The Impact of Maternal Relationship Quality on Emerging Adults’ Prosocial Tendencies: Indirect Effects via Regulation of Prosocial Values

Studies document that parents serve as children’s primary socialization agents, particularly for moral development and prosocial behavior; however, less is known regarding parental influences on prosocial outcomes during the transition to adulthood. The purpose of this study was to investigate how mother–child relationship quality was related to prosocial tendencies via emerging adults’ regulation of prosocial values. Participants included 228 undergraduate students (ranging from 18 to 25 years; 90% European American) and their mothers (ranging from 38 to 59 years) from four locations across the United States. Path analyses using structural equation modeling revealed that mother–child relationship quality was related to emerging adults’ regulation of prosocial values, which was, in turn, related to emerging adults’ prosocial tendencies. Specifically, emerging adults who reported higher levels of internal regulation of prosocial values were more likely to report prosocial tendencies that de-emphasized themselves, and were less likely to report prosocial tendencies for the approval of others.

The evolution of norms: American policy toward revolution in Iran and Egypt

Is there a growing norm against violence towards civilians that constrains how the United States deals with its client states? This article examines two similar cases that suggest there is. In Iran in 1978 and in Egypt in 2011, the United States faced a possible revolution by a democratic/Islamist opposition, yet American policy makers gave their major regional ally opposite advice. In 1978, the White House urged the Shah to crack down on the opposition, and, in 2011, it pressed the Mubarak regime, as well as other regimes, to refrain from violence. This indicates that in situations where the American government is culpable for a potential bloodbath, policy makers are loath to take on that responsibility, which significantly shapes their policy toward revolution in a way that it did not when President Carter called the commitment to human rights “absolute.”     

Engendering social and environmental safeguards in REDD+: lessons from feminist and development research

Drawing on feminist and development literature, this paper suggests several important lessons and considerations for building equitable approaches to REDD+. Specifically, we illustrate the conceptual and practical significance of women’s participation for achieving the goals of REDD+as well as the limits and opportunities for gendering participation in REDD+. We argue that the standing debates over how and in what context gender becomes instrumentalised, technicalised or institutionalised in development provide important cautionary tales for the implementation and reporting of REDD+safeguards. By doing so, this paper contributes to the growing literature on gender, development, natural resource management and REDD+.     

Health Literacy in High-Risk Youth: A Descriptive Study of Children in Residential Care

Although previous studies have demonstrated that children in out-of-home care present with elevated levels of mental and physical health, educational, and behavioral problems, little is known about youth's ability to manage health care needs or access health information and support. This study evaluates the health literacy skills of 229 youth served in a residential setting. Results revealed that the majority of youth demonstrated some level of risk, and anywhere from one-quarter to one-third demonstrated significant health literacy deficits suggesting a need for additional research and treatment intervention. Implications, study limitations, and recommendations for practice and future research are discussed.     

Horsing around: Using equine facilitated learning to support the development of social-emotional competence of students at risk of school failure

The social-emotional issues some students experience can place them at risk of school failure. Traditional methods of support can be ineffective or not sustainable and new alternative approaches need to be attempted to support social-emotional competency, school engagement, and success for students at risk. This article discusses preliminary outcomes of an equine facilitated learning (EFL) program specifically designed to focus on using horses to improve the resilience and social-emotional competency in students perceived as “at risk” of school failure. This qualitative exploratory study used interviews and observations over a six month period to listen to the voices of the students themselves about their experiences of EFL. Initial findings from the pilot study suggest that EFL programs can be a novel and motivating way to promote resilience training and social-emotional development of students at risk of failure and, in turn, improve their level of engagement and connection with school environments.     

International political economy: a tale of two heterodoxies

International political economy (IPE) originated in the early 1970s. For almost 20 years it has been dominated by separate, largely non-communicating schools, one centred on scholarly institutions in Britain, the other associated with the US journal, International Organization (IO) . In terms of the evolving norms of both economics and political science, both schools are surprisingly heterodox. Rather than developing strong systematic data collections and systematic theory, the IO school has been characterised by a shifting set of conceptual and metatheoretical debates. The British school, which has tended to take a deliberately critical position, has been characterised by an ever-widening set of concerns topical concerns fuelled by a desire to include more and more voices in the study of IPE. These outcomes are explicable only by tracing the specific historical developments of the two schools.     

Do Anti-Bullying Laws Reduce In-School Victimization,Fear-based Absenteeism,and Suicidality for Lesbian,Gay, Bisexual,and Questioning Youth?

Lesbian, gay, and bisexual youth are at heightened risk for bullying and other forms of in-school victimization. Anti-bullying laws are a potential policy mechanism for addressing this issue, yet there has been little investigation of the impact of such policies for this population using generalizable samples or quasi-experimental designs. The current study explores whether the presence of state anti-bullying laws predicts lower likelihood of bullying victimization, fear-based absenteeism, in-school threats or injury with a weapon, and suicidality for lesbian, gay, bisexual, and questioning high school students in the United States. Based on Youth Risk Behavior Survey data across 22 states from 2005–2015, coupled with data about the presence of general and enumerated anti-bullying laws that include sexual orientation as a protected class, this study analyzes this topic using a quasi-experimental design (linear difference-in-difference models). The results indicate that lesbian, gay, bisexual, and questioning youth (particularly boys aged 15 or younger) experienced less bullying victimization in states with general or enumerated anti-bullying laws. There was modest evidence of a reduction in fear-based absenteeism among boys in states with such laws. However, there was little evidence of a relationship between such policies and in-school threats or injuries or suicidality. Further, lesbian, bisexual, and questioning girls’ likelihood of victimization, absenteeism, or suicidality was generally not related to the presence of anti-bullying laws. The results suggest that general and enumerated anti-bullying laws may help reduce bullying victimization for gay, bisexual, and questioning boys.     

Are IMF lending programs good or bad for democracy?

Have IMF lending programs undermined political democracy in borrowing countries? Building on the extensive literature on conditional lending, we outline several pathways through which IMF program participation might affect the levels of democracy in borrowing countries - including a new variant that suggests the possibility of a positive association between lending program participation and democracy scores. In order to test the argument we assemble annual data from 120 low- and middle-income countries observed (at maximum) in each year between 1971 and 2007. We use three strategies - genetic matching, instrumental variables, and difference-in-differences estimation - to better estimate the direction and size of the statistical association between participation in IMF lending programs and the level of democracy. We find evidence for modest but definitively positive conditional differences in the democracy scores of participating and non-participating countries.