The assessment of capable guardianship measures against bullying victimization in the school environment

Abstract

Policymakers, school officials and the law enforcement community have expanded legal tools and other strategies to address bullying in recent years. This has resulted in a larger and more challenging role for law enforcement officers working in school settings. The present study seeks to understand the ways in which local law enforcement officers interpret this new role and their efforts to prevent and respond to bullying. We draw upon Routine Activities Theory as a lens to view officer perceptions of promoting guardianship and reducing target suitability of young people most at-risk for bullying victimization. Data collected from qualitative interviews of law enforcement officers working with local schools, suggest that officers see a role for law enforcement in promoting guardianship around this health and safety concern, but recognize the limitations of using arrest authority. They emphasize promoting trust and building relationship in efforts to support potential and current bullying victims.     

Testing for Analysts’ Bias in Crime Prevention Experiments: Can We Accept Eisner’s One-tailed Test?

Eisner (Journal of Experimental Criminology, this issue, 2009) suggests that developer-led evaluations often make programs look better than independent evaluations do because the former suffer systematic biases in favor of prevention success. Yet, his proposed remedies suffer their own systematic bias, constituting a ‘one-tailed’ test of bias in only one direction. In this response we suggest that a more objective assessment of ‘analysts’ effects’ requires a ‘two-tailed’ test of bias, in which reviewers would measure indications of bias both for and against success in evaluations reported by both developers and independent evaluators. After exploring the full complexity of the distinction between developers and evaluators, we report on one case in which independent evaluations were more favorable than those of developers. We then suggest possible indicators of analysts’ biases against finding success that may characterize the work of developers who “bend over backwards” to find harm in their programs, and of independent evaluators who may seek to “get a scalp” of a developer or a program.

Singular memory or institutional memories? Toward a dynamic approach

The ability of the civil service to act as a reservoir of institutional memory is central to the pragmatic task of governing. But there is a growing body of scholarship that suggests the bureaucracy is failing at this core task. In this article, we distinguish between two different ways of thinking about institutional memory: one “static” and one “dynamic.” In the former, memory is singular and held in document form, especially by files and procedures. In the latter, memories reside with people and are thus dispersed across the array of actors that make up the differentiated polity. Drawing on four policy examples from three countries, we argue that a more dynamic understanding of the way institutions remember is both empirically salient and normatively desirable. We conclude that the current conceptualization of institutional memory needs to be recalibrated to fit the types of policy learning practices required by modern collaborative governance.     

Suicidal Ideation Among Women Court-Referred to Batterer Intervention Programs

Identifying the prevalence and correlates of suicidal ideation in women mandated to batterer intervention programs is necessary to prevent suicide in this greatly understudied population. This study used cross-sectional, self-report survey methodology to identify the prevalence and correlates of suicidal ideation among 79 women attending batterer intervention programs. Of the sample, 33% reported experiencing suicidal ideation during the two weeks prior to entering the program. Multiple linear regression analysis indicated that (while controlling for number of batterer intervention sessions attended) symptoms of depression and borderline personality disorder, but not symptoms of antisocial personality disorder, were associated with suicidal ideation.     

State-Level Determinants of Hate Crime Reporting: Examining the Impact of Structural and Social Movement Influences

In this article, we investigate factors affecting hate crime policies by examining anti-LGBT (lesbian, gay, bisexual, transgender) hate crime reports as a type of policy implementation. Analyzing state-level data drawn primarily from the US Census between 1995 and 2008, we examine how structural and social movement mobilization factors explain hate crime reporting. We find that anti-LGBT hate crimes are more likely to be reported in more urbanized states and in states with both split political elites and a greater number of LGBT social movement organizations. We discuss the implications of our findings for separating the drivers of policy passage from policy implementation and for complementary criminological and social movement explanations for hate crime reporting.     

Exposing the War on Women: The Limits of Law and Power of Care to Address Sexual Violence in Contemporary Crime Drama

A comparative reading of two recent crime dramas, The Fall (TF) and The Bletchley Circle (BC), demonstrates the limits of law and potential of care to address violence against women. TF, a Nordic noir, moves beyond a gender-blind account of crime yet relies on a liberal, state-centric response that blunts its political critique. BC, a hybrid cozy-period-detective genre piece set in post-World War II London, offers a new perspective on violence against women in crime dramas. First, juxtaposing men’s and women’s post-war experiences, BC frames violence against women as an ongoing war in which women remain comrades-in-arms. Second, it suggests that while the state has a necessary role to play as a coordinator of spaces, skills, and citizens, state action alone cannot end violence against women. Rather, citizen engagement through an ethic of care may offer a new way to address such harms.     

Improving Public Service Education Programs through Assessing the Performance of MPA Alumni

Educational outcomes assessment can improve public service education programs. This article applies the Model of Learning Outcomes for Public Service Education which suggest that enabling characteristics—factors that mediate the relationship among immediate, intermediate, and longer term outcomes—can improve our understanding of public service education. A survey was conducted of alumni at The George Washington University in Washington, DC, and the American University in Cairo in Cairo, Egypt. The responses from the two groups of MPA program alumni were striking: curriculum understanding and application were markedly similar, suggesting that this model is appropriate for use in different contexts.