Packing Heat in the Classroom: Public Support for “Armed Teacher” Policy

ABSTRACT

Recently, states have enacted teacher-carry laws. While controversial, little scholarship has tapped public attitudes toward such reforms. Because public opinion shapes policy, the public is an important stakeholder in this debate. Thus, we investigated three questions. First, how supportive is the public of arming teachers? Second, what demographic and social divides exist, if any, for reform approval? Finally, do crime-related perceptions, concerning views about public safety, and criminogenic influences shape policy preferences? We test these questions using a 2018 poll of Virginia residents (N = 521). Overall, approval for teacher-carry is split. Crime-related perceptions mediate some of the initial social and demographic divides in opinion but other correlates, such as parental status, remain salient predictors of views. Implications are discussed.     

The development and pilot testing of a family treatment court best practices assessment: The model standards implementation scale

In 2019, the family treatment court (FTC) best practice standards (the Standards) were published to clarify attributes of FTC programs associated with superior child, parent, and family outcomes. The Standards cover the breadth of FTC operations including program structure and leadership, substance use treatment and complementary services, and behavioral responses to participants. This study aimed to develop an instrument (the Model Standards Implementation Scale; “MSIS”) that stakeholders can use to assess implementation of the Standards by individual FTCs. The MSIS balances usability with scientific validity. Interrater reliability (IRR), internal consistency, and several types of validity were assessed. Results indicated moderate to strong IRR, high internal consistency, mixed known groups validity depending on Standard, and high convergent and divergent validity. Initial findings suggest good validity and usability of the MSIS for evaluating FTC Standards' implementation. Notably, the process of using the tool functioned to educate FTC team members on the Standards. Although implementation of the MSIS is a resource-intensive process, the opportunity to receive constructive feedback proved to be an effective incentive for initial and subsequent participation in the evaluation among FTCs. Future research is needed to examine predictive validity, including association between Standards' implementation and family outcomes in FTCs.     

The uneven and combined development of class forces: migration as combined development

One of the more interesting and potentially powerful developments within Marxist approaches to the field of international relations has been the recent revival of Trotsky’s concept of uneven and combined development (UCD). However, it appears that there have been very few attempts within this literature to specify in concrete terms what is meant by mechanisms of ‘combination’. Failing this, UCD runs the risk of falling into triviality. To this end, this article suggests that migration has historically functioned as a crucial element of combined development, contributing to the uneven incorporation of non-capitalist societies into the remit of a developing world capitalist market. As illustration, I take settler-colonial development and the Great Atlantic Migrations as my focal point, drawing out a comparative study of Argentine and Canadian wheat production in the late nineteenth century. In positing these migrations as mechanisms of combined development I suggest that such were the means by which both European capitalism developed extensively and intensively and New World societies were subjected to the ‘pressures of backwardness’, compelled to transform their own social relations of production.     

Nationalist Protests,Government Responses,and the Risk of Escalation in Interstate Disputes

While the existing literature emphasizes that elites often have incentives to pander to nationalist sentiment, much less attention has been paid to elite efforts to subdue popular nationalism, either to avoid domestic instability or international escalation. This article examines how different governments respond to nationalist protests and the resulting effects on the risk that interstate disputes will escalate to armed conflict. We argue that government responses to nationalist protests tend to vary in patterned ways across regime types. Nationalist protests present particular dangers in weakly institutionalized democracies, where demonstrations often pose serious threats of instability but are difficult or costly for the government to subdue, tempting or forcing leaders to escalate to appease domestic critics. We illustrate the theory with four cases representing a range of regime types: Vietnam, Cambodia, Thailand, and the Philippines.     

Skin Lesions and Other Associated Findings in Children with Abusive Head Trauma

When Abusive Head Trauma (AHT) is suspected, the presence of extracranial lesions can be a decisive factor in confirming the diagnosis. In this article, we briefly review and illustrate some of the skin lesions and other extracranial injuries frequently associated with AHT.     

IPV Stigma and its Social Management: The Roles of Relationship-Type,Abuse-Type,and Victims’ Sex

Victims of intimate partner violence (IPV) often encounter negative societal reactions to their abuse. A quantitative self-report study examined the existence of these potential identity-threats to former IPV victims (N?=?345, n?=?106 males, n?=?239 females). Biological sex, abuse type (i.e., psychological, physical) and severity, and IPV relationship type (i.e., situational couple violence, intimate terrorism) were each modeled as predictors of IPV stigma and its social management strategies. Results indicated differences in how IPV stigma was experienced and communicatively managed by diverse victims. Findings, interpreted through an applied lens for IPV practitioners and victims, also add nuance to existing theories of IPV, interpersonal communication, and social stigma.     

Can training improve eyewitness identification? The effect of internal feature focus on memory for faces

Evidence suggests that individuals rely on external features such as hair and face shape when processing and recognising unfamiliar faces. This is problematic in a forensic setting because hairstyle can be changed easily. In two studies we examined whether training individuals to focus more on the stable, internal features of the face (e.g. eyes, nose and mouth) and hence less on the changeable external features would improve identification accuracy. In Study 1, participants were instructed to focus on: (1) internal features, (2) external features, or (3) both internal and external features. Participants’ eye movements were monitored while they studied target faces, which they later tried to identify from an array that included the target with a changed appearance. In Study 2, participants were instructed to focus on: (1) internal features, (2) external features, or (3) given no instructions. Participants were required to identify target faces from line-ups, where they were presented either unchanged or with an altered hairstyle. Results suggested that training individuals to attend to internal features of unfamiliar faces may improve identification accuracy in the common situation where external features have changed between presentation and identification. However, internal feature focus may decrease identification accuracy when external features are unchanged.     

The Development of Criminal Style in Adolescence and Young Adulthood: Separating the Lemmings from the Loners

Despite broad consensus that most juvenile crimes are committed with peers, many questions regarding developmental and individual differences in criminal style (i.e., co-offending vs. solo offending) remain unanswered. Using prospective 3-year longitudinal data from 937 14- to 17-year-old serious male offenders, the present study investigates whether youths tend to offend alone, in groups, or a combination of the two; whether these patterns change with age; and whether youths who engage in a particular style share distinguishing characteristics. Trajectory analyses examining criminal styles over age revealed that, while most youth evinced both types of offending, two distinct groups emerged: an increasingly solo offender trajectory (83%); and a mixed style offender trajectory (17%). Alternate analyses revealed (5.5%) exclusively solo offenders (i.e., only committed solo offenses over 3 years). There were no significant differences between groups in individuals?? reported number of friends, quality of friendships, or extraversion. However, the increasingly solo and exclusively solo offenders reported more psychosocial maturity, lower rates of anxiety, fewer psychopathic traits, less gang involvement and less self reported offending than mixed style offenders. Findings suggest that increasingly and exclusively solo offenders are not loners, as they are sometimes portrayed, and that exclusively solo offending during adolescence, while rare and previously misunderstood, may not be a risk factor in and of itself.     

Changes in Perceived Social Support and Socioemotional Adjustment Across the Elementary to Junior High School Transition

One of the most fundamental factors related to psychological well being across the lifespan is whether a person perceives social support from important others in his or her life. The current study explored changes in and relationships among perceived social support (SS) and socioemotional adjustment (SEA) across the 1-year transition from elementary to junior high school. Two cohorts of students (N = 140) participated in the current study that took place across a 3-year time span. Analyses of the transition data for boys and girls together reveal declines in perceived total support and teacher support as well as an increase in self-reported school problems. When considering the sexes separately, girls?? perceived total support, close friend support and school support declined while boy??s self-reported school problems increased across the transition. Although social support did not emerge as a mediator or predictor for any of the socioemotional variables in the current study, results reveal that, in general, perceived social support and socioemotional functioning at the end of the last year of elementary school predicts perceived social support and socioemotional functioning at the end of the first year of junior high school. Study limitations and implications for research and practice are discussed.