SCHOOLS AS COMMUNITIES: THE RELATIONSHIPS AMONG COMMUNAL SCHOOL ORGANIZATION,STUDENT BONDING,AND SCHOOL DISORDER*

Research has indicated that school factors such as communal school organization and student bonding are predictive of school disorder, with greater communal organization and greater student bonding leading to less delinquency and victimization. Data from a nationally representative sample of 254 public, nonalternative, secondary schools were used to examine structural equation models representing hypothesized relationships among communal school organization, student bonding, and school disorder. The hypothesis that communally organized schools would have less disorder held true for teacher victimization and student delinquency, but not for student victimization. In addition, the hypothesis that the relationship between communal school organization and school disorder would be mediated by student bonding was supported for student delinquency, but not for teacher victimization.     

THE TIMING OF DELINQUENT BEHAVIOR AND ITS IMPLICATIONS FOR AFTER-SCHOOL PROGRAMS*

Research Summary: This study examines self-reports from two samples to assess the timing of delinquency. Results imply that the after-school hours are a time of elevated delinquency, but that the peak is modest compared with that observed in official records. Additionally, children who are unsupervised during the after-school hours - the primary target population for after-school programs - are found to be more delinquent at all times, not only after-school. Policy Implications: This finding suggests that factors (including social competencies and social bonding) in addition to inadequate supervision produce delinquency during the after-school hours and that the effectiveness of after-school programs for reducing delinquency will depend upon their ability to address these other factors through appropriate and high quality services.     

DEINSTITUTIONALIZATION OF JUVENILE OFFENDERS*

This research investigated the effects of the closing of a juvenile correctional institution. A nonequivalent control group design was used to compare the effects of the closing on placements and criminal behavior for three groups (N = 927) whose institutionalization experiences differed. Official crime data were obtained for all, and interviews were attempted with 752 juveniles. The noninstitutionalized group's recidivism was significantly higher than that of the institutionalized groups both during and after the period of institutionalization. Consistent group differences in offending were observed for crimes against property but not for crimes involving drugs or crimes against persons. These differences were significant but not as pronounced when only the most serious crimes were considered. Implications for the design of effective juvenile correctional strategies are discussed.     

Errors have been made,others will be blamed: Issue engagement and blame shifting in prime minister speeches during the economic crisis in Europe

This article investigates prime ministers’ communication strategies during the most recent economic crisis in Europe. It argues that when electoral risk is high but governments’ policy options are severely limited, prime ministers will use specific communication strategies to mitigate electoral risks. Two such communication strategies are analysed – issue engagement and blame shifting – by applying state-of-the-art quantitative text analysis methods on 5,553 speeches of prime ministers in nine European Union member states. Evidence is found for both strategies. Prime ministers talk about the economy more in response to both high (domestic) unemployment and low (domestic) gross domestic product growth. Furthermore, it is found that the (domestic) unemployment rate is the most consistent predictor of blame shifting: as the domestic unemployment rate goes up, this is followed by an increase in blame shifting towards banks, Greece and the Troika of the European Commission, the European Central Bank and the International Monetary Fund.     

AN EMPIRICAL TEST OF SCHOOL-BASED ENVIRONMENTAL AND INDIVIDUAL INTERVENTIONS TO REDUCE THE RISK OF DELINQUENT BEHAVIOR*

This report examines a school-based delinquency prevention program that combined an environmental change approach with direct intervention for high-risk youths to reduce delinquent behavior and increase educational attainment. The program involved school stafl students, and community members in planning and implementing a comprehensive school improvement effort; changed disciplinary procedures; and enhanced the school program with activities aimed at increasing achievement and creating a more positive school climate. It also provided services to marginal students designed to increase their self-concepts and success experiences and to strengthen their bonds to the school. The program brought about a small but measurable reduction in delinquent behavior and misconduct. Students in participating schools were suspended less often, reported fewer punishing experiences in school, and reported less involvement in delinquent and drug-related activities. The environmental interventions apparently decreased delinquency and misconduct by promoting a sense of belonging in and attachment to the school and by improving the general climate and disciplinary practices in the schools. The direct interventions with high-risk students did not reduce delinquent behavior, but did increase commitment to education as indicated by rates of dropout, retention, graduation, and standardized achievement test scores. The evidence supports the conclusion that the program has promise for reducing delinquency and its risk factors for the general population and for improving educational outcomes for high-risk individuals. Implications for theory and practice are discussed.     

Faith‐Based Programs for Reentry Courts: A Summary of Issues and Recommendations

In 2002, the Bush Administration directed the Department of Justice to include faith‐based organizations in its distribution of funds earmarked for programs targeting the prevention and treatment of juvenile delinquency and substance abuse. Among the initiatives most likely to be affected by this new policy are reentry court programs that endeavor to reintegrate juvenile delinquents into their communities by placing them within local neighborhood‐based programs. However, reentry court personnel and leaders of faith‐based organizations are likely to encounter numerous challenges as they try to establish appropriate programming. In this article, we discuss the current understanding of First Amendment jurisprudence governing the federal funding of faith‐based organizations and summarize key issues identified by a National Council of Juvenile and Family Court Judges' workgroup on faith‐based programming that are necessary for including faith‐based organizations within a reentry court's continuum of care. We also discuss several concerns that reentry court personnel and faith‐based organizations should consider as they seek to maximize the impact of their programs.     

POLICY EVALUATION: INCORPORATING USERS’VIEWS

There is a growing recognition that obtaining feedback from users is a fundamental and integral part of measuring effectiveness and without such a perspective, policy evaluation will have limited legitimacy. There is still, however, widespread uncertainty about how best to carry this out or in what circumstances, given methodological and other constraints, such an approach is likely to be worthwhile. The aim of this article is not to rehearse in detail the merits and demerits of users as stakeholders, thereby providing a rationale for their inclusion in the evaluation process. This has been adequately covered elsewhere despite the subsequent paucity of empirical studies seeking to incorporate user perspectives. Rather, it is an attempt to suggest a set of co-requisites which would provide some guidance to would-be evaluators as to those conditions in which incorporation of user perspectives will be both methodologically sound and practically useful. In so doing, it suggests a referential rather than just an exclusively schematic approach to evaluation. It is hoped that the insights provided by the case studies described in the article will help those involved in evaluations to more quickly vet or validate desiderata in which inclusions of this stakeholder's group is desirable, expedient, permissible and authoritative.     

Social status,political priorities and unequal representation

Researchers on inequalities in representation debate about whether governments represent the preferences of the rich better than those of less affluent citizens. We argue that problems of high- and low-status citizens are treated differently already at the agenda-setting stage. If affluent and less affluent citizens have different priorities about which issues should be tackled by government, then these divergent group priorities explain why government favours high- over low-status citizens. Due to different levels of visibility, resources and social ties, governments pay more attention to what high-status citizens consider important in their legislative agenda and pay less attention to the issues of low-status citizens. We combined three types of data for our research design. First, we extracted the policy priorities (most important issues) for all status groups from Eurobarometer data between 2002 and 2016 for 10 European countries and matched this information with data on policy outcomes from the Comparative Agendas Project. We then strengthen our results using a focused comparison of three single country studies over longer time series. We show that a priority gap exists and has representational consequences. Our analysis has important implications for the understanding of the unequal representation of status groups as it sheds light on an important, yet so far unexplored, aspect of the political process. Since the misrepresentation of political agendas occurs at the very beginning of the policy-making process, the consequences are potentially even more severe than for the unequal treatment of preferences.