WILLINGNESS‐TO‐PAY FOR CRIME CONTROL PROGRAMS*

This paper reports on a new methodology to estimate the “cost of crime.” It is adapted from the contingent valuation method used in the environmental economics literature and is itself used to estimate the public's willingness to pay for crime control programs. In a nationally representative sample of 1,300 U.S. residents, we found that the typical household would be willing to pay between $100 and $150 per year for programs that reduced specific crimes by 10 percent in their communities. This willingness amounts, collectively, to approximately $25,000 per burglary, $70,000 per serious assault, $232,000 per armed     

LEGAL IMPLEMENTATION OF PARENT EDUCATION PROGRAMS FOR DIVORCING AND SEPARATING PARENTS

This article traces the legislation permitting or mandating the use of parent education for divorcing and separating parents in state courts. Explored are State mandatory and discretionary programs, local court rules, voluntary programs, and some of the constitutional issues that are raised.     

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.     

HIGH SCHOOL EXPERIENCE AND THE RISK OF ADULT INCARCERATION*

This study assesses the effects of high school educational experiences on the risk of incarceration for young men aged 19–36 using event history analysis and National Longitudinal Survey of Youth data. High school education serves as a defining moment in an individual's life course. Young men who enroll in secondary occupational course work significantly reduce their likelihood of incarceration both overall and net of differences in the adult labor market. High school student/teacher ratios and student composition also significantly affect an individual's risk of incarceration.     

EFFECTS OF FATHER AND MOTHER PARENTING ON CHILDREN'S MENTAL HEALTH IN HIGH‐ AND LOW‐CONFLICT DIVORCES

This article studied the relations of children's mental health problems to the warmth of their relationship with their noncustodial father and custodial mother and the level of conflict between the parents. Using a sample of 182 divorcing families, multiple regression was used to test the independent effect of father warmth, mother warmth, and interparental conflict. Results indicated that father warmth and mother warmth were both independently related to lower child‐externalizing problems. However, the relations between mother and child warmth and child‐internalizing problems were different as a function of interparental conflict and level of warmth with the other parent. Implications for court practices and policies are discussed.     

PARENT PSYCHOEDUCATIONAL PROGRAMS AND REDUCING THE NEGATIVE EFFECTS OF INTERPARENTAL CONFLICT FOLLOWING DIVORCE

This article reviews psychoeducational programs to reduce interparental conflict in divorcing families and the negative impact of conflict on children. The authors initially identify factors shown in the basic psychosocial research literature to be related to the effects of interparental conflict on children. They then review the content of programs currently being delivered and evaluate the evidence from well-controlled studies concerning their effectiveness. Finally, the article considers directions for future program development and evaluation.     

INVESTIGATING THE STABILITY OF CO‐OFFENDING AND CO‐OFFENDERS AMONG A SAMPLE OF YOUTHFUL OFFENDERS*

Scholars have long argued that delinquency is a group phenomenon. Even so, minimal research exists on the nature, structure, and process of co‐offending. This investigation focuses on a particular void, namely the stability of 1) co‐offending and 2) co‐offender selection over time, for which divergent theoretical expectations currently exist that bear on issues central to general and developmental/life‐course theories of crime. By relying on individual‐level, longitudinal data for a sample of juvenile offenders from Philadelphia, we find that distinct trajectories of co‐offending exist over the course of the juvenile criminal career. This inquiry also develops an individualized measure of co‐offender stability, which reveals that delinquents generally tend not to “reuse” co‐offenders, although frequent offenders show a greater propensity to do so. The discussion considers the theoretical and policy implications of these findings as well as provides some avenues for future research.     

THE CONTENT OF DIVORCE EDUCATION PROGRAMS

A survey was conducted to assess the content coverage of more than 100 divorce education programs for parents in North America. Fifty-six percent of the programs were mandatory for at least some categories of divorcing parents. Results showed that the most intensively covered topics involved the effects of divorce on children and the benefits of parental cooperation. Moderate coverage was devoted to skills acquisition, such as conflict management and parenting, and to the effects of divorce on parents. Minimal coverage was devoted to "nuts and bolts" and legal issues. The results are discussed in terms of issues likely to emerge as a result of this content coverage.     

DEVELOPMENT AND FRACTURE OF A DISCIPLINE: LEGACIES OF THE SCHOOL OF CRIMINOLOGY AT BERKELEY

In the early twentieth century, the University of California—Berkeley opened its doors to police professionals for instruction in “police science.” This program ultimately developed into the full‐fledged School of Criminology, whose graduates helped shape American criminology and criminal justice until well into the 1970s. Scholarship at the School of Criminology eventually fractured into three distinct traditions: “Administrative criminology” applied scientific methods in pursuit of refining law enforcement practices, “law and society” coupled legal scholarship with social scientific methods, and “radical criminology” combined Marxist critiques of the state with community activism. Those scientific traditions relied on competing epistemic premises and normative aspirations, and they drew legitimacy from different sources. Drawing on oral histories and archival data permits a neo‐institutional analysis of how each of these criminological traditions emerged, acquired stability, and subsided. The Berkeley School of Criminology provides fertile ground to examine trends in the development of criminal justice as a profession, criminology as a discipline and its place in elite universities, the uncoupling of criminology from law and society scholarship, and criminal justice policy's disenchantment with the academy. These legacies highlight how the development of modern criminology and the professionalization of American law enforcement find precedent in events that originate at Berkeley.     

THE PREAPPEAL CONFERENCE AND EFFECTIVE JUSTICE

Appellate courts—both state and federal—have experienced dramatic increases in court business since 1960. A popular policy to meet this demand has been to encourage litigants to end their appeals short of decision by the judges. Few of these programs have been evaluated; and of those few the evidence is either insufficient to support claims of effectiveness, or demonstrate that some preappeal procedures do not work.