Policing the deinstitutionalized mentally ill: Toward an understanding of its function

Although the police have long been recognized as a community health resource in the United States, this role has expanded significantly over the past several decades as a result of the deinstitutionalization movement. From a critical perspective, this article provides an analysis of the relationship between this enlarged police role and the current American socio-political order, in general, and the welfare state in particular. It is argued that in the course of handling the mentally ill the police carry out a number of functions for both the welfare state and the socio-political order, and in doing so, shore-up the social conditions which have inhibited the development of a positive, long-term care policy for the mentally ill. This article discusses three such functions and identifies an alternative social arrangement; one in which the police would not have to serve as a support for liberal-capitalism and its attendant inadequate welfare state.     

Changes in Intimate Partner Violence During Pregnancy

Women's experiences of partner violence, both before and during pregnancy, are described using a convenience sample of women recruited from prenatal clinics. Included were an index group of women who told their clinicians that they had been physically abused during pregnancy, and a comparison group of women who told their clinicians that they had not been physically abused during pregnancy (even though later more detailed assessment found that some of these comparison women had experienced such violence). The women averaged 27 years of age, with 83% being high school graduates, 26% being married, and 66% having had previous children. The Conflict Tactics Scales 2 assessed rates of partner violence victimization of the women and their male partners, including psychological aggression, physical assault, and sexual coercion. Injuries also were assessed. Results showed that comparison men were physically assaulted at significantly higher rates than were their female partners, both before and during pregnancy (even though these victimization rates were much lower than those seen among the index couples). Index women experienced higher rates of psychological aggression, physical assault, and sexual coercion than did their male partners, and these women were significantly more likely than their male partners to be injured. Pregnancy onset was associated with significant increases in the rates of psychological aggression among both the index and comparison couples. In addition, the index women experienced a significantly increased rate of sexual violence victimization during pregnancy. However, pregnancy was not associated with significant increases in the rates of physical assault or violence-related injuries among the index or comparison couples.     

Violence in relationships: A seventh grade inventory of knowledge and attitudes

The purpose of this research was to contribute to existing efforts of battered women's advocates, schools, and researchers by developing a valid and reliable inventory to evaluate educational interventions regarding violence in relationships. Content validity was established by national experts (N=32)solicited to complete an inventory rating scale and comment on the statements' ability to elicit early adolescents' knowledge and attitudes about violence in relation-ships. The revised inventory was tested with seventh grade health education students (N=99).The test-retest reliability criterion was .50. Spearman's rho correlations were .566 for the knowledge section and .669 for the attitude section. Knowledge and attitude sections were measured for internal con- sistency with Cronbach's alpha, with respective values of .3178 and .7207. Item analyses with Wilcoxon Rank Sum tests identified 11 knowledge statements and one attitude statement as significantly discriminating at both test and retest. Gender differences were noted and additional findings were reported. Recommendations for the further establishment of a valid and reliable inventory were made.     

Body Dissatisfaction and Physical Development Among Ethnic Minority Adolescents

The present study examined the association between body dissatisfaction and adjustment, and the role physical development plays in this association, in an ethnically diverse sample of over 1100 urban, ninth grade boys and girls (M age = 14). More similarities than differences were found across ethnic groups: Caucasian, African American, Latino, Asian, and multiethnic boys reported similar areas of body dissatisfaction, levels of body dissatisfaction, and associations between body dissatisfaction and psychosocial maladjustment. For girls, only mean level differences were found with African American girls reporting lower levels of body dissatisfaction than girls from other ethnic backgrounds. Higher levels of body dissatisfaction predicted more psychological and social maladjustment for both boys and girls. For boys, faster development predicted stronger associations between feeling overweight and peer victimization. Feeling too small only predicted victimization if boys were actually low in physical development. For girls, physical development directly predicted less peer victimization, while perceived faster development predicted more victimization. Thus, it appears that physical development can protect both girls (directly) and boys (buffering against the negative effects of body dissatisfaction) from peer victimization, whereas perceived faster timing of development can exacerbate peer victimization.Adrienne Nishina conducted this research as an NIH postdoctoral fellow in the UCLA Department of Education. She is currently an Assistant Professor in the Department of Human and Community Development at UC Davis. She received her PhD in clinical psychology from UCLA. Her major research interests include mental health in schools, adolescent peer relations, and ethnic diversity.Natalie Y. Ammon is a graduate student in the Department of Human Development and Family Sciences at the University of Texas, Austin. Her major research interests are at-risk youth and academic achievement.Amy D. Bellmore is an American Psychological Association/Institute of Educational Sciences Postdoctoral Education Research Training fellow at the University of California, Los Angeles. She received her PhD in developmental psychology from the University of Connecticut. Her research interests include peer-directed aggression, ethnicity and ethnic contexts, and the development of interpersonal perception.Sandra Graham is a Professor in the Department of Education at the University of California, Los Angeles. She received her PhD degree in educational psychology from UCLA. Her major research interests are the academic motivation and social behavior of ethnically diverse adolescents in urban schools.     

Education Reform and Accountability Issues in an Intergovernmental Context

Since the early 1980s, widespread expressions of concern aboutpublic education in the United States have been accompaniedby various proposals for improving public school performance.This article develops a conceptual framework for analyzing educationreform and accountability issues in an intergovernmental context.The writers then identify and discuss common themes in fiveprominent education reform efforts in the United States: (1)the promulgation of specific goals and requirements for publicschools; (2) the introduction of open-enrollment plans; (3)the establishment of charter schools; (4) the encouragementof private contracting for the delivery of school services;and (5) the development of public and private voucher programs.While diverse, each of these efforts involves a deliberate attemptto change the accountability mechanisms in the delivery of education,and all have been affected by intergovernmental politics.