Attributes that Differentiate Children Who Sip Alcohol from Abstinent Peers

Sipping alcohol during childhood may be a marker of differentiation as regards children’s future risk of underage drinking; yet very little is known about alcohol use when it occurs among elementary school-aged children. The purpose of the present study is to examine alcohol sipping behavior in a sample of third-grade school children to learn whether sipping is associated with attributes that could increase children’s likelihood of further underage drinking. We collected telephone interview data from 1,050 mothers and their third grade children (mean age 9.2 years; 48.2 % male) residing in the Southeastern United States. The majority of mothers were White non-Hispanic (69.02 %) or Black non-Hispanic (21.3 %); most (85 %) lived in households shared with fathers or other adult caretakers. We hypothesized that children who sip alcohol would score lower than abstinent peers on indicators of competence and score higher on indicators of exposure to alcohol-specific socialization by parents and peers. A multivariate model controlling for frequency of parent alcohol use and demographic covariates showed that children who had sipped alcohol were significantly less likely than abstinent peers to affirm indicators of competence and significantly more likely to affirm indicators of exposure to alcohol specific socialization by parents and by same age peers. These preliminary findings suggest that developmental attributes associated with risk of underage drinking begin to differentiate at least as young as middle childhood. Research is needed to test prospectively for continuity between alcohol risk attributes present in middle childhood and future alcohol use.     

Psychological Distress and Student Engagement as Mediators of the Relationship between Peer Victimization and Achievement in Middle School Youth

Peer victimization is a well-known national and international problem, contributing to a range of emotional, social, and behavioral consequences. Using structural equation modeling, the authors tested a theoretical model suggesting that psychological distress and student engagement mediate the association between the experience of victimization and concurrent academic achievement. Participants were 469 (46.4 % male, 53.6 % female) 6th to 8th grade students, from randomly selected classrooms in 11 middle schools in a southeastern school district. Structural equation models of the hypothesized effects demonstrated adequate fit to the data, with both symptoms of psychological distress and engagement mediating the relationship between victimization and academic achievement. In general, the results suggest that victimization predicts diminished academic achievement by way of psychological distress and poorer engagement in classroom and academic tasks. However, the direct relationship between victimization and measures of achievement lacked significance across many correlational and path analyses conducted. These findings have implications for researchers and practitioners in understanding how psychological distress and student engagement are associated with the academic performance of students who experience peer victimization.     

Juvenile and Family Court Judges’ Knowledge and Attitudes About Sex Trafficking of Minors: Associations with Gender,Race, and U.S. Region

Juvenile and family court judges are a professional group that have a significant amount of decision-making power in cases of sex trafficking of minors. The purpose of this project is to examine the association of juvenile and family court judges’ gender, race, and U.S. region with their attitudes and knowledge about sex trafficking of minors. Drawing from a survey of 55 juvenile and family court judges in the U.S., this study used standardized scales to measure attitudes and knowledge about child sex trafficking. Results indicate some differences by gender and geography in a sample of experienced judges across the U.S. The consistency of these findings are discussed in the context of other research and implications for targeted training.     

Patterns of Young Adult Social Roles Transitions Across 24 Months and Subsequent Substance Use and Mental Health

Journal of Youth and Adolescence - Young adults experience social role transitions across multiple life domains, and a deeper understanding of the ways in which these simultaneous transition...     

Press coverage of lone-actor terrorism in the UK and Denmark: shaping the reactions of the public,affected communities and copycat attackers

Following 9/11, Al-Qaeda-orchestrated plots were considered the greatest threat to Western security and sparked the coalition’s war on terror. Close to a decade later, the post-9/11 threat landscape had shifted significantly, leading then CIA-director Leon Panetta to describe “the lone-wolf strategy” as the main threat to the United States. Subsequent lone-actor attacks across the West, including the cities of London, Nice, Berlin, Stockholm, Ottawa and Charleston, further entrenched perspectives of a transformed security landscape in the “after, after-9/11” world. The unique features of lone-actor terrorism, including the challenges of interdiction and potential of copycat attacks, mean that the media is likely to play a particularly important role in shaping the reactions of the public, affected communities and copycat attackers. This article presents findings from a content analysis of British and Danish newspaper reporting of lone-actor terrorism between January 2010 and February 2015. The study highlights that lone-actor terrorism is framed, with national variations, as a significant and increasing problem in both countries; that Islamist lone-actors are often represented as distinct from far-right lone-actors; and that some reporting, despite relatively limited amplification of specific terrorist messages, potentially aids lone-actors by detailing state vulnerabilities to attacks.     

Leading and recognizing public value

This article examines the relationship between leadership and public value, which is particularly challenging in a context of explicit contest and conflict. The theoretical framework is illustrated through a case study of policing rural crime. The study reveals that the police worked with multiple and competing publics rather than a single homogeneous public, and that part of their leadership role was to create and convene a public space in which different voices and divergent views could be expressed. The study notes that research needs to pay attention to the loss and displacement of public value, not solely its creation and recognition. The need to convene multiple publics required the police to lead, as part of a leadership constellation, and with political astuteness. The findings have wider relevance for other public services, and for studies of leadership and public value at the intersection between the state and civil society.     

Canadian Concerns of a Different Kind of Brexit: Britain’s First Application to the EEC and Canada’s Commonwealth Appeal

Recent debates on Brexit have made several attempts to connect the current situation with Britain’s first attempt to gain entry to the European Economic Community (EEC) in 1961. In both 2016 and 1961, questions were raised about what role the Commonwealth would take and how the relationship with Britain would adapt to their then-entry and current exit of a union with Europe. This article seeks to examine how Canada reacted to Britain’s decision to enter the EEC and sheds light on the vociferous opposition it raised within the Commonwealth. Using both British and Canadian cabinet minutes and Commonwealth memoranda, the article follows the Canadian campaign against British entry to the EEC and its fervent defence of the Commonwealth as an economic-focused community. Ultimately, the Canadian-led protest against British entry into the EEC derived from a fear that Britain would drift from the Commonwealth towards Europe, leading to the complete dissolution of the economic bonds that tie the community together.     

Big School,Small School: (Re)Testing Assumptions about High School Size,School Engagement and Mathematics Achievement

In an effort to increase both adolescents’ engagement with school and academic achievement, school districts across the United States have created small high schools. However, despite the widespread adoption of size reduction reforms, relatively little is known about the relationship between size, engagement and outcomes in high school. In response, this article employs a composite measure of engagement that combines organizational, sociological, and psychological theories. We use this composite measure with the most recent nationally-representative dataset of tenth graders, Educational Longitudinal Study: 2002, (N = 10,946, 46% female) to better assess a generalizable relationship among school engagement, mathematics achievement and school size with specific focus on cohort size. Findings confirm these measures to be highly related to student engagement. Furthermore, results derived from multilevel regression analysis indicate that, as with school size, moderately sized cohorts or grade-level groups provide the greatest engagement advantage for all students and that there are potentially harmful changes when cohorts grow beyond 400 students. However, it is important to note that each group size affects different students differently, eliminating the ability to prescribe an ideal cohort or school size.