Development of interest and enjoyment in adolescence. Part II. Boredom and psychopathology

Significant changes in both the capacity and the content of attention emerge during adolescence. Part II of this two-part article argues that a central task of adolescence is to utilize increased information-processing capacities in order to develop attentional habits which shape interests, provide enjoyment, and avoid boredom. Reports of chronic boredom or of extreme efforts to escape from boredom during adolescence may signify substantial difficulty in forming the attentional habits required for developing a separate identity. When adolescents are bored, they may resort to habits of attention and enjoyment which have deleterious personal, social, and ecological consequences. Further study of attention in adolescence may help to explore preventive educational approaches to the problem of boredom and of “pathological” solutions to boredom.     

Problems in the pathways to judicial success: women in the legal profession in Northern Ireland

ABSTRACT

This paper considers women’s representation in the under-explored context of the judiciary in Northern Ireland. Previous research into the experiences of women practitioners in the legal profession in Northern Ireland has indicated that women are discouraged from pursuing judicial careers for a variety of reasons associated with their gender. Further research into the gendered barriers these women practitioners face is required in order to assess the extent to which the same may impede their career progression. This paper uses a critical, social constructionist feminist approach to explore some of the gendered barriers influencing women’s under-representation in Northern Ireland’s judiciary. It is contended that representation can only be improved when women’s retention and progression through the ranks of the legal profession is addressed. Employing gender as a lens, this paper will analyse potential difficulties faced by the women solicitors and barristers in Northern Ireland in order to assess future judicial gender parity prospects in this jurisdiction as it is these women solicitors and barristers who form the female “talent pool” from which future members of the judiciary will be selected.     

The Recurring Victimization of Individuals with Mental Illness: A Comparison of Trajectories for Two Racial Groups

Objective

This study explores whether the trajectories of recurring victimization of Black persons diagnosed with major mental illnesses vary from the trajectories of their White counterparts. Further, the study examines whether the risk factors for recurring victimization among persons with major mental illness vary by race.

Methods

Using data from the MacArthur Violence Risk Assessment Study (MacRisk), two separate hierarchical binomial regression models were estimated to compare the recurring victimization trajectories of Black and White MacRisk participants. Cross-level interaction terms were also estimated to determine if the coefficients for each of the time-varying covariates included in the analyses were significantly different across race.

Results

The findings indicate that the trajectories of recurring victimization for Black persons with serious mental illness are significantly different from those of White persons with serious mental illness. Specifically, Black persons’ trajectories remain relatively stable over time, while the risk of recurring victimization declines for Whites as time since release from the hospital increases. Further, the effects of alcohol abuse on revictimization risk vary by race.

Conclusion

The findings suggest that the life experiences of Black persons with mental illness may be different from their White counterparts, which is likely to contribute to distinct patterns of recurring victimization over time. Future research should continue to explore recurring victimization among diverse samples to identify potential sources of the variation in revictimization trajectories across race.

     

Informing the Understudied R: Exploring and Advancing Typological Research

Creating offender typologies has become a growing interest and a potential method of improving understanding of programming needs and potential placements. Most typological research has only explored and described potential offender types. Relatively few studies have attempted to confirm the existence of created typologies or examine how offenders in each type predict important outcomes. Utilizing a large sample (N = 37,111) of reentering male offenders from Washington State Department of Corrections, we computed both an exploratory and confirmatory latent class analysis. After the confirmation of six offender types, we examined each type’s likelihood of several recidivistic outcomes. We anticipate that the described typology will assist case management, prioritizing offender needs, optimizing treatment services, and determining sequencing of multiple treatment types.     

Changes in Perceived Social Support and Socioemotional Adjustment Across the Elementary to Junior High School Transition

One of the most fundamental factors related to psychological well being across the lifespan is whether a person perceives social support from important others in his or her life. The current study explored changes in and relationships among perceived social support (SS) and socioemotional adjustment (SEA) across the 1-year transition from elementary to junior high school. Two cohorts of students (N = 140) participated in the current study that took place across a 3-year time span. Analyses of the transition data for boys and girls together reveal declines in perceived total support and teacher support as well as an increase in self-reported school problems. When considering the sexes separately, girls?? perceived total support, close friend support and school support declined while boy??s self-reported school problems increased across the transition. Although social support did not emerge as a mediator or predictor for any of the socioemotional variables in the current study, results reveal that, in general, perceived social support and socioemotional functioning at the end of the last year of elementary school predicts perceived social support and socioemotional functioning at the end of the first year of junior high school. Study limitations and implications for research and practice are discussed.