Preventing suicide in prisons, part I. Recommendations from the International Association for Suicide Prevention Task Force on Suicide in Prisons

In 2000 the Department of Mental Health of the World Health Organization (WHO) published a guide named Preventing Suicide. A Resource for Prison Officers as part of the WHO worldwide initiative for the prevention of suicide. In 2007 there are new epidemiological data on prison suicide, a more detailed discussion of risk factors accounting for the generally higher rate of suicide in correctional settings in comparison to the general population, and several strategies for developing screening instruments. As a first step, this paper presents an update of the WHO guide by the Task Force on Suicide in Prisons, created by the International Association for Suicide Prevention. A second paper, by the same Task Force, will present some international comparisons of suicide prevention services in correctional facilities.     

The Protective Role of Ethnic Identity for Urban Adolescent Males Facing Multiple Stressors

Having a connection to one’s ethnic heritage is considered a protective factor in the face of discrimination; however, it is unclear whether the protective effects are persistent across multiple stressors. Furthermore, the dimensions of ethnic identity that reflect group pride/connection (affirmation) and exploration of the meaning of group membership (achievement) may operate differently in the face of stress. The present study examined the moderating role of ethnic identity affirmation and achievement on concurrent and longitudinal relationships between exposure to stress (discrimination, family hardship, exposure to violence) and antisocial behavior in a sample of 256 Black and Latino male youth (70 % Black) living in low-income urban neighborhoods. Using regression analysis, concurrent associations were examined at age 18, and longitudinal associations were tested 18 months later. We found that, among youth experiencing discrimination, high levels of achievement and low levels of affirmation predicted greater aggressive behavior and delinquency. Low affirmation also predicted more criminal offending in the face of discrimination. The two dimensions operated similarly in the context of family stress, in which case high levels of affirmation and achievement predicted lower levels of antisocial behavior. The findings suggest a differential role of the two dimensions of ethnic identity with respect to discrimination; furthermore, the coping skills that may be promoted as youth make meaning of their ethnic group membership may serve as cultural assets in the face of family stress.     

Croyances et coopération : analyse du réseau des acteurs de la Politique de sécurité et de défense commune de l'UE

This article analyses the European Union's Common Security and Defence Policy in a sociological perspective. Although nationalities still influence ESDP actors' preference in matters of European defence, they are not linked to their cooperation relations in a policy field that has been transgovernmentalized in a decade only. using Social Networks Analysis and an original database, we compare the cooperation relations of a sample of key ESDP actors with their beliefs on some issues of this policy field. In accordance with our theoretical framework, the Advocacy Coalition Framework, we find that the increasing number of cooperation relations between our actors is linked with the convergence of some categories of beliefs about European defence.     

Great Plains harvest: evolution of the US public employment service,transnational labor,and nonimmigrant visas

Government H-2A visa data and employer surveys show that Great Plains custom harvesting operations now rely on the US public employment service (PES) and private labor agencies to hire transnational labor. Wheat harvest labor problems and private labor bureau abuses during the Progressive Era were a driving force in the formation and development of the local, state, and federal PES agencies that are now used to secure foreign workers. The PES addressed harvest labor problems from the late nineteenth century until the 1930s when mechanization and drought sufficiently reduced labor demand. The PES became active in the wheat harvest again during WW II and into the 1950s until mobile custom combining crews eliminated the need for the federal government’s involvement. Beginning in the 1990s, domestic labor scarcity caused custom harvesting employers to hire foreign labor through the H-2A and J-1 visa programs. The PES is part and parcel of the H-2A visa program, but unlike most agricultural employers that use H-2A labor, foreign workers in custom harvesting are from South Africa, New Zealand, Australia, and numerous European and other countries rather than Latin America. Transnational custom harvesting employees that use H-2A visas occupy a niche within the program and thereby maintain Great Plains harvesting’s unique place in the labor market. This article traces the concurrent evolution of Great Plains harvesting and the PES from the end of the nineteenth century to the 1950s and examines the role of the PES and private labor agencies in today’s global labor market.     

IMPROVING EARLY‐GRADE LITERACY IN EAST AFRICA: EXPERIMENTAL EVIDENCE FROM KENYA AND UGANDA

Primary school enrollments have increased rapidly in sub‐Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn intervention, implemented by the Aga Khan Foundation in both countries, improved early‐grade literacy as measured by common assessments. We find that Ugandan literacy (in Lango) increased by 0.2 standard deviations. We find a smaller effect (0.08) on a Swahili literacy test in Kenya. We find no evidence that differential effects are explained by baseline differences across countries in student test scores, classroom attributes, or implementation fidelity. A plausible explanation that cannot be directly tested is differential effective exposure to the literacy treatment in the tested languages. Students in Kenya were tested in Swahili, which is not necessarily the main language of instruction in primary schools, despite official policy.