Teaching Mediation as Reflective Practice

This article contributes to a growing body of research about how to effectively teach mediation by considering how best to use role-plays in the mediation classroom to encourage reflective practice with a particular emphasis on the role of the teacher as a facilitator of reflective learning. The author suggests that the process of teaching mediation as reflective practice starts with teaching as reflective practice and emphasizes the importance of teachers' critical self-reflection. The article provides some examples of how teachers can encourage students to engage in reflective learning and develop their skills as reflective practitioners for their continued professional development.     

Exclusionary School Discipline and Delinquent Outcomes: A Meta-Analysis

Journal of Youth and Adolescence - Excluding students from school remains a common form of punishment despite growing critique of the practice. A disparate research base has impeded the ability to...     

Gender Bias and Selection Bias in House Elections

We demonstrate that female incumbents areof higher average candidate quality than maleincumbents. This quality difference is the result ofbarriers to entry faced by potential femalecandidates, although the observed effects of thisquality differential on vote share are partiallymasked by the fact that female incumbents are alsomore likely to be opposed or to be opposed by highquality challengers. Using data from House electionsfor 1984–1992, we estimate that the gender-baseddifferential in candidate quality yields an extra sixpercentage points of vote share for femaleincumbents.     

Beyond Welfare: Framing and the Racialization of White Opinion on Social Security

In this article I argue that the framing of Social Security in political discourse has associated it symbolically with race. The linkages are subtle and symbolic, and they serve to associate Social Security with whiteness in a mirror image of the association of welfare with blackness. In turn, these associations have racialized white opinion on the program. After discussing the theoretical mechanism by which issue frames can unconsciously associate policies with citizens' racial predispositions, I review the frames surrounding Social Security. Then, drawing on two decades of nationally representative survey data, I demonstrate the racialization of opinion among whites. Using a variety of measures of racial predispositions, I find that racially conservative whites feel more positively about Social Security than do racial liberals. I conclude by considering the implications of these findings for our understanding of racialized politics and for the connections between race, whiteness, and contemporary American politics.     

Mediation and Genre

This paper examines the constitutive elements of the genre of melodrama and relates them to typical Western conflict stories. It demonstrates why a conflict narrative based on the genre of melodrama tends to work against the resolution of the conflict and proposes tragedy as a more constructive genre for a conflict narrative. The paper also discusses how the mediation situation itself can constrain the possible genres that can be constructed in the process and explores the implications of those constraints for people in conflict and for the mediators facilitating a resolution.     

Penalty notices for disorder: influences on police decision making

This research examined, via a multi-method linked design, the influences over police decision making when disorderly behaviour is being dealt with in the context of a new type of offence disposal, the penalty notice for disorder (PND). The results of a multivariate analysis of the factors predicting the real-life issuance of PNDs to offenders formed the basis of an experiment (using serving police officers as participants) that probed officers’ decision-making processes in disorder scenarios. This approach presents an opportunity to gain insight into how police use the power of arrest when an alternate, less-punitive, option is available.     

Outsmarting the Liars: The Benefit of Asking Unanticipated Questions

We hypothesised that the responses of pairs of liars would correspond less with each other than would responses of pairs of truth tellers, but only when the responses are given to unanticipated questions. Liars and truth tellers were interviewed individually about having had lunch together in a restaurant. The interviewer asked typical opening questions which we expected the liars to anticipate, followed by questions about spatial and/or temporal information which we expected suspects not to anticipate, and also a request to draw the layout of the restaurant. The results supported the hypothesis, and based on correspondence in responses to the unanticipated questions, up to 80% of liars and truth tellers could be correctly classified, particularly when assessing drawings.