Social skills training for juvenile delinquents: post-treatment changes

Objectives

To examine the post-treatment effectiveness of an outpatient, individual social skills training for juvenile delinquents in the Netherlands and to conduct moderator tests for age, gender, ethnicity, and risk of reoffending.

Methods

The sample consisted of juveniles who received Tools4U, a social skills training with a parental component, as a penal sanction (N?=?115). Propensity score matching was used to select a control group of juveniles receiving treatment as usual (TAU) of n?=?108 juveniles (of a total of N?=?354). Assessment of impulsivity, social perspective-taking, social problem-solving, critical reasoning, developmental task-related skills, and treatment integrity took place before and immediately after the treatment.

Results

Treatment integrity was found to be sufficient, so that treatment effects could be attributed to the Tools4U training. Tools4U was more effective than TAU in reducing impulsivity, cognitive distortions (self-centering and assuming the worst), and social perspective-taking deficits (hostile intent attribution). No treatment effects were found on adolescents’ social problem-solving skills, and only caretakers of girls showed improvement in parenting skills. Effects on developmental task-related skills were not in the expected direction: after Tools4U, juveniles reported significantly less social acceptance and self-worth than juveniles receiving TAU.

Conclusions

Tools4U showed generally small effects and no effects on protective factors, which might limit the long-term treatment effects on delinquency. Treatment effects may be improved by implementing additional techniques and improving the parental component for boys in particular.

     

西方CEO变更理论研究综述

任何一个公司在发展过程中都无法回避CEO的变更,这是公司最重要的战略决策之一,会对公司产生重大影响。正因为此,国外从上个世纪50年代就开始关注CEO变更问题,并形成一个专门化的研究领域。而这个领域的研究主要集中在三个方面,一是影响CEO变更的因素,二是CEO变更的继任机制,三是CEO变更的影响。     

Reviews & Resources

Theater

Split Britches, by Lois Weaver in collaboration with Deborah Margolin and Peggy Shaw, directed by Lois Weaver for the Split Britches Company, Open Gate Theatre, New York City.

Beauty and the Beast—The Otic and Only World‐Famous Vaudeville Revue, written by Deborah Margolin in collaboration with Lois Weaver and Peggy Shaw, directed by Lois Weaver, Spring 1983, WOW Cafe, New York City.

'night, Mother, by Marsha Norman directed by Tom Moore, Golden Theatre, New York City.

The Department, by Barbara Gar‐son, directed by Chris Kraus, May 1983, Theater for the New City, New York City.

Sappho and Aphrodite, by Karen Malpede, directed by Lois Weaver, presented by the Sappho and Aphrodite Company as a work‐in‐progress, Provincetown Playhouse, March 1983, New York City.

Cloud 9, by Caryl Churchill, directed by Tommy Tune, Lucille Lortel Theatre, New York City.

Dance

With Longings to Realize, Johanna Boyce and Performance Group, January, 1983, Dance Theatre Workshop, New York City.

Theory and Play of the Duende, by Pilar Rioja, Repertorio Espanol's Gramercy Arts Theater, April 1983, New York City.

Ms. Barbie and Her Friends or Whose Life to Live, by the Barbara Mahler Dance Theater, March 1983, Cash Performance Space, New York City.

Music

Thoughts on Women's Popular Music

Meg Christian, Bottom Line, April 1983, New York City.

Holly Near and Ronnie Gilbert in Concert, Lincoln Center, Avery Fisher Hall April 13, 1983, New York City.

Books

Divine Dancer: A Biography of Ruth St. Denis by Suzanne Shelton. Garden City, New York: Doubleday & Company, Inc., 1981. 338 pp. Bibliography. Index.

American Women Dramatists of the Twentieth Century, A Bibliography. Brenda Coven. Metuchen, New Jersey & London: Scarecrow Press, 1982. 237 pp.

Women in Film: Both Sides of the Camera by E. Ann Kaplan. New York and London: Methuen, Inc., September, 1983.

Biographical Dictionary of Dance.Barbara Naomi Cohen‐Stratyner. New York: Schirmer Books, 1982. 970 pp.

American Women in Jazz: 1900 to the Present—Their Words, Lives, and Music.Sally Placksin. U.S.A.: Wideview Books, 1982. 322 pp. Bibliography, index, and discography.

Women in Theatre: Compassion and Hope.Karen Malpede. New York: Drama Book Publishers, 1983. 265 pp. Selected bibiography and index.

Listings     

A Comparative Analysis of Social Impact Bond and Conventional Financing Approaches to Health Service Commissioning in England: The Case of Social Prescribing

Abstract

The article compares two social prescribing interventions in Northern England. One was financed through a Social Impact Bond (SIB) and the other was financed in a more conventional way. It utilises a comparative approach to understand the extent to which different methods of financing social prescribing conform to key features of the New Public Management (NPM) or New Public Governance (NPG) in their design and implementation. It finds that a SIB approach tends towards NPM during programme design and implementation and that this creates challenges for social prescribing programmes, the complexity of which appear better suited to an NPG-based relational approach.     

Securing Hong Kong’s identity in the colonial past: strategic essentialism and the umbrella movement

ABSTRACT

The Umbrella Movement in Hong Kong is the most radical political movement to have taken place in the former British colony since 1967 anti-colonial demonstrations. Using empirical evidence obtained from activists who participated in the Umbrella Movement, this paper explains how Hong Kong’s youth are looking simultaneously to both the past and future to secure their identity in the colonial past even as some hope to achieve ultimate secession from Mainland rule. Racism and anti-Mainland hostilities in Hong Kong are the result of nostalgia and the insurrectionary impulse akin to the millenarianism of social movements founded on suffering and loss that continually seek the recovery of pasts of which they are now deprived. We illuminate how, to young activists, the Umbrella Movement presents hope for a future embedded in the past that remains one the territory and former colony may still aspire toward.     

Who Develops a University Invention? The Impact of Tacit Knowledge and Licensing Policies

In this paper, I propose a theoretical model to illustrate how the inventor know-how affects whether the inventor starts a firm to develop her idea or licenses an invention to an established firm for development. Inventor start-ups are characterized as development organizations that serve a temporary role in the invention–innovation process, developing an invention until they can sell the developed invention to an established firm that owns requisite complementary assets for commercialization. This model is then used to analyze the role and impact of a university technology transfer office (TTO) on this process to understand how TTO’s may both positively and negatively impact the transaction. The model posits a general theory of inventor–entrepreneur behavior in university and corporate research labs based on two factors: the importance of know-how and the distribution of inventors’ personal costs to transfer that know-how.     

Changes in staff confidence and attributions for challenging behaviour after training in positive behavioural support within a forensic medium secure service

Positive behavioural support (PBS) is a non-aversive approach to preventing and managing challenging behaviours. Seventy-nine qualified and unqualified nursing, psychology and occupational therapy staff were trained in using PBS. To measure the effectiveness of the training, confidence in managing challenging behaviour and attributions for causality, control and stability were measured before and after the training. To measure confidence, an adapted version of the Confidence in Coping with Patient Aggression Instrument was used. Attributions were measured using the Challenging Behaviour Attributions Scale and the Causal Dimension Scale II. There was a significant increase in confidence after training. In addition, there were significant changes in attributions relating to causality and stability of challenging behaviour, particularly for qualified staff. The results suggest that confidence and attributions are affected positively by training in PBS within a medium secure forensic mental health setting.     

Classroom Context,School Engagement,and Academic Achievement in Early Adolescence

Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a multidimensional approach to the measurement of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions of classroom context (instruction quality, social/emotional climate, and student–teacher relationship) and school engagement (psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants included 1,014 children (50% female) in 5th grade (mean age = 11). The majority of the participants were white (77%) and 23% were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom context and academic achievement for students without previous achievement difficulties. However, for students with previous achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and achievement for students with previous achievement difficulties. Additional strategies may be needed for these students.