Overview of: “Getting the Law Involved a Quasi-Experiment in Early Intervention Involving Collaboration Between Schools and the District Attorney's Office”

Research Summary Precursors to serious and chronic delinquency often emerge in childhood, stimulating calls for early interventions. Most intervention efforts rely solely on social service programs—often to the exclusion of the juvenile justice system. The juvenile justice system has been reluctant to become involved in the lives of relatively young children fearing net widening or further straining resources that could be used for older youth with documented delinquency histories. We report here the results of an early intervention program sponsored by and housed in a district attorney's office in Louisiana. Using a quasi-experimental design, we examined outcomes associated with program involvement as well as whether the obvious involvement of the prosecutor's office was associated with further reductions in problem behavior.

• 1 : The results revealed that significant reductions in problem behaviors of young children could be attributed to program participation.
• 2 : The obvious involvement of the district attorney's office, however, was associated with limited, albeit significant, reductions in specific problem behaviors.
• 3 : These findings show that successful early intervention efforts can be made part of the juvenile justice system and that in some limited situations prosecutorial involvement can result in positive outcomes.

Policy Implications The expansion of early intervention programming into the juvenile justice system offers opportunities to address early problem behavior. Our study and its results have the following policy implications.

• 1 : Closely coupled partnerships between schools and the juvenile justice system can effectively address, mitigate, and perhaps prevent an early onset of antisocial behavior.
• 2 : Even so, coupling early intervention efforts to the mission of the juvenile justice system warrants debate. Net-widening, resource diffusion, and the potential for officials to rely too heavily on the deterrent characteristics of the justice system represent serious threats to the integrity of effective early intervention programs.
• 3 : We suggest substantial debate and consideration is given before coupling early intervention efforts to the juvenile justice system.

     

Understanding economic abuse in the lives of survivors

Intimate partner violence (IPV) often includes economic abuse as one tactic commonly used by an abuser; unfortunately, there is a lack of empirical understanding of economic abuse. Additionally, research is limited on the predictors of economic self-sufficiency in the lives of women experiencing IPV. This paper furthers our knowledge about economic abuse and its relationship with economic self-sufficiency by presenting the results from an exploratory study with IPV survivors participating in a financial literacy program. Of the 120 individuals who participated in the first wave, 94% experienced some form of economic abuse, which also correlated highly with other forms of IPV. Seventy-nine percent experienced some form of economic control, 79% experienced economic exploitative behaviors, and 78% experienced employment sabotage. MANOVA results also indicated that economic control differed significantly based on education with those with a high school education experiencing higher rates than those with less than high school education or those with some college. Finally, results from the OLS regressions indicated that experiencing any form of economic abuse as well as economic control significantly predicted a decrease in economic self sufficiency. Implications suggest that advocates should assess for economic abuse when working with survivors and should be prepared to offer financial tools to increase survivors' economic self-sufficiency. Policymakers should understand the ramifications of economic abuse and create policies that support survivors and prohibit economic abuse. Finally, more research is needed to fully understand economic abuse and its impact on survivors and their economic self-sufficiency.     

Misinterpreting Danger? Stereotype Threat,Pre-attack Indicators,and Police-Citizen Interactions

This paper compares police trainings and materials on pre-attack indicators in police-citizen interactions with similar behavioral indicators of stereotype threat, which is not necessarily a sign of danger. Stereotype threat is a social identity threat in which individuals feel that they may be judged or treated negatively based on a social group stereotype (Steele 1997). This psychological threat can increase the target’s anxiety, physiological arousal, and decrease cognitive capacity. We hypothesize that symptoms of stereotype threat might be similar to pre-attack indicators being taught to police in the USA, which can lead police to potentially misinterpret a citizen’s actions. Using a deductive content analysis, three coders analyzed a sample of pre-attack indicator police trainings for three indicators of stereotype threat: anxiety, arousal, and reduced cognitive capacity. Results found significant overlap between danger indicators taught in trainings and stereotype threat indicators. All 15 identified trainings contained at least one of the three indicators of stereotype threat, and 13 contained at least two indicators. None of the trainings discussed stereotype threat. We argue that stereotype threat should be taught in addition to relevant indicators of danger in trainings, lest officers misinterpret citizens’ stereotype threat-related behaviors solely as manifestations of imminent danger.     

The Social Outcomes of Education and Feedbacks on Growth in Africa

Most of the effects of education included in the complete model presented here are shown to be consistent with those found in the mainstream of the research on each outcome using microeconomic data. This, however, is a first effort to estimate net education effects more comprehensively, beyond just growth and health effects on other key measures of development in Africa, and also a new view of indirect feedbacks on economic growth and of externalities. After developing the conceptual framework, the regression estimates are presented together with a discussion of the net direct and indirect effects of education on each outcome. These are shown to improve infant mortality, increase longevity, strengthen civic institutions and democratisation, increase political stability, and increase investment in physical capital, which in turn have positive delayed feedback effects on the economic growth process. The effects also lower fertility rates and population growth rates but the latter occurs only after long delays because of the short-term positive effects of education on health. There are significant net education effects reducing poverty, inequality and crime, the latter after netting out negative externalities from growth and white-collar crime. Education effects reducing poverty and substituting skills for extractive exports also contribute to environmental sustainability. Simulations solve the complete model endogenously and iteratively over time for all of the direct and indirect (largely externality) effects. They reveal that indirect feedback effects including those on non-market outcomes are larger than the direct effects. Some effects are immediate, but many of the lags are long. So policy options for a continent in crisis that consider these lags are considered.     

Simulating commercial policy in a small,open dual economy with urban unemployment: A general equilibrium approach

A two‐sector numerical general equilibrium model calibrated on Kenyan data is used to consider second‐best tariff policy in an economy with a distorted market for urban‐industrial labour and urban unemployment. The results illustrate the sensitivity of second‐best policy to the way the administered urban wage is determined (whether it is fixed primarily in terms of food or the manufactured good), and to the degree of inter‐sectoral mobility of capital. Efficiency gains from moving to a second‐best policy are shown to be small in comparison with the gains from eliminating the wage distortion in the first place.     

Two Ecological Models of Academic Achievement Among Diverse Students With and Without Disabilities in Transition

School experiences can have positive effects on student academic achievement, yet less is known about intermediary processes that contribute to these positive effects. We examined pathways between school experiences and academic achievement among 117 low-income urban students of color, many with disabilities, who transitioned to other schools following a school closure. Using structural equation modeling, we tested two ecological models that examined the relationships among self-reported school experiences, school support, academic self-efficacy, and school-reported academic achievement. The model in which the relationship between school experiences and academic achievement is mediated by both school support and academic self-efficacy, and that takes previous academic achievement into account, was an excellent fit with the data. The roles of contextual and individual factors as they relate to academic achievement, and the implications of these findings, are discussed.     

Student–Teacher Relationships Matter for School Inclusion: School Belonging,Disability, and School Transitions

For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.     

Covert Operations and Official Collaboration: British Intelligence's Dual Approach to Ireland during World War II

Neutral Ireland posed a unique challenge to the wartime British intelligence community and the latter responded by adopting a dual approach. On the one hand, it carried out covert intelligence operations in Irish territory, involving the Service intelligence branches, the Ministry of Information, and, most importantly, the Secret Intelligence Service (SIS). On the other hand, unprecedented cooperation developed between military, police and intelligence agencies from Britain and Ireland, and in particular between MI5 and Irish military intelligence (G2). For most of the war British intelligence pursued this joint strategy of covert activity and official collaboration, and MI5 and SIS shared responsibility for Ireland. However, there was a gradual shift of emphasis towards cooperation and it was eventually concluded that the MI5-G2 link could serve all Britain's security needs. This article charts this evolution and places it within the context of Anglo-Irish wartime political relations.