Humanitarian Crises and the International Politics of Selectivity

How has the international community responded to humanitarian crises after the end of the Cold War? While optimistic ideational perspectives on global governance stress the importance of humanitarian norms and argue that humanitarian crises have been increasingly addressed, more skeptical realist accounts point to material interests and maintain that these responses have remained highly selective. In empirical terms, however, we know very little about the actual extent of selectivity since, so far, the international community’s reaction to humanitarian crises has not been systematically examined. This article addresses this gap by empirically examining the extent and the nature of the selectivity of humanitarian crises. To do so, the most severe humanitarian crises in the post-Cold War era are identified and examined for whether and how the international community responded. This study considers different modes of crisis response (ranging from inaction to military intervention) and different actors (including states, international institutions, and nonstate actors), yielding a more precise picture of the alleged “selectivity gap” and a number of theoretical implications for contemporary global security governance.     

Methodology

Abstract

Any discussions about specialized helping environments for children or young people would be incomplete without reference to the relationships found between practices in group care centers and schools. This involves thinking of a child's total environment as a curriculum for teaching competencies and learning outcomes important to daily living. The task involves making a conscious effort to deal with a child's functioning in the present, thereby avoiding diagnostic conclusions that emphasize difficulties in one area of their life as the cause of learning problems.     

Best Practices in School-Based Mentoring Programs for Adolescents

Mentoring is a promising approach to promote healthy development and prevent poor youth outcomes; however, bad mentoring experiences have yielded negative results. Thus, it is critical that youth service providers take heed of the current research and resources for establishing an effective youth mentoring program. Given the increased interest in school-based mentoring programs, presented herein are best practices in developing, implementing, and evaluating a school-based mentoring program for adolescents. Program development strategies are provided around laying the groundwork, establishing partnerships, and coordinating the program. The elements of effective practice for mentoring (MENTOR, 2009) are summarized and additional implementation considerations are presented. Lastly, the realities of program evaluation are discussed in juxtaposition to program evaluation standards.     

Unaccompanied Migrant Adolescents in the Italian Context: Tailored Educational Interventions and Acculturation Stress

The migration experience is normally associated with acculturative stress; this condition assumes relevance when the migrant is a minor alone. The aim of this study was to explore perceptions about the migration process and educational interventions offered by host-community social workers. We conducted semi-structured interviews with 10 unaccompanied migrant adolescents that had finished their educational pathways in the traditional community centers. Interview results were analyzed using NVivo 9, based on the grounded theory. The main results of the study are related to the incompatibility between the educational intervention of host communities and minors’ projects and motivations.     

Pushing the Boundaries of Education: Evaluating the Impact of Second Step®: A Violence Prevention Curriculum with Psychosocial and Non-Cognitive Measures

The Second Step® violence prevention curriculum was implemented in a large urban school district as part of a comprehensive three-year initiative to impact students at-risk for violence and substance abuse. An outcome evaluation was conducted to assess the intervention's effectiveness on students’ attitudes and on behaviors important for accountability. Results indicated improvements in students’ prosocial attitudes and behaviors that were consistent across two large cohorts of students. Implications for theory and future research are discussed.     

Trust-Based Relational Intervention (TBRI): A Systemic Approach to Complex Developmental Trauma

Children and youth who have experienced foster care or orphanage-rearing have often experienced complex developmental trauma, demonstrating an interactive set of psychological and behavioral issues. Trust-Based Relational Intervention (TBRI) is a therapeutic model that trains caregivers to provide effective support and treatment for at-risk children. TBRI has been applied in orphanages, courts, residential treatment facilities, group homes, foster and adoptive homes, churches, and schools. It has been used effectively with children and youth of all ages and all risk levels. This article provides the research base for TBRI and examples of how it is applied.     

Dynamics of NGO legitimacy: how organising betrays core missions of INGOs

International non‐governmental organisations (INGOs) are prominent actors in the international arena, aiming to improve the life of disadvantaged people. However, INGOs often do not succeed in doing this. Consequently, INGO legitimacy is regularly questioned. Increased transparency and tightened accountability mechanisms are often‐mentioned solutions to this problem. Based on an analysis of four dimensions of INGO legitimacy—normative, regulatory, cognitive and output legitimacy—we argue that this is not necessarily adequate. We conclude that INGO mission statements create a normative source of legitimacy, but that this, in itself, is not enough to ground INGO legitimacy: it also needs to be institutionalised and organised. However, as a result of power relations and resulting pressures for accountability and transparency, as defined by their external stakeholders, INGOs experience a permanent struggle to reconcile their mission with the requirements for regulatory, cognitive and output legitimacy. The more these stakeholders press for increased organisation of INGO work, the more the pursuit of the core objectives of INGOs is obstructed. We illustrate this argument with the case of the post‐Tsunami humanitarian intervention (2004/2005). Copyright © 2008 John Wiley & Sons, Ltd.     

Is the Future of SSR non-linear?

This article explores issues around security sector reform (SSR) and the involvement of the international community in peace-building. It argues that the international architecture which surrounds SSR privileges a particular form of knowledge that reflects a technocratic approach to security, and illustrates this by systematically examining the literature. Research on the literature itself shows that three core themes dominate: state-centric approaches, technocratic approaches, and approaches to local ownership. These comprise a current, linear approach to SSR that ignores much of the critical literature on peace-building. The article then goes on to draw on some of this critical literature to develop an alternative approach to SSR building using a non-linear approach which incorporates a better understanding of institutional politics, an emphasis on process rather than structures, and analysis of hidden politics.     

The Evolution of Political Violence: The Case of Somalia’s Al-Shabaab

This research investigates the development and expansion of the al-Shabaab movement in Somalia from 2000 to 2013. Initially a marginal player in Somalia, by 2013 al-Shabaab had transformed into the most formidable armed opposition to challenge the nascent Somali government and its allies. During this time period they administered territory domestically, while expanding their tactical repertoire and geographic scope of attacks. After analyzing the historical conditions (2000–2006) from which al-Shabaab emerged, I explore the evolution of this organization through the use of historical process tracing. This entails looking for critical junctures on a global, national, and local level that had a dramatic impact on the future trajectory of the insurgency. The results show that harsh foreign interventions had many deleterious consequences, acting as an initial impetus for armed resistance, while also acting as a continuous source of controversy which al-Shabaab exploited to gain new recruits. Moreover, irreconcilable intra-organizational schisms also contributed to altering the future organizational decisions made by al-Shabaab. The culmination of these results engage and expand the theory of categorical terrorism, offering observations to help scholars and policy makers alike begin to re-conceptualize ways to study terrorism and political violence.     

Precedents,parliaments, and foreign policy: historical analogy in the House of Commons vote on Syria

Abstract

This analysis investigates the role of historical analogies in the influence that parliaments have in foreign policy. Our empirical focus is the UK Parliament’s unusual opposition to the Prime Minister on UK involvement in Syria in 2013. The vote challenges many conventional expectations about the role of parliament in security affairs. Important in this vote were lessons learned and strategically used from UK participation in the intervention of Iraq in 2003. This argument is developed theoretically based on research on historical analogies: parliaments, ‘learn’ (primarily negative) lessons about past foreign policy events which guide parliamentary preferences and procedures and can enhance parliaments’ role in subsequent foreign policy. The article contributes to research on analogies by extending the logic to lessons on process. This use of precedents can offer more structurally oriented perspectives that translate critical junctures into reforms in procedures and policy-making practices.