SPECIAL NEEDS CHILDREN IN FAMILY COURT CASES

This article presents a conceptual framework for describing cases involving children with special needs that are increasingly being seen in family court. Three categories that represent the most common of such cases include (1) acute, life-threatening medical conditions; (2) chronic developmental disorders; and (3) psychological and behavioral syndromes. After detailing the nature of the disabilities in each category, perspectives from the bench are offered with specific recommendations and general strategies for effective case management. This is followed by a proposal of an innovative conceptual model—the Individualized Parenting Plan (IPP)—that organizes and integrates nine domains essential for a comprehensive parenting plan for special needs children. The article concludes with a list of sixteen strategic guidelines for servicing the families of these special needs children, in their best interests.     

The use of the laser for determining the direction of the shots and the position of the victim's body in gunshot wounds

In this article a practical case is described when gunshot directions and position of a victim's body at the moment of each shot were determined by natural simulation using an LG-78 laser (made in the form of a gun).     

The psychodynamics of a work stoppage at the Tenth Pan American Games

A study of the various stressors faced by interns serving as security assistants at the Tenth Pan American Games and the coping mechanisms they utilized was undertaken during the months of July and August 1987. This study revealed that group development can be altered and maladaptive behavior can result among students experiencing high degrees of stress, frustration, and feelings of helplessness, who are subject to a leadership void. The data strongly support the need for planners of similar large-scale internship programs to consider group processes, organizational factors, and interpersonal relations if organizational goals are to be achieved, maladaptive coping mechanisms are to be avoided, and student stress is to be lessened.     

The relationship between education, experience, and police performance

This study used data from 299 police officers from 12 municipal police departments across the state of Virginia to determine the relationship between education and police performance. Performance was measured by supervisor evaluations of each officer's overall performance, communication skills, public relations skills, report writing skills, response to new training, decision making ability, and commitment to the police department. Significant correlations were found between education and most measures of performance. Most importantly, the results show a significant correlation between overall performance and education (r=24, p.<001). The only variables not proving to be significantly related to education were objective measures of the volume of arrests, number of times the officer required discipline, and number of accidents. Interestingly, the benefits of a college education do not become apparent until police officers gain experience. In addition, police, officers with only a high school diploma decreased in overall performance after five years of experience.     

A PROACTIVE RESPONSE TO FAMILY VIOLENCE: THE RESULTS OF A RANDOMIZED EXPERIMENT

Recent British work has focused attention on preventing repeat victimization as part of an overall crime prevention strategy. Because domestic violence victims are among those most likely to suffer multiple victimizations, they are logical candidates for programs targeted at reducing repeat victimization.
This article reports on a joint law enforcement-social services approach to reduce the incidence of repeat domestic violence. The research design randomly assigned households reporting domestic incidents within two public housing police service areas in New York to receive or not receive a follow-up to the initial patrol response. (The follow-up visit was conducted by a police officer and a social worker.) In addition, housing projects in the same area were randomly assigned to receive or not receive public education about domestic violence.
Neither treatment produced a reduction in violence. However, households in projects that had received public education and households that received the follow-up visits were both more likely to report new violence to the police than households that did not receive the treatments. Moreover, the effect of the follow-up visit was most pronounced among households with more serious histories of violence. The results suggest that the interventions increased citizens' confidence in the ability of the police to handle domestic situations.