When Do Challengers Succeed? Nongovernmental Actors,Administrative Agencies,and Legal Change: Shifting Rules for Oregon's Private Forests

Regulatory regimes are notoriously resistant to change, so when less powerful actors manage to reshape long‐established rules and gain increased access to a natural resource the interesting question is why? This article investigates relations between different claimant groups and the state in the reshaping of the regulations governing Oregon's private forestlands, how this process was mediated by broader political opportunities and constraints, and the conditions that supported a shift in the legal regime that benefited less advantaged interests. The intent is to deepen our understanding of the circumstances under which well‐established rules of governance are altered. Analysis points to each of the following variables as significant for successful reform: (1) active challengers and their success in reframing issues to support their goals, (2) new political opportunities facilitating wider participation in the rulemaking process, and (3) concurrence between local and national aspirations supporting reform. While each condition is noteworthy, it is insufficient on its own. Rather, my study comparing two contested administrative rules suggests that a clear alignment of all three variables provides the strongest impetus for legislative and administrative rule changes at the state level benefiting less advantaged interests.     

Problem solving as reinforcement in adolescent drug use: Implications for theory and policy

The problem of adolescent drug use received a great deal of attention both in criminological theory and public policy. Predominant among theories was Akers' social learning theory which examined the role of learning through a process of imitation, modeling, and reinforcement. Public policy led to the development of programs such as Drug Abuse Resistance Education (DARE) that aimed to warn youths of the dangers of drug use. In line with research findings, both theory and policy gave a central role to peers in understanding adolescent drug use. Less attention was given to another important finding in the literature, that those who used drugs often perceived the drugs as solutions to problems. Using social learning theory, the role of perceptions of drug use as an effective problem solver was examined. Results indicated that a more explicit recognition of the use of drugs to deal with problems might inform both theory and policy.