Same-sex attraction and successful adolescent development

This study investigated the relation of adolescent same-sex attraction to “successful development” (Baltes, P. B., Am. Psychol. 32:366–380, 1997). Based on a survey of high-school adolescents, four groups were defined according to the nature of self-reported sexual attraction: exclusively heterosexual (EHA; n=3594); mostly heterosexual (MHA; n=124); bisexual (BSA; n=122); and same-sex attraction (SSA, n=36). Groups were compared across multiple intrapersonal, interpersonal, and environmental domains based on mean group differences and prevalence of developmental assets. Although the EHA group reported the most positive status across domains, several similarities among the groups were noted. Groups did not differ significantly in friendship quality and perceptions of school climate in the mean group comparisons, as well as academic orientation and (low) peer victimization in the assets-based analyses. Implications for successful development among adolescents reporting same-sex attraction are discussed along with the integration of the study of non-heterosexual youth into mainstream adolescent research.

Preventing lethal violence in schools: the case for entry-based weapons screening

Violence-related behavior in schools has declined in recent years, but the perception of risk remains high. Disturbingly high percentages of students and teachers report staying home out of fear, and many students bring weapons to school for protection. Current proposals for preventing school violence include punishing the violence-prone, expulsion for weapon carriers, and creating a culture of nonviolence through various behavioral methods like conflict resolution. None of these proposals address the issue of lethal violence and hence personal safety. The risk of lethal violence in schools (related mainly to firearms) could be substantially reduced by creating an effective barrier between firearms and people. This could be achieved by using entry-based weapons detection systems similar to those now used in airports and courts. Decreasing the risk and fear of violence by converting schools into weapons-free zones would also be expected to increase attendance and improve scholastic performance. Randomized, controlled studies should be undertaken to evaluate the efficacy and cost-effectiveness of entry-based weapons detection systems for achieving these outcomes.     

On Combat Effectiveness in the Infantry Platoon: Beyond the Primary Group Thesis

Since 2001, Western troops have been heavily engaged in combat in Iraq and Afghanistan raising once again the long-standing question of why small groups of soldiers are willing and able to fight together. Drawing on evidence from recent campaigns, and specifically focusing on American and British forces, this paper examines why small Western units have generally been effective in combat. Against the primary group thesis, originally proposed by Morris Janowitz and Edward Shils in 1948, the article claims that training and battle drills, not interpersonal relations, are the primary factor in generating performance on the battlefield. Moreover, high levels of training alters the relations between soldiers, giving rise to a core group which generates distinctive patterns of motivation.     

World society,international society and the colonization of Africa

This article utilizes an English School approach to examine the European colonization of Africa between 1871 and 1908. Drawing upon Clark's framework for understanding the relationship between world society, international society and international institutions, it argues that the colonization of Africa was very much dependent upon the activity of non-state actors who essentially pushed European states into the formal colonization of the African interior. Such a case sheds important light on the destructive role world society has played in international politics, a topic which has received no attention in the English School literature. Moreover the study provides additional empirical insights into the relationship between world society, international society and international institutions, while also bringing much needed empirical discussion of colonization into the English School catalogue.