Cultural Adaptation and Validation of the Movers Scale in a French-Canadian Population

The purpose of this paper is to present the results of a study that draws upon a collaborative research strategy and has two main objectives: 1) Translating and adapting into French the Measure of Victim Empowerment Related to Safety (MOVERS scale) (Goodman et al. Psychology of Violence, 5(4), 355-366, 2015a); 2) Validating the French version of the MOVERS scale in a population of French-Canadian women receiving shelter services. The French-Canadian MOVERS (FCM) was administered to 189 women receiving shelter services in the province of Québec (Canada). The factorial structure, reliability and validity of the FCM were tested. This paper highlights that the FCM replicates the three dimensions found in the original version (Goodman et al. Psychology of Violence, 5(4), 355-366, 2015a), displays significant correlations with measures of depression, anxiety and stress, self-esteem, perceived social support, satisfaction with life and self-efficacy, and has overall good reliability estimates. The FCM is a valid and reliable scale to assess safety-related empowerment among women receiving shelter services. Furthermore, the scale provides interesting opportunities to shelter workers, which will be discussed in the paper.

     

The Welfare Conventions Approach: A Comparative Perspective on Social Impact Bonds

Abstract

The Social Impact Bond (SIB) is a new funding mechanism for welfare programs. It is supposed to create savings for the public sector from which private returns can be deducted. Presented as a purely technical solution, SIBs discard their political morality. The Welfare Convention Approach (WCA) is designed for studying SIBs as disputed and versatile welfare apparatuses. It is claimed that elements from diverse historical welfare conventions (the philanthropic, communitarian, civic, market, full employment, entrepreneurial, financial, and behavioral) reveal the diverse institutional conflicts and compromises of SIBs at the time they are implemented. In so doing, the WCA informs comparative research on SIBs.     

Predicting Probationer Rates of Reincarceration Using Dynamic Factors from the Substance Abuse Questionnaire-Adult Probation III (SAQ-Adult Probation III)

Individuals incarcerated for violating the terms of their probation constitute a large portion of the prison population. Intervention programs designed to rehabilitate probationers have the potential to reduce prison populations and moderate the costs associated with incarceration. Unlike previous research, which has focused on demographic and static characteristics, the present study examined dynamic factors as predictors of probation revocation, as they may be more amenable to rehabilitation. The sample was comprised of 8,310 adult probationers and used scores from the SAQ-Adult Probation III. Poisson regression analyses showed that three dynamic factors, violence, antisocial behavior, and stress risk were positively related to the number of lifetime probation revocations. These results are discussed in light of potential rehabilitative benefits.     

Encountering China: Contexts and Methods for Teaching Chinese Politics in American Classrooms

This article explores the use of student-centered learning activities when teaching Chinese politics in American college classrooms and discusses the importance of context in those activities. In particular, the article explores how classroom context, including student identities, and student exposure to diverse, often conflicting ??political identities?? in course material emerge during different ??encounters????a Cultural Revolution poster exhibition, a simulation about the Three Gorges Dam, a Cultural Revolution role-play, and a problem-solving session involving factory workers. The article argues that encounters, which encompass in-class activities, such as problem solving, simulations, and role-play, enhance student engagement with course material, improve student retention of historical and contemporary political knowledge, and encourage critical thinking and peer collaboration in a student-centered learning environment. The article concludes that learner-centered teaching is significant because as the world becomes more complex, the knowledge and skills acquired through student-centered activities in politics classes are highly relevant for the future of self-organization, social interactions, and institution building.