Unsupervised Routine Activities as a Mediator of the Parental Knowledge–Delinquency Relationship

The principal aim of this study was to examine the relationship between parents (parental knowledge) and peers (unsupervised routine activities) in predicting delinquency. Enlisting all 1,170 male members of the Pathways to Desistance study and a causal mediation model, baseline and Wave 1 measures of parental knowledge and unsupervised routine activities were cross-lagged and then regressed onto Wave 2 delinquency. Consistent with the view that parenting precedes peer influence when it comes to predicting delinquency, the target pathway (baseline parental knowledge → Wave 1 unsupervised routine activities → Wave 2 delinquency) achieved significance and the comparison pathway (baseline unsupervised routine activities → Wave 1 parental knowledge → Wave 2 delinquency) did not. These results suggest that weak parental knowledge may increase delinquency by failing to divert the child from involvement in unsupervised routine activities with peers.     

Understanding Dworkin through art: object-based learning and law

This article explores object-based learning (OBL), a burgeoning pedagogical approach in higher education. Object-based learning engages students’ pre-existing visual and conceptual literacy as a gateway to work through difficult threshold concepts. The article advocates this exciting learning model in law by articulating what it is, explaining how it can be applied through the example of teaching Dworkin in a jurisprudence module. The article introduces OBL approaches, details how it is relevant to jurisprudential teaching as well as its scope for application across legal teaching. It explains how such an approach moves away from transmission modes of teaching into transformational ones, accessing students’ abstract web of comprehension in conjunction with text-based learning to produce more imaginative and creative critical thinking skills.     

The observation of mental disorder and dangerousness in arsonists: a contemporary appraisal of changes in Dutch forensic mental health cases

In the Netherlands pre-trial forensic mental health assessments are conducted to examine whether a mental disorder was present at the time of the offence that affected the free will of a person, in which case criminal accountability is considered diminished or absent. This study aims to investigate societal changes over time in forensic mental health recommendations in arson cases. Seventy-two reports of male arsonists assessed in 1950–2010 were included in this study, 36 arsonists were assessed in the first time period (1950–1979) and 36 in the second period (1980–2010). Results show an association between DSM classification and the conclusion on criminal accountability only in the first period and an association between recidivism risk and the forensic mental health recommendation only in the later period. It is concluded that mental disorder was of greater influence on the conclusion on accountability in the first time period, whilst dangerousness played a more important role on the forensic mental health recommendation in the later time period. Our findings reflect a shift from paternalistic principles to principles of risk control and show that societal changes influence the field of forensic mental health.     

Creating a safer working environment through psychological assessment: A review of a measure of safety consciousness

This article explores how organizations can prevent workplace accidents through the psychological assessment of employees. We present a model of employee safety consciousness consisting of personality and attitudinal variables associated with a higher risk of accident involvement. A safety conscious employee is described as one who: has an internal locus of control in matters related to workplace safety, has a high tolerance for work‐related stress, and avoids engaging in high‐risk, sensation‐seeking activities. Relevant research is reviewed and applications of the safety consciousness construct to hiring, promotion and training are discussed.     

The call to citizens of Ghana to defend Ghana’s Fourth Republican Constitution: a death trap?

The 1992 Constitution of Ghana grants citizens the right and duty to employ any means to protect the Constitution. It also seeks to protect those who respond to the call to resist usurpers. However, in Ekwam v Pianim (No 2) the Supreme Court of Ghana ruled that a person who failed in his attempt to defend the Constitution against usurpers could not rely on the Constitution he unsuccessfully sought to defend for protection. The issue of the unsuccessful resister is an ‘unanswered question’ of the Constitution. This is a hard case and Dworkin’s adjudicative theory offers insights into resolving it.     

Continuous versus Categorical Models of Delinquency Risk

Two groups of participants, one a nationally representative sample with roughly equal numbers of male and female participants (N?=?8,984) and the other a sample of mostly male adjudicated delinquents (N?=?1,354), were used to test whether risk factors for delinquency are organized continuously or categorically. A continuous (variable-centered) model was created using factor scores from a one-factor confirmatory factor analysis and a categorical (person-centered) model was constructed using posterior probabilities from a two-class finite mixture modeling analysis. In both samples the continuous model correlated significantly better with subsequent offending than did the categorical model, a finding that was replicated in males from both samples and in females from the nationally representative sample. The current findings suggest that risk factors are better construed as points along a continuum rather than as properties of distinct groups or types. These results further suggest that the etiology of offending, in the form of risk factors, is general/additive rather than specific/selective. The implications of these results for theory development, clinical practice, and future research are discussed.     

Predicting Recidivism with the Psychological Inventory of Criminal Thinking Styles and Level of Service Inventory-Revised: Screening Version

Recidivism was evaluated in 178 male inmates administered the Psychological Inventory of Criminal Thinking Styles (PICTS) and scored on the Level of Service Inventory-Revised: Screening Version (LSI-R:SV) 1–55 months before their release from prison. Age, prior charges, the LSI-R:SV total score, and the PICTS General Criminal Thinking (GCT), Proactive Criminal Thinking (P), and Reactive Criminal Thinking (R) scores served as predictors of recidivism in follow-ups spanning 1–53 months. Age, prior charges, and the PICTS GCT and R scales consistently and incrementally predicted general recidivism (all charges), whereas prior charges and the PICTS R scale consistently and incrementally predicted serious recidivism (more serious charges). Although these results support the predictive efficacy and incremental validity of content-relevant self-report measures of criminality like the PICTS, they also indicate that the effect is modest and in need of further clarification. One area requiring further investigation is the potential role of the PICTS, particularly the R scale, as a dynamic risk factor.     

Who Benefits from KIPP?

The nation's largest charter management organization is the Knowledge is Power Program (KIPP). KIPP schools are emblematic of the No Excuses approach to public education, a highly standardized and widely replicated charter model that features a long school day, an extended school year, selective teacher hiring, strict behavior norms, and emphasizes traditional reading and math skills. No Excuses charter schools are sometimes said to target relatively motivated high achievers at the expense of students who are more difficult to teach, including limited English proficiency (LEP) and special education (SPED) students, as well as students with low baseline achievement levels. We use applicant lotteries to evaluate the impact of KIPP Academy Lynn, a KIPP school in Lynn, Massachusetts that typifies the KIPP approach. Our analysis focuses on special needs students that may be underserved. The results show average achievement gains of 0.36 standard deviations in math and 0.12 standard deviations in reading for each year spent at KIPP Lynn, with the largest gains coming from the LEP, SPED, and low‐achievement groups. Average reading gains are driven almost entirely by SPED and LEP students, whose reading scores rise by roughly 0.35 standard deviations for each year spent at KIPP Lynn.