Revisiting the role of communication in adolescent intimate partner violence

A growing literature suggests that communication strategies can promote or inhibit intimate partner violence (IPV). Research on communication is still needed on a group ripe for early IPV intervention: high school-aged adolescents. This article revisits our previous analyses of young female reproductive clinic patients (Messinger, Davidson, & Rickert, 2011) by examining how the adolescent and young adult respondents differ. To explore replicability of the adolescent results across populations, they are compared to 487 adolescent female students sampled from four urban high schools. Across samples, all communication strategies were used more frequently within violent relationships. Multivariate analysis identified escalating strategies used and received as being positively associated with physical violence used and received in all three samples. Regarding verbal reasoning and temporary conflict avoidance, substantial differences appeared between the young adult and adolescent clinic samples, and results from the adolescent clinic sample were largely replicated with the adolescent school sample, suggesting that young adult samples in this literature are not adequate proxies for adolescents.     

A Call for Help?: How Public School Principals’ Subjective Report of Institutional Weakness Relates to Disciplinary Incidents

ABSTRACT

Disciplinary incidents at U.S. public middle- and high-schools are a public policy concern. Although businesses popularly give credence to leaders’ subjective intelligence, principals’ reports of their schools’ strengths and weaknesses are questioned. To determine whether principals’ reports carry legitimacy as indicators of student offenses, the current study utilized a nationally representative survey of principals who reported on their sense of the institution and the number of disciplinary incidents in the past year (N = 1,872; replication cohort, N = 1,833). Findings showed that the more institutional shortcomings a principal endorsed, the higher total number of incidents occurred, even after controlling for institutional strength and several indicators of school crime. These findings have policy and intervention implications for improving student outcomes, and so would be of interest to funding agencies, school administrators, teachers, and parents.     

School climate and delinquency – on the significance of the perceived social and learning climate in school for refraining from offending

School is regarded as a central arena for crime prevention. This study analyses the effects of student perceptions of school contextual aspects on self-reported offending, using logistic regression with control for clustering effects. The data comprise a census of pupils in year nine in comprehensive school (15 year olds) and in year two of upper secondary school (17 year olds) in the City of Stockholm in 2006, 2008 and 2010 (n = 25,850 of which 47% are boys and 53% are girls). Besides showing that several aspects of students’ perceptions of the school setting have direct protective effects on offending, the study shows that perceiving schoolwork as meaningful appears to moderate the effect of adverse home conditions on delinquency for boys. The only aspect of school investigated in this study that was not significantly related to offending was the perception of classroom order, indicating that emotional support from teachers is more important for crime preventive implications than maintaining order in the classroom. Controlling for clustering effects shows differences in offending between classes and schools that are not produced by differences between the students.     

Doing Politics: Journey to the Centre of the (Academic) Universe: 20 Steps on Getting Published in Journals

As postgraduate students, researchers or junior lecturers, we all aspire to climb the highest peaks of academic life, to bask in our reflected glory and to have the (small disciplinary) world at our feet. Yet how do we assail those peaks? More often than not, they seem like sheer cliff faces or mountain ranges where the noviciate assemble at the bottom and gaze skywards in disbelief. When we look around at academics who have successfully scaled those heights, it is obvious that an effective publication record is essential, where refereed journal articles are particularly prized. Yet the numbers who gather to attempt their own ascent ask the question – is there any straightforward publication route the beginner can follow? Surely we cannot all be left to cut our own path without really knowing where, how, or even whether we should be travelling at all? This article argues that writing academic journal articles has been mystified. For many wanting to get started, it seems like the final destination is a secret place, somewhere that you might stumble across but one where the locals jealously guard the short-cuts. Here we aim to de-mystify journal article writing and provide 20 steps for the prospective writer. These 20 steps, however, provide more a series of useful directions than a definitive map of the terrain. As beginning academics themselves, the authors are, at best, merely amateur cartographers.     

Putting the nation back into ‘the international’

Alex Callinicos and Justin Rosenberg have both drawn on the concept of uneven and combined development to resolve what they see as deficiencies in international relations theory: in the case of the former, the absence of a non-realist explanation for the persistence of the states system; in the case of the latter, the absence of a sociological dimension to geopolitics. However, Callinicos omits any consideration of the ‘combined’ aspect of uneven and combined development, while Rosenberg ascribes characteristics of transhistoricity and internationality to uneven and combined development which it does not possess. Against attempts to either restrict or over-extend use of the concept, I will argue that its theoretical usefulness depends on understanding the limits of its spatial and chronological reach. An alternative, if still partial, explanation for the continued existence of the states system will emphasize the continuing indispensability of nationalism as a means of both containing class conflict within capitalist states and mobilizing support for ‘national capitals’ engaged in geoeconomic and geopolitical competition.     

Severity of neurocognitive impairment in women who have experienced intimate partner violence in Spain

This study examines neuropsychological impairment in women who have experienced intimate partner violence using DSM 5 criteria for mild and severe cognitive impairment. A total of 108 females in Spain were included in one of three groups: psychological abuse (n = 24), physical and psychological abuse (n = 45), and no-abuse (n = 39). There were differences between the control and IPV groups in attention and executive functioning. Furthermore, approximately 25% of women experiencing IPV suffer mild neuropsychological alterations and 5% severe, mostly in memory and executive function domains. This evidence supports the growth in research that suggests psychological violence on its own to be as strongly related to poor health outcomes as physical violence in intimate partner relationships.