Teachers’ Perceptions of Bullying: A Focus Group Approach

The current qualitative study used a focus group approach to examine teachers’ perceptions of student aggressors and victims. Participants in the current study included 35 teachers from public elementary, middle, and high schools. Teachers’ responses to five questions about risk factors for aggression and victimization, adaptive and maladaptive coping strategies, and advice for victimized youth were analyzed using thematic analysis. Teachers frequently identified family factors as a risk factor for becoming an aggressor. Appearance-based factors, shyness, and emotional reactivity were commonly mentioned as risk factors for victimization. Teachers believed that strong displays of emotions, physical retaliation, and ignoring the situation were ineffective means for victims to respond to peer aggression. Reporting the aggression to an adult, appropriately standing up for oneself, and seeking support from friends were viewed as more effective strategies for responding to peer victimization. Directions for future research and implications for intervention are discussed.     

The New Progressive Federalism: Common Benefits,State Constitutional Rights,and Democratic Political Action

In 1776, a group of political outsiders in Pennsylvania seized control of the convention and drafting process to create a robustly democratic and class-conscious state constitution. These commoners believed governments upheld and extended social and political privilege, serving primarily the interests of wealthy and powerful citizens. They tried to reverse these oligarchic tendencies, particularly through a “common benefits clause”: here the social contract prioritized the whole community and instituted a more horizontal form of equality among citizens. Ultimately, the short-lived Pennsylvania constitution of 1776 left a powerful legacy, largely forgotten but useful to remember. Today, in a broad “new progressive federalist” movement, democratic political action is rising up from city, state, and local governments to interrupt and counteract the oligarchic tendencies of the national government under the Trump administration. This paper shows how common benefit and equal privilege clauses, still on the books in many states, can inspire and inform this movement.     

Gang Membership and Mental Health During the Transition to Adulthood

Journal of Quantitative Criminology - There is an increasing understanding that mental health may be a collateral consequence of joining a gang. The objective of the present study is to assess the...     

Mill, Liberty and the Facts of Life

This paper examines John Stuart Mill's discussion of economic liberty and individual liberty, and his view of the relationship between the two. It explores how, and how effectively, Mill developed his arguments about the two liberties; reveals the lineages of thought from which they derived; and considers how his arguments were altered by political economists not long after his death. It is argued that the distinction Mill drew between the two liberties provided him with a framework of concepts which legitimized significant government intervention in economic matters without restricting individual liberty.     

Free-Standing Doctoral Programs in Community Psychology

We examined school sense of community (SSOC) between university students who are first-generation U.S. citizens (n = 936) or students who are non-first-generation U.S. citizens (n = 3,556), and between first-generation college students (n = 1,114) and students who are non-first-generation college students (n = 3,378), both attending an urban and diverse Roman Catholic university. Participants reported their SSOC and whether the school was innovative and inclusive, examining whether a higher sense of school community and positive notions of one's campus mission related to being a first-generation U.S. citizen or a first-generation college student. Results showed that a lack of belongingness may lead to lower academic achievement, school dropouts, and less school involvement. Future research should explore why there is a differing impact on school sense of community and campus mission perception for students who are first-generation U.S. citizens or first-generation college students.     

Social Justice and the University Community: Does Campus Involvement Make a Difference?

We examined perceptions on school sense of community and social justice attitudes among undergraduates (N = 427; 308 women, 115 men; M age = 19.72, SD = 1.91), and how year in school and club membership affected these constructs. Results demonstrated that involvement with a greater number of clubs was associated with having a stronger school sense of community and more positive social justice attitudes. Multiple regression analyses demonstrated that year in school did not significantly predict social justice attitudes. Results suggested that greater involvement and sense of school belonging might be linked to social justice attitudes.     

Immigration and crime: a time-trend analysis of self-reported crime in Sweden, 1999–2017

ABSTRACT

This study investigates the direction and rate of change in self-reported crime over time, based on immigrant status and region of origin. The study is based on eight nationally representive school surveys conducted by the National Council for Crime Prevention between 1999 and 2017, with a sample of 50,657 adolescents. Results in this study showed a decreasing trend in self-reported offending among both first and second generation immigrant youth, and also among immigrant youths from different regions of origin. The results also show that offending has declined at a faster rate among first generation immigrants by comparison with native Swedes.