Discriminators of types of recidivism among boot camp graduates in a five-year follow-up study

This was a five-year follow-up study of 572 male graduates of a boot camp in the South. The purpose was to determine what elements of life-course theory discriminated between four outcomes: (1) nonrecidivists, (2) recidivists with felonies, (3) technical parole violators, and (4) parole violators due to drugs. Findings indicated a relatively accurate classification of the first three outcomes.The discriminators between nonrecidivists and various types of recidivists in the study were indicators of informal social controls such as marriage, employment, children, and religiosity. Discriminators of felony recidivists were early sexual and physical abuse, gang membership, peer association, carrying a weapon, and early onset of crime. Discriminators associated with technical parole violation were attachment to female caregivers, self-esteem and self-efficacy, and perception that boot camp stimulated thinking about choices in life. The conceptual and policy implications of these findings are discussed in detail.     

Secondary learning and the unintended benefits of collaborative mechanisms: The Federal Aviation Administration's voluntary disclosure programs

Along with other types of process‐oriented regulation, voluntary disclosure programs are increasingly used by regulatory agencies to supplement traditional inspection activities. Voluntary disclosure programs provide incentives, such as immunity or reduced regulatory enforcement to those submitting reports, while providing regulatory agencies with valuable information on existing risks and areas of non‐compliance. This article contributes to the discussion of voluntary disclosure programs by highlighting an important unconsidered benefit of such programs: the secondary learning they generate, above and beyond information about violations. Beyond the information submitted by firms contained in the self‐disclosures, the programs generate information and insights about the usual practices of the industry, the division of labor, typical problems, and ways to handle them – those details often invisible to those outside an organization or inside the organization but not “on the ground.” This additional information provides important benefits to both industry management and agency officials. We demonstrate the existence of secondary learning and describe the effect of the structure of voluntary programs on secondary learning with evidence from two case studies of the Federal Aviation Administration's voluntary disclosure programs: the Aviation Safety Action Program and the Voluntary Disclosure Reporting Program.     

The effect of listenability factors on the comprehension of police cautions

We examined the extent to which modifying a police caution using three listenability factors (Instructions, Listing, and Explanations) improved comprehension. A 2 (Instructions vs. No Instructions) × 2 (Listing vs. No Listing) × 2 (Explanations vs. No Explanations) between-participants design was used. Participants (N = 160) were presented verbally with one of eight cautions and asked to record their understanding of the legal rights contained in the caution. Results showed a main effect of Explanations, thus suggesting that repeating the information contained in the caution in different terms increased comprehension. Partial support was also found for the hypothesized additive interactions of modifications, as the caution containing all three modifications resulted in the highest level of comprehension. The implications of these findings for the comprehension of police cautions, and verbally delivered information in general, are discussed.     

An evaluation of intimate partner violence intervention with incarcerated offenders

The following study is an evaluation of the Moderate Intensity Family Violence Prevention Program (MIFVPP). The sample consisted of 298 male federal offenders who participated in the MIFVPP while incarcerated or on release within the community. Participants were assessed pre-, mid-, and postprogram using an assessment battery consisting of self-report questionnaires and facilitator-rated evaluation scales. Results of the study found uniform and significant (p < .001) improvement for pre and post program change in the self-report questionnaires and in the facilitator ratings. A positive improvement in motivation, whether assessed by the participant or facilitator, was associated with improvement in program outcomes and significant within, between, and interaction effects were found when participant program performance over time was compared among grouped postprogram ratings of motivation. The implication for the efficacy of addressing offender motivation to change in intimate partner violence (IPV) interventions is discussed.