Competency Restoration: An Examination of the Differences Between Defendants Predicted Restorable and Not Restorable to Competency

According to the U.S. Supreme Court's decision in Jackson v. Indiana (1972), examiners must determine if a defendant has substantial probability of regaining competency through treatment in the foreseeable future. Previous research has indicated that, given the low base rate of defendants unable to be restored to competency, examiners are relatively poor at predicting which defendants will regain competency. Determining the characteristics of not restorable incompetent defendants and restorable incompetent defendants is a necessary first step toward improving examiners' ability to predict a defendant's likelihood of regaining competency. This study examined the competency evaluation reports of 468 defendants evaluated for competency to stand trial. Incompetent defendants significantly differed from competent defendants with regard to age, employment status, ethnicity, criminal charges, and psychiatric diagnosis. Few significant differences existed between defendants predicted restorable and those predicted not restorable by mental health examiners—the differences that did exist were related mainly to nonpsychiatric variables.     

1998 NATIONWIDE SURVEY OF COURT-CONNECTED DIVORCE EDUCATION PROGRAMS

This second nationwide survey of 3,118 counties and independent cities indicates that 1,516 counties or cities in the United States currently have education programs available for divorcing parents. This is in contrast to results from a 1993–1994 study in which 541 counties had programs available, and is an increase of 180%. Comparisons are made between programs that are mandated and not mandated by the court or state and between court-provided and community-provided programs. Curriculum, format, funding, and evaluation efforts of programs are summarized. A typical program is described, and implications of the findings for program developers and court systems are included.     

Parents' Achievement Goals and Perfectionism in Their Academically Talented Children

Parents of academically talented students have been accused of pushing their children to attain high levels of achievement, as well as fostering performance anxiety and perfectionism in their children. Parents' achievement goals for their children, in terms of the focus on high performance or learning for understanding, were examined in relation to children's perfectionism. Parents (127 sets) and their sixth-grade academically talented children (56% boys) completed the Multidimensional Perfectionism Scale and parents reported their achievement goals for their children. Most parents reported learning goals, suggesting that emphasis on meeting external standards is not predominant among parents of talented students. Children of performance goal parents were significantly more likely to exhibit dysfunctional perfectionism than children of learning goal parents, reporting a combination of high concern about mistakes, doubts about actions, parental expectations, and parental criticism. Parents' achievement goals can help predict which students might be at risk for adjustment problems and future underachievement.     

Do the elderly “vote with their feet?”

This research explores whether the elderly vote with their feet by migrating to states with government policies that treat them favorably. A theoretical model is presented that clarifies the effects of cost-of-living, amenities and the public sector on migration decisions and that informs our empirical analysis. Using state-level migration data from the 1990 Census, we estimate out-migration and in-migration equations that suggest that the public sector is an important determinant of elderly migration, but in sometimes unexpected ways. Our results lend some support for the Tiebout hypothesis, but they also raise serious questions about the nature of the elderly's preferences for government policy.