Managing an on-the-spot lottery in reentry services

Objectives

Describe the authors?? experiences in designing and conducting a randomized field experiment of a community-based, reentry program for ex-offenders.

Methods

Two surveys: one with reentry clients not involved in our outcome evaluation, and a follow-up survey of participants who underwent randomization in order to participate in the outcome study. Qualitative input from program staff and clients were also recorded, supplemented with observations of the authors.

Results

Having a research staff member located at the program site proved to be a key advantage for monitoring frustrations voiced by program staff and prospective clients, thereby allowing for the modification of the selection procedures over time to minimize resistance. Ultimately, the simplest approach proved to be the most acceptable. The importance of certain procedural justice themes were suggested by the survey results and the observed acceptability of our on-the-spot lottery approach to randomization.

Conclusions

The survey results (and our onsite experiences) provided unequivocal evidence that randomization was unpopular, but that resistance can be partially mitigated by adhering to basic principles of procedural justice.     

Late adolescents' perceptions of their relationships with their parents: Relationships among deidealization,autonomy, relatedness,and insecurity and implications for adolescent adjustment and ego identity status

Questionnaire data from 376 undergraduates (mean age=19.3 years) were used to test a model describing interrelationships among deidealization, relatedness, autonomy, and insecurity in late adolescents' relationships with their parents. As expected, deidealization predicted greater autonomy and less relatedness (i.e., more disengagement), greater disengagement predicted greater insecurity, and greater insecurity predicted less autonomy. However, disengagement from parents proved to be a double-edged sword in that it was linked not only to insecurity, but also to feelings of greater separateness and self-directedness in relation, to parents. Additional analyses identified significant associations between the adolescent/parent relationship variables and the adolescents' psychological health and ego identity status.Received her Ph.D. from Yale University. Major interests are in parent/child relationships during late adolescence and young adulthood.Received her B.A. from University of Virginia and M.A. from Michigan State University. Major interests are in adolescent development and pediatric psychology.Received her B.A. from Duke University and M.A. from Michigan State University. Major interests are in adult children of alcoholics and adolescent separation/individuation.     

Treading on Tradition: Approaches to Teaching International Relations to the Nontraditional Undergraduate

Nontraditional undergraduates (NTUs), undergraduates who typically are older than average, work full-time, and/or are entrusted with substantial family responsibilities, pose a special challenge to international relations educators. Severe constraints on time and access to library facilities both impede progress and may give an erroneous impression that NTUs are not as committed to their education as more conventional college undergraduates. The lack of continuity in education that typifies the NTU experience often manifests itself in anxiety, frustration, and gaps in fundamental knowledge. At the same time, the maturity and sophistication that come with life experience often far exceed that of the more conventional college student. Furthermore, typical requirements of international relations and international studies majors, such as second and third language proficiency, internships with international organizations, and overseas study are often not feasible for the working student with family responsibilities. Possibilities for meeting the challenges of teaching NTUs include greater use of open-book examinations, research proposals, case studies, simulations, problem-based learning (PBL), use of the Internet, and the development of short-term intensive overseas study opportunities that accommodate the working student's schedule.     

A Comparison of uninformed and informed death penalty opinions: A replication and expansion

This study examines the influence on death penalty opinions of participating in a college class on the death penalty. Students in the class (the experimental group) and in another class offered at the same time (the control group) were asked to complete a questionnaire regarding their attitudes toward capital punishment at the beginning and at the end of the semester. They were also asked factual questions that measured their knowledge about capital punishment. Overall, the results of the study suggest that both groups were not well informed during the pretest measure. However, at the end of the semester, the group enrolled in the death penalty class were more knowledgable, less supportive of the death penalty based on general/absrtact questions, and more likely to favor alternatives to capital punishment than were the students in the control group.     

Book reviews

D. Leebart (ed.), The Future of Software, The MIT Press, 1995. Hardcover, £19.95, 300 pp, ISBN 0‐262‐12184‐0

David Bainbridge, Software Copyright Law, 2nd edn, Butterworths, 1994. Softcover £35.00, 272 + xvi pp. ISBN 0‐406‐04841‐X

Andrew Christie, Integrated Circuits and Their Contents: International Protection, Sweet & Maxwell, 1995. Hardcover, £85.00. ISBN 0‐421‐48380‐6

S. White, S. Bate and T. Johnson, Satellite Communications in Europe: Law & Regulation, 2nd edn, FT Tax and Law, 1996. Hardcover, £135.00 xlvi + 456 pp. ISBN 0‐752‐002119‐8

A. Valente, Legal Knowledge Engineering: a Modelling Approach. Frontiers in Artificial Intelligence and Applications, Volume 30, IOS Press, 1995. Softcover, £52.00, 227 pp. ISBN 90‐5199‐23‐0

Professor Christopher Arnold, Outsourcing Contracts, Pearson Professional, 1995. 114 pp.