The role of stress in the commission of subsequent acts of child abuse and neglect

Data from 1874 clients, who were reported to authorities and treated for abuse and neglect, were examined to determine the role of stress in the commission of subsequent acts. Several case, client, and family characteristics were examined. It was hypothesized that the contribution of stressful events in clients' lives would have a greater effect than all other factors assessed. Results indicated that stress, while contributing to the explanation of subsequent acts of child maltreatment, explains only 9% of the variance over that already explained by other factors. In fact, stressful events, along with seriousness of initial assault, contributed significantly to the explanation of the commission of subsequent acts of child maltreatment.     

Dating Violence &; Sexual Harassment Across the Bully-Victim Continuum Among Middle and High School Students

Associations among bullying, peer victimization, sexual harassment, and dating violence were examined among 684 middle and high school students. Cluster analysis of self-report measures revealed four distinct bully-victim subtypes: uninvolved, victims, bully-victims, and bullies. African-American students comprised the bully cluster more than White students, but did not report higher rates of dating violence or peer sexual harassment. Bully-victims reported significantly more physical dating violence victimization than members of all other groups, and more emotional abuse in dating relationships than uninvolved students and victims. Bully-victims and victims also reported the highest amount of peer sexual harassment. Anxiety/depression levels were highest among victims and bully-victims. Sexual harassment and dating violence experiences moderated the association between bully-victim subtype and anxiety/depression. That is, victims with the highest levels of sexual harassment and victims and bully-victims with the highest levels of dating violence reported the highest levels of anxiety/depression. Findings highlight the high-risk nature of the bully-victim group and the importance of assessing multiple forms of victimization affecting youth. Associate Professor, Department of Educational Psychology, University of Illinois at Urbana-Champaign, Champaign, IL. Research interests include youth aggression, victimization, childhood sexual abuse, and eating disorders. Melissa K. Holt, Research Scientist, Family Research Laboratory, University of New Hampshire, Durham, NH. Research interests include multiple victimization experiences, childhood sexual abuse, and contextual influences of victimization. Crimes Against Children     

Teaching public management: the case for (and against) cases

This article calls for an increased and more rigorous use of the case method in public administration education. Cases yield generalizations, cases help students take ownership of knowledge, and cases can further repetition of behavioral characteristics important to students such as empathy and self-confidence.

The gradual expansion of public policy training into the area of public management has brought with it a marked increase in the use of cases and case teaching. Executive training programs, an ever more common feature of publicpolicy schools, rely even more heavily on case. Despite their prevalence and popularity, cases and case teaching have come in for considerable criticism. Social scientists in particular fault them for being atheoretical and, hence, lacking in intellectual rigor. Contemporary cases are also faulted for implicitly endorsing an “activist” or “heroic” view of public management. Whereas cases from the 1940s and 1950s portrayed a functional view of public managers, recent cases portray managers as people who actively shape their legal mandates and use administrative systems to promote political objectives--a questionable image to convey to students training for public service.⁽¹⁾

The first half of the paper describes in some detail a seminar, “Ethics and Public Management,” conducted at the Kennedy School by Mark Moore, Mark Lilla, and the author.     

Issues in Implementing a Comprehensive Intervention for Public School Children With Autism Spectrum Disorders

Many students with autism spectrum disorders (ASD) are educated separately from their typically developing peers, while others are placed in inclusive classes but without supports that would help them benefit from less restrictive placements. The needs of students with ASD who are in inclusive settings are often not planned for or met appropriately, resulting in continuing problems and movement to increasingly restrictive environments or private placements. There is a critical need for school models to fill the gap in appropriate services for this population of children with ASD. These models should include those that are inclusive and academically challenging, that can be implemented by many school districts, and that are responsive to the unique combination of strengths and deficits in these students. In the current article, the authors describe the development and core components of the model, and implementation of the ASD Nest program in public schools in New York City.     

GENDERED AND CLASS RELATIONS OF OBESITY

Rising attention to the ‘social determinants of health’ puts questions of gender and class squarely on the public health agenda. Most health outcomes and health risk factors are inversely correlated with social class: people with better education, better jobs and higher incomes typically enjoy better health. By comparison, gender differences in health are quite variable, depending on the health outcome or risk of interest. Furthermore, the distribution of any given risk factor tends to vary from society to society, from time to time, and between specific sub-populations. Public health research rarely considers class and gender together. In this paper we summarise and problematise the interplay between gender and class in empirical research on the ‘problem’ of obesity. We suggest that some of the difficulties in explaining research findings arise from limitations in the evidence base used to measure obesity, conceptual ‘slippage’ between key terms like gender and sex, and an erasure of social class from academic language. It is via an examination of these issues that underpin current obesity research that we offer more innovative and effective ways to approach the underlying theoretical and health promotion problems. Nevertheless, we acknowledge the considerable practical and intellectual challenges of analysing and reporting social determinants like gender and class in an environment that demands certain kinds of scientific evidence.     

The temporal fate of drugs in decomposing porcine tissue

Drug levels in decomposed individuals are difficult to interpret. Concentrations of 16 drugs were monitored in tissues (blood, brain, liver, kidney, muscle, and soil) from decomposing pigs for 1 week. Pigs were divided into groups (n = 5) with each group receiving four drugs. Drug cocktails were prepared from pharmaceutical formulations. Intracardiac pentobarbital sacrifice was 4 h after dosing, with tissue collection at 4, 24, 48, 96, and 168 h postdosing. Samples were frozen until assay. Detection and quantitation of drugs were through solid phase extraction followed by gas chromatograph/mass spectrometer analysis. Brain and kidneys were not available after 48 h; liver and muscle persisted for 1 week. Concentration of drugs increased during decomposition. During 1 week of decomposition, muscle showed average levels increasing but concentrations in liver were increased many fold, compared to muscle. Attempting to interpret drug levels in decomposed bodies may lead to incorrect conclusions about cause and manner of death.