Sexual Revictimization Among College Women: A Review Through an Ecological Lens

This paper reviews factors at the individual, microsystem, meso/exosystem, and macrosystem levels that contribute to sexual revictimization among college women. Potential implications for reducing sexual revictimization on campuses via multilevel targeting of interventions is then discussed. This review reveals that despite a need for additional work examining the influence of multiple interacting factors contributing to revictimization, extant work offers insights as to how colleges can develop comprehensive programs to reduce sexual revictimization. Such programming would not only improve institutional responses to sexual violence, but also serve as a model for reducing general cultural acceptance of the perpetration of sexual assault.     

It Takes a Village: Using a Community-Defined Practice Approach to Develop a Tribal In-Home Services Model for Alaska Native Families

The current evidence base for in-home services in child welfare is limited, with insufficient research on the use of in-home services among ethnically diverse populations. This article describes a case study examining the use of a community-defined practice and evidence approach to develop tribally based in-home service models with Alaska Native communities. The models were co-created by tribal elders, community members, and service providers, with technical assistance provided by the Western and Pacific Child Welfare Implementation Center (WPIC). Research findings suggest that this is an effective approach to developing culturally appropriate child welfare practices while also building local support and ownership.     

Forms of Social Support That Moderate PTSD in Childhood Sexual Abuse Survivors

Although social support has been found to attenuate psychological symptoms in victims of sexual abuse, literature does not identify the specific forms of social support that mitigate maladjustment following a sexual abuse experience. This study sought to distinguish the specific types of perceived social support that buffer the development of post-traumatic stress disorder (PTSD) in victims of childhood sexual abuse (CSA). One hundred and seventy-two adult females reporting CSA were administered the Interpersonal Support Evaluation List (ISEL) and the Impact of Events Scale (IES). The ISEL measures the perceived availability of 4 support types. The IES measures core PTSD symptoms of intrusion and avoidance. Regression analysis indicated that social support significantly buffered PTSD development. The best model was one which contained self-esteem and appraisal support. Tangible and belonging support added little to prediction. Further, self-esteem support was identified as the most important variable in preventing PTSD development.     

BRINGING CHILDREN TO THE MEDIATION TABLE:

With the rise of divorce mediation as an effective means of resolving divorce and custody disputes, a question that arises is whether a child should actively participate in the mediation process to make his or her voice heard. This article discusses the costs and benefits of involvement, focusing on four specific approaches to the inclusion of children in divorce mediation. This article comes to the conclusion that the integration of children in mediation ought to be considered on a case-by-case basis, and further proposes that a child be included in divorce mediation in circumstances where the child's input is needed to help parents resolve an issue of dispute that concerns their child's interests.     

Parent Involvement and Educational Outcomes for Latino Students

This study focuses on the determinants and effects of parent involvement in schools, in the context of urban school districts, and particularly with regard to the schools that serve Latino students. Three research questions are investigated in this article: (1) What are schools doing to support parents, foster involvement and engagement in their children's schools, and generally create strong parent‐school relations? (2) How effective are schools at fostering parent involvement? (3) Do schools with more effective parent involvement practices and greater parent participation perform at higher levels than those with less effective practices and lower levels of parent involvement? Data on Latino representation on Local School Councils (LSCs), school‐level demographic and performance indicators, and information on effective school organization, parent involvement, and school practices regarding outreach and engagement with parents and communities are used to investigate these questions. The empirical analysis demonstrates that in addition to previously established aspects of effective school organization, governing arrangements and Latino political incorporation play a critical role in building stronger, more supportive school–parent relations and in encouraging higher levels of parent involvement in formal school activities. Moreover, these practices and relations were found to have important implications for Latino student performance.     

Uneasy freedom: Women's experiences of contraception

This article discusses the effect of available contraceptive methods upon women's lives. It quotes extensively from letters received from women who answered a press appeal for information. The main argument is that contraception is by no means the trouble free panacea it is often assumed to be. For many women, contraception can bring considerable mental and physical side- effects—pain, anxiety, discomfort. Women also have to deal with the patriarchal attitudes of the medical profession and—often unsympathetic—partners. The women's accounts show how experience of contraception can be a radicalising experience—feeding the beginnings of a feminist awareness.The article was written before the latest evidence of a connection between the pill and breast cancer was made known.     

Voting Rights for Whom? Examining the Effects of the Voting Rights Act on Latino Political Incorporation

This study applies insights from principal‐agent models to examine whether and how the language assistance provisions of the Voting Rights Act, Sections 203 and 4(f)(4), affect Latino representation. Using panel data from 1984–2012, we estimate two‐stage models that consider the likelihood and extent of Latino board representation for a sample of 1,661 school districts. In addition, we examine how policy design as well as federal oversight and enforcement shape implementation and compliance with the language assistance provisions. Our findings not only provide the first systemic evidence that the language assistance provisions have a direct effect on Latino representation, but also link the efficacy of the language assistance provisions to the duration and consistency of coverage and the presence of federal elections observers. Overall, our study underscores the continued need for federal government involvement in protecting the voting rights of underrepresented groups, in this case, language minority citizens.     

Why Do Regulatory Agencies Punish? The Impact of Political Principals,Agency Culture,and Transaction Costs in Predicting Environmental Criminal Prosecution Outcomes in the United States

Studies of administrative behavior are keen to examine the internal dynamics of agency decision making, as well the impact of external political actors on agency actions. Yet few studies apply these findings to the question of why agencies use their most punitive enforcement powers. Contrasting principal–agent, transaction costs, and organizational culture models of agency behavior, this study examines why regulatory agencies punish. Through content analysis of nearly one thousand of the U.S. Environmental Protection Agency's criminal investigations and subsequent prosecutions, 2001–11, findings suggest that punishment severity in environmental criminal cases is based less on transaction costs and political pressure and more on professional norms that value strong enforcement. These findings have important implications for explaining regulatory outcomes and administrative behavior.