THE PUBLIC ADMINISTRATION OF INTERNATIONAL SOVEREIGNTY

Abstract: Increasingly, the terms occupying centre stage on the policy agenda in many countries are global in reach. Thus they stretch the operational efficiency and suitability of the fabric of the sovereign state to its limits, and beyond. In particular the issue of global environmental change is demonstrating the need to break new ground in terms of institutions and instruments which provide vehicles for the creation and implementation of public policy "beyond the state". This paper explores the evolution of this situation during this century, and considers the institutional responses to the need for broader and broader geographical expressions of sovereignty.     

“I could not have made it without them”: Examining Trainee Cohort Perspectives on MSW Education for Public Child Welfare

This article reports findings from an evaluation of an MSW child welfare training program focused on increasing retention of knowledgeable, competent and experienced child protective service workers. From qualitative data gathered as part of the process evaluation, we found the cohort effect to be the most salient factor participants experienced as contributing to their successful program completion and their 100% retention rate. Analysis of the cohort effect yielded five themes instrumental in participants' individual and collective success: mutual support, empowerment, belief in self and their finding of a home base which ultimately helped them to launch their professional selves.     

Relationships between Agency-Specific Contact,Victimization Type,and Trust and Confidence in the Police and Courts

While the extant research on trust and confidence in the criminal justice system is broad in scope, its individual studies are more limited, leaving much unknown about these relationships. Building on prior research, the current study investigates the relationships between prior contact, victimization, and seven measures of trust and confidence in the police and courts. This study responds to calls for the relationships between trust and confidence in the criminal justice system, race/ethnicity, prior contact, and victimization to be investigated within a single study. Although rare in prior research, outcomes of trust and confidence in local police and courts are individually investigated within the same sample simultaneously. As a first, the current study also separates prior contact by police, courts, community corrections, and institutional corrections and examines four types of victimization (direct violent, vicarious violent, direct non-violent, vicarious non-violent). The latter allows for an examination of potentially more nuanced relationships between victimization and trust and confidence in the police and in the courts.     

Trauma-Informed Resource Parent Training and the Impact on Knowledge Acquisition,Parenting Self-Efficacy,and Child Behavior Outcomes: A Pilot of the Resource Parent Curriculum Parent Management Training (RPC+)

This pilot study illustrates one state’s development, implementation, and outcomes of a trauma-informed curriculum called the Resource Parent Curriculum + CARE (RPC+). The RPC+ is an intensive co-trained curriculum intended to be trauma-informed and skills-based focused on ameliorating child behavior problems that are frequently the source of parenting stress and placement instability. This article will provide a literature review of child and caregiver needs, describe the training curriculum, and present the results from the pilot implementation of the curriculum. Preliminary findings from this study show participants of the RPC+ show positive changes pre- to post-training on a number of dimensions that have been correlated with placement stability for children including knowledge of trauma, parenting self-efficacy, and child behavior outcomes.     

The Resource Center for Separating and Divorcing Families: Interdisciplinary Perspectives on A Collaborative and Child‐Focused Approach to Alternative Dispute Resolution

The Resource Center for Separating and Divorcing Families (RCSDF) is a teaching model for providing interdisciplinary services to separating and divorcing families. The model was developed by the Honoring Families Initiative at the Institute for the Advancement of the American Legal System at the University of Denver. Services are provided by graduate and law students at the University of Denver, working side‐by‐side with a supervising licensed attorney, psychologist, and social worker. The experiential and interdisciplinary model of teaching and providing direct client services is the first of its kind in the United States. RCSDF students and staff seek to empower parents to make positive decisions about their family's future in a supportive and educational environment.

Key Points for the Family Court Community
• The current system of preparing graduate and law students for careers in family law is in need of improvement. This article provides information for educators and the family law community about the impact of interdisciplinary and experiential learning for students.
• Parents going through the transition of separation or divorce experience psychological and financial stressors that can create serious behavioral and adjustment issues for their children. The RCSDF works in a holistic manner with parents and children to minimize the levels of stress and anxiety during the transition.

     

Validation of Tool Mark Comparisons Obtained Using a Quantitative,Comparative, Statistical Algorithm

Abstract: A statistical analysis and computational algorithm for comparing pairs of tool marks via profilometry data is described. Empirical validation of the method is established through experiments based on tool marks made at selected fixed angles from 50 sequentially manufactured screwdriver tips. Results obtained from three different comparison scenarios are presented and are in agreement with experiential knowledge possessed by practicing examiners. Further comparisons between scores produced by the algorithm and visual assessments of the same tool mark pairs by professional tool mark examiners in a blind study in general show good agreement between the algorithm and human experts. In specific instances where the algorithm had difficulty in assessing a particular comparison pair, results obtained during the collaborative study with professional examiners suggest ways in which algorithm performance may be improved. It is concluded that the addition of contextual information when inputting data into the algorithm should result in better performance.