Unpaid debt to society: exploring how ex-felons view restrictions on voting rights after the completion of their sentence

The Supreme Court has asserted that ex-felon disenfranchisement is not a punishment. Regardless of the Court’s interpretation, however, many ex-felons perceive restrictions on voting rights as punitive. Therefore, felony disenfranchisement should be examined in terms of criminological theories of sanctions. In Florida, ex-felons are prevented from voting after the completion of their sentence until they go through a lengthy and in some cases impossible process of rights restoration. The consequences of this policy have resulted in hundreds of thousands of Floridians who have completed their sentences, but are unable to vote. This research employs 54 semi-structured interviews with men convicted of felonies in Florida who have lost the right to vote, but have completed their sentencing obligations to the state. Our purpose is to better understand the meaning former offenders attribute to the loss of their civil rights. Findings from this study suggest that many former offenders view this type of punishment as illegitimate and are angered by both the complex system of restoration and the inability to participate in democratic life. Other ex-offenders are embarrassed or fatalistic about their loss of rights. The implications for criminal justice policies and practices are discussed.     

They Were Getting High on What? Evaluating Novel Psychoactive Drug Knowledge Among Practitioners

Novel psychoactive drugs (NPDs) such as synthetic marijuana, bath salts, and salvia have increasingly entered into the American drug landscape. As law enforcement, researchers, and policy makers attempt to better understand, regulate, and detect these novel substances, other practitioners invested in drug abuse prevention and treatment may lack the knowledge to adequately handle patients and adolescents abusing NPDs. The current study employs interviews with 64 practitioners employed in positions that interact with potential recreational substance users in southeast Georgia in order to assess NPD knowledge, placing particular emphasis on those 22 respondents employed in public health, healthcare, or educational roles. Findings indicate that knowledge about NPDs among medical and educational practitioners is lacking, much of the information they ‘know’ is inaccurate, and that practitioners clearly recognize a need for NPD training. We discuss these findings relative to their broader impact on treatment and prevention programs.     

Congressional dysfunction: An information processing perspective

The public's approval of Congress is at an all time low. The parties seem to have taken the legislative process hostage for their own electoral gain. Whereas traditional arguments about congressional dysfunction focus on polarized voting coalitions or outputs – particularly legislation – in this article we highlight congressional information processing and how it has changed in this highly partisan era. By coding congressional hearings according to the kind of information on which they focus, we find that members of Congress are receiving one‐sided information to a greater degree and are spending less time learning about potential solutions. We use these results to make numerous recommendations for improving how Congress gathers its information.     

Proposed modification of a school-wide bully prevention program to support all children

Bullying prevention programs in the United States are being implemented in schools from kindergarten through high school to reduce rates of bullying behaviors. The bully prevention in positive behavior support (PBIS) model is an evidence-based, whole school intervention program. The PBIS model trains teachers, school staff, and administrators to model and provide positive reinforcement for children to decrease bullying amongst peers. This article addresses gaps in the current bullying prevention research by exploring challenges and potential modifications to the PBIS model based on staff perspectives of specific student needs. Utilizing focus group methodology, administrators, teachers, and support staff in a northeastern urban elementary school identified challenges experienced by students who were English language learners, impulsive, shy or sensitive, and female. The findings highlight the critical nature of school–parent relationships in addressing student, family, and cultural factors that influence the successful implementation of bullying prevention programs.