theories—now discredited—about heredity, physiognomy, and race. What emerges is a vivid and sometimes unsettling portrait of a culture striving to understand human variation without the benefit of modern psychology or ethical safeguards.

The Read-Me.org edition Volume 1 presents Abnormal Man as both a historical artifact and a gateway to critical reflection. It illustrates how scientific thought evolves, how cultural bias can shape research, and how early debates about abnormality laid the groundwork for contemporary approaches to mental health, special education, criminology, and social policy. To make such work, much of it controversial then as it is today, minimally believable, requires extensive documentation. The voluminous Bibliography of Abnormal Man reproduced here in Volume 2, contains all that Macdnald referred to within his detailed exposition. To some, his arguments may seem unsupported, or lacking in evidence. But he left no stone untuned as this amazing bibliographical documentation of all relative contemporary research

A foundational text at the crossroads of science and society, Abnormal Man invites readers to explore the origins of modern debates about deviance, diversity, and the boundaries of the “normal.”

Read-Me.Org Inc. New York-Philadelphia-Australia. 2025. 240p.

Report completed by Jane E. M Callaghan and Joanne H. Alexander

This epot fouses o hildes epeiees of doesti iolee, i failies affeted doesti iolee. Ou epot is oeed ith hildes epeiees i situatios hee the ai perpetrator and victim of violence would be legally defined as two adults in an intimate relationship ot hee the hild is ioled i datig iolee.  Research and professional practice that focuses on children as damaged witnesses to domestic violence tends to describe children as passive and helpless. Our study, based on interviews with more than a hundred children across four European countries, recognises the significant suffering caused to children who experience domestic violence. However, it also tells a parallel story, about the capacity of children who experience domestic violence to cope, to maintain a sense of agency, to be resilient, and to find ways of resisting violence, and build a positive sense of who they are.

UNARS, 2015, 272p.

By Amy Stanton

There is a scarcity of research that considers the role of school for children who have relocated because of domestic violence and abuse. In spite of this, the impact on school age children is well evidenced and can have severe long- lasting implications for a child in their ecosystem (CAADA, 2014; Sterne & Poole, 2010). This research used qualitative methodology and a social constructionist perspective underpinned by Bronfenbrenner’s bioecological theory to investigate how children 7 – 10 years experienced school when they had relocated because of domestic violence and abuse. Data was collected from five children using vignettes and drawings. Four Deputy Head Teachers, one Inclusion Manager and five Educational Psychologists were interviewed using a semi-structured interview. Thematic Analysis was used to analyse the accounts of children and school professionals. The findings showed children felt under threat in the classroom and playground

UCL Institute of Education

By M. Lankester, C. Coles, A. Trotter, S. Scott, J. Downs, H. Dickson, A. Wickersham

The association between academic achievement and youth offending has yet to be clearly quantified. This meta-analysis aims to provide a robust estimate of the longitudinal association between academic achievement and subsequent youth offending. We searched PsycINFO, ERIC, British Education Index, and Web of Science from inception to 2 April 2024 using a comprehensive search strategy. We identified eligible studies reporting on the association between academic achievement and subsequent youth offending, as measured using self-report or administrative records up to the age of 25 years. Correlation coefficients and odds ratios were pooled in a meta-analysis. Effect modifiers were investigated in a sub-group analysis, and other findings were narratively synthesised. PROSPERO record: CRD42023402103. Seventeen studies were included, of which eight were pooled in a meta-analysis. The findings showed a small but statistically significant association between lower academic achievement and youth offending (pooled Fisher z= −0.21, 95% CI [−0.29,−0.12], I 2=98.4%). Subgroup analysis and narrative synthesis yielded mixed findings on the possible role of measurement timing and offence types. Lower academic achievement was associated with subsequent youth offending, underlining the need for a child-first approach to early prevention and intervention strategies in educational and forensic settings.

Journal of Developmental and Life-Course Criminology (2024) 10:457–476