A Prospective Study of the Potential Moderating Role of Social Support in Preventing Marginalization Among Individuals Exposed to Bullying and Abuse in Junior High School

Negative physical and psychological long-term consequences of abuse and bullying are well documented. It is reasonable to assume that abuse and bullying early in life also may have an impact on the ability to work and stay economically independent later in life, but such prospective studies are lacking. This study investigates the consequences of exposure to abuse and bullying in junior high school, as measured by receiving long-term social welfare benefits in young adulthood. In addition, it explores the potential protective role of social support. Self-reported data from 13,633 (50.3 % female) junior high school students were linked to registry data on their use of social welfare benefits from the age of 18 and for eight consecutive years. Cox regression analyses were applied to test the relationship between exposure to life adversities and the use of social welfare benefits, and the potential moderating role of social support. The analyses showed that individuals exposed to abuse and bullying had an increased likelihood of receiving social-welfare benefits compared with individuals not exposed to these types of abuse. Exposure to multiple types of abuse led to a higher likelihood of using social welfare benefits compared with single types of abuse and no abuse. The findings on the potential moderating role of social support were mixed, depending on the source of social support. Family support and classmate relationships were protective in reducing the likelihood of the use of social welfare benefits, whereas peer and teachers’ support showed inconsistent patterns. These results are promising in terms of preventing the long-term negative consequences of abuse and bullying.     

New Forms of Youth Activism in Contested Cities: The Case of Beirut

Lebanese youth are constructed through fragmented lenses, and are recipients of partial, unresponsive, and often irrelevant policies. Despite these constraints, many youth have become actively engaged in political life, especially since 2005. Three types of youth engagement can be identified: i) the ‘conformists’, who privilege their sectarian belonging, ii) the ‘alternative groups’, who engage in professional NGOs, and iii) the new ‘activists’, who prefer loose organising centred on progressive and radical issues. New forms of youth activism in the contested city of Beirut have been able to exploit interstitial openings for seeds to grow into potentially “disruptive mobilizations”. While these resistances may have been limited up to now in time and space, youth activist groups still embarrass, hold accountable and constrain hegemonic politics. They may be generating seeds of collective action that still have to be further structured and organised.     

The Role of Assessments and Institutions for Policy Learning: A Study on Swedish Climate and Nuclear Policy Formation

This study examines two challenges related to the integration of environmental concerns into public policymaking: how to shape institutions that facilitate policy learning in national policymaking processes, and how to create effective supporting assessment processes. A simple construct of policy learning is applied empirically; distinguishing what is learned in terms of conceptual and technical learning, and unpacking the process of learning into three elements: knowledge acquisition, interpretation, and institutionalization. Two empirical policy cases, climate and nuclear policy formation in Sweden, are analyzed over two decades, detecting patterns of learning and investigating what institutions have facilitated or obstructed them. The analysis is based on a study of actual policy outputs, an examination of reasoning and argumentation in policy documents, and evidence from testimonial interviews. Results indicate that climate policy has undergone fundamental learning processes whereas nuclear policy has been more intractable. Most learning has occurred in some agency and committee processes, while ministries and political levels have suffered from weak capacities and incentives to learn. Key drivers of learning included trust building among key agents coupled to international driving forces. Ultimately, institutional rules, capacities, and incentives are more important factors for enhancing learning than what types of assessments feed in.     

Girls' slang and boys' slang: Two towns in Finland visited

In this study the vocabulary of girls' slang and boys' slang in two different towns in Finland was compared and it was found that there are both similarities and differences. The similarities can be found in typical slang topics. As part of the study, boys and girls in both towns wrote down slang words in the same semantic domains. The differences are traditional. Whereas boys' slang shows more local traits, girls' slang is typically more mainstream. The language that is used for new slang words varies more between the two towns than between the gender groups. It seems that Swedish-speaking youths in Finland have several different traits within their slang to draw upon when signalling and decoding identity. Both geographical and gender identity can be conveyed through the choice of slang words in any given situation.     

MDS use with crime scene data replicates poorly: response to Goodwill,Alison, and Humann (this issue) and Davis (this issue)

Abstract

Examinations of treatment attrition form an important – although sometimes neglected – component of evaluating a correctional programme's effectiveness in reducing recidivism. Previous research has identified offender characteristics that predict non-completion. This study investigated non-completion in 138 high-risk, violent male prisoners attending an intensive cognitive–behavioural programme. Almost one-third of men who commenced it did not complete the 7-month programme. Most asked to leave of their own accord, or were removed for ongoing offending. In contrast to previous research, no support was found for the hypothesis that those who terminated treatment prematurely were more in need of intervention than those who completed the programme; non-completers did not differ from completers on static estimates of criminal risk, PCL-R scores, demographic variables or self-report scales measuring dynamic risk factors. It was concluded that successful prediction using variables related to criminal risk and criminogenic need depends both on the characteristics of programme participants, and on contextual factors such as programme policies: when high-risk high needs offenders are a programme's target clientele, variables related to risk and need will have limited predictive utility. From a practice perspective, the programme was successful in retaining through to completion a relatively untreatable group: high-risk offenders with moderate to high PCL-R scores.