The Theory of Differential Oppression: A Developmental-ecological Explanation of Adolescent Problem Behavior

The developmental-ecological perspective provides a means for understanding how the oppression of children occurs within multiple social contexts that interrelate to produce harmful outcomes for children. Because children lack power due to their age, size, and lack of resources, they are easy targets for adult oppression. Children are exposed to different levels and types of oppression that vary depending on their age, level of development, socioeconomic class, race, and the beliefs and perceptions of their parents. According to the theory of differential oppression, oppression leads to adaptive reactions by children: passive acceptance, exercise of illegitimate coercive power, manipulation of one's peers, and retaliation. Reducing the oppressive acts of adults and alleviating the damaging circumstances that characterize the social environment of children is critical to reducing the prevalence of juvenile delinquency and other problem behaviors. This revised version was published online in July 2006 with corrections to the Cover Date.     

Technology transfer and academic education with a focus on diversity

This paper describes the “Presence on Campus” technology transfer experiment that Hughes Electronics Corporation is conducting with a large minority institution, California State University, Los Angeles (CSLA). It presents the experiment in the context of the company's workforce diversity objectives and its internal and other external education diversity efforts, as well as CSLA's minority education and research and development programs. The article summarizes progress toward the promotion of resource-leveraging joint R&D projects and student intern involvement, as well as the definition of industry-relevant thesis topics. Some lessons learned are reported.     

The longmont community justice partnership: Restorative justice practice as collaboration

This paper documents the application of restorative justice principles using a model which was developed by the Longmont Community Justice Partnership (LCJP) and is being used in other communities in Colorado. It explains the structure and operation of this model as well as addresses some of the challenging issues program participants faced during the startup, development, and maintenance phases of the program. Among other issues we consider community support, team development, evaluation, restorative language, funding, and the limitations of the model. Finally we discuss the way in which this program has potential for other communities which seek to implement restorative justice practices.     

Integrated written and oral assignments for the MPA curriculum

The article describes an integrated approach to written and oral assignments throughout the MPA curriculum. Beginning with the program orientation and the lead course in the MPA program, a series of written assignments that blend theory and practice are used as the basis for later advanced work and special projects such as internships, major papers, or theses. A three-part assignment in the first course, an assessment center for developing interviewing and other skills, and a conscious attempt to develop linkages across courses in the MPA curriculum are the keys to implementation of the model.

The integrated writing and speaking model introduces students to research through preparation of an article review essay on some aspect of public policy or management. Another paper requires field work to analyze a particular aspect of the policy or management process. The third assignment produces a “usable product” for a level of government or public agency, such as a policy or management options paper. Written assignments are coupled with a formal assessment center conducted outside of regular classroom time. The field work helps students begin a networking process for obtaining clients for other projects in other courses and for internships, field papers, and jobs. Presentations of the final course “product” are via a poster session format that includes written, graphic, and oral presentations open to faculty and students, as well as the public agencies and/or governmental units for whom products are prepared.     

The Interdisciplinary Settlement Conference: A Grassroots Alternative for Resolving High‐Conflict Parenting Disputes in Lean Times

This article describes a court‐connected alternative dispute resolution program, the Interdisciplinary Settlement Conference. The key feature of this program is the participation of two volunteer panelists, one a family law attorney and the other a mental health professional experienced in parenting disputes, who assist the judicial officer in working with the parties and their attorneys (if any) to reach a resolution of their parenting dispute. Significantly, in addition to addressing the parties’ legal issues, the panelists also address the parties’ psychological and emotional issues relevant to the dispute on an as‐needed basis. Findings from six years of experience with the program are discussed, including evidence of high satisfaction with the program, a high rate of settlement, a decrease in relitigation, and a concomitant savings of scarce judicial resources.     

INITIAL DEVELOPMENT OF A PSYCHOLOGICAL MODEL FOR JUDICIAL DECISION MAKING IN CONTINUING RESTRAINING ORDERS

Probate and family court judges are increasingly called upon to make rapid decisions regarding the continuance of restraining orders. These decisions are often made without the benefit of adequate background information or an awareness of which psychological and behavioral factors are most relevant. This action‐oriented research project develops a model that brings psychosocial factors to consideration for judges making decisions regarding the continuance of restraining orders. While further evaluation of the model is needed, the project's unique methodology highlights the value of interdisciplinary collaboration, multiple methods of inquiry, and the consideration of real‐world needs and constraints in developing decision‐making tools.     

Opening the Door to Complementary and Alternative Medicine: Self–Regulation in Ontario

This paper examines the steps that three complementary and alternative medicine (CAM) groups – naturopaths, acupuncturists/traditional Chinese medicine practitioners, and homeopaths – are taking to achieve statutory self–regulation in the province of Ontario. The regulatory framework created by the Regulated Health Professions Act of 1991 is outlined, and the differing approaches taken by each of the three groups to gain inclusion under its umbrella are compared and contrasted. The paper assesses the influence of current regulatory and socio–political environments, and queries the extent to which the paradigms of health and health care of these different groups can be accommodated in a regulatory regime heavily reliant on the conventional medical model.