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Descriptors:
Conditioning; Deception; Generalization; Physiology; Responses; Crime; Testing

Abstract:
Previous attempts at lie detection, such as the polygraph, have relied on physiological arousal to identify deception--but these responses have not proven to be as reliable as is necessary for widespread use. Conditioning procedures have been shown to increase the discriminative physiological arousal exhibited during deception, but have targeted only instances of deception where the experimenter knows the subject is being deceptive, and the subject knows the experimenter knows (public instances of deception). To be practically useful, such a method must improve the responses subjects exhibit when "only" they know they are being deceptive (private deception). The present experiment used conditioning procedures to increase skin conductance to instances of public deception, and then tested whether these responses generalized to deceptive answers regarding a mock crime when only the subjects knew they were being deceptive. The results indicated that these responses can generalize across the public/private barrier; participants responded more strongly following instances of deception that only they were aware of. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Addictive Behavior; Antisocial Behavior; Crime; Disclosure; Confidentiality; Legal Responsibility; Ethics; Human Services; Counselors; Students; Online Surveys

Abstract:
Preserving confidentiality is problematic for human service practitioners if they know that a client is seriously harming a third party or could do so in the future. The present study concerned financial harm, as generated by gambling-related theft. Clients who disclose gambling-related theft potentially create a dilemma for practitioners, who may need to consider whether they have a professional duty to warn or in other ways protect third parties who are identifiable but uninvolved in treatment. Study participants included specialist gambling counsellors, practitioners working in agencies likely to attract clients with gambling problems and students in training. Data was collected by means of an online survey. Findings reveal how practitioners construe their profession's legal and ethical obligations when clients admit to gambling-related theft and when they personally believe that disclosure is warranted. Areas of uncertainty and disagreement have import for employing agencies, professional associations and tertiary training institutions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethics; Crime; International Trade; Water Quality; Stakeholders; Federal Legislation; Law Enforcement; Corporations; Developing Nations; Foreign Countries; Case Studies; Business Administration Education; Law Related Education; Case Method (Teaching Technique)

Abstract:
This case study examines the role of bribery in the global marketplace through an example involving access to safe drinking water in the developing world. Parts II and III set out the objectives and methods of classroom delivery for the case study. Part IV is the background reading relating to bribery with particular emphasis on the Foreign Corrupt Practices Act (FCPA) in the United States. This background information is followed by a discussion of the problem of lack of access to safe drinking water in the developing world, a hypothetical state in which a water treatment facility is to be constructed to address this problem, and background information regarding four potential bidders for construction of the facility. These four bidders represent a wide range of companies from publicly traded corporations with strong antibribery cultures and protections to privately and governmentally owned enterprises with weaker anticorruption measures. These factual sections are followed in Part VI by questions addressing stakeholders and the application of ethical theories to the bidding process for the construction of the facility. (Contains 147 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Dropouts; Enrollment; Educational Attainment; Individual Characteristics; Juvenile Justice; Neighborhoods; Criminals; Law Enforcement; Disadvantaged; Crime; Longitudinal Studies; High School Students; College Attendance

Abstract:
Official sanctioning of students by the criminal justice system is a long-hypothesized source of educational disadvantage, but its explanatory status remains unresolved. Few studies of the educational consequences of a criminal record account for alternative explanations such as low self-control, lack of parental supervision, deviant peers, and neighborhood disadvantage. Moreover, virtually no research on the effect of a criminal record has examined the "black box" of mediating mechanisms or the consequence of arrest for postsecondary educational attainment. Analyzing longitudinal data with multiple and independent assessments of theoretically relevant domains, the authors estimate the direct effect of arrest on later high school dropout and college enrollment for adolescents with otherwise equivalent neighborhood, school, family, peer, and individual characteristics as well as similar frequency of criminal offending. The authors present evidence that arrest has a substantively large and robust impact on dropping out of high school among Chicago public school students. They also find a significant gap in four-year college enrollment between arrested and otherwise similar youth without a criminal record. The authors also assess intervening mechanisms hypothesized to explain the process by which arrest disrupts the schooling process and, in turn, produces collateral educational damage. The results imply that institutional responses and disruptions in students' educational trajectories, rather than social-psychological factors, are responsible for the arrest--education link. (Contains 2 figures, 8 tables and 20 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Motivation; Rape; Psychological Patterns; Student Attitudes; Crime; Victims of Crime; Correctional Institutions; Vignettes; Undergraduate Students; Statistical Analysis; Law Enforcement; Role; Criminals

Abstract:
Undergraduate volunteers (n = 134) were randomly assigned in a 2 x 2 design that manipulated type of crime (rape vs. robbery) and perpetrator motivation (anger vs. desire). After reading one of the crime scenarios, participants responded to a series of attitude items regarding responsibility for the crime, assigned blame to agents mentioned in the scenario, and assigned a prison sentence to the perpetrator. A two-way ANOVA showed a significant interaction of motivation and crime (p = 0.026), with the victim rated least responsible in the anger-motivated rape scenario. Likewise, the assignment of blame produced a significant interaction of motivation and crime (p = 0.034); the victim was blamed the least in the anger-motivated rape scenario. Although the perpetrator was viewed as more responsible for the crime of rape than robbery (p = 0.022) and received a significantly longer sentence for rape (p less than 0.001), perpetrator motivation did not affect perceptions of the perpetrator's responsibility for either crime. These results stand in contrast to those of Mitchell, Angelone, Kohlberger, and Hirschman (2009) and suggest their findings may have been the result of homophobic statements by the perpetrator rather than anger per se. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Child Abuse; Grade Point Average; Behavior Problems; Crime; Path Analysis; Graduation; Young Adults; Educational Experience; Role; Attendance; Law Enforcement; Multivariate Analysis; Academic Aspiration; Gender Differences; Race; Ethnicity; Poverty; Antisocial Behavior; Urban Youth; Interviews; Resilience (Psychology)

Abstract:
This study investigates whether positive educational experiences in midadolescence mitigate the impact of exposure to substantiated maltreatment and reduces young adult antisocial behavior. While there is theoretical and empirical support for the mediating or moderating role of educational experiences on maltreatment and antisocial outcomes, few prospective studies exist. In this exploratory study, data are from the Rochester Youth Development Study (RYDS), a longitudinal panel study of 1,000 adolescents. The original sample included 73% males, and 85% African American or Hispanic youth of whom about 20% were maltreated. Measures in this study are from a combination of interview data and official records collected through age 23. Outcomes include self-reported crime and violence, arrest, and partner violence perpetration. Educational variables include midadolescent self-report of high school graduation, educational aspiration, college expectation, school commitment, teacher attachment, self-reported grades, school GPA, attendance, and an additive index of all school assets. Multivariate path analysis controlled for gender, race/ethnicity, poverty, and early antisocial behavior. Path analysis examined whether educational experiences mediated the impact of maltreatment on antisocial outcomes. Although maltreatment was significantly predictive of criminal and violent behaviors, it only was weakly associated with educational experiences. The impact of maltreatment on arrest was weakly mediated (reduced) by educational GPA and by high school graduation. The additive index also mediated the impact of maltreatment on crime and violence. Maltreatment's impact on partner violence was also weakly mediated by school GPA. Interaction terms were used to test for moderation: only one significant effect was found: school GPA protects maltreated youth from perpetration of partner violence as young adults. Although there are few significant effects in a number of models, the research is consistent with a focus on promoting school achievement and completion among urban youth in general, in conjunction with addressing earlier antisocial behavior problems. (Contains 2 tables, 4 figures, and 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mental Retardation; Children; Adolescents; At Risk Persons; Evaluation Methods; Child Abuse; Intelligence; Measures (Individuals); Predictive Validity; Sexual Abuse; Sexuality; Interpersonal Relationship; Symptoms (Individual Disorders); Violence; Victims; Crime

Abstract:
The study explored the predictive validity of "Multiplex Empirically Guided Inventory of Ecological Aggregates for Assessing Sexually Abusive Children and Adolescents (Ages 4 to 19)" ("MEGA"[eighth note]; Miccio-Fonseca, 2006b), a comprehensive developmentally sensitive risk assessment outcome tool. "MEGA"[eighth note] assesses risk for coarse sexual improprieties and/or sexually abusive behavior in male and female youth ages 4 to 19 years (adjudicated and nonadjudicated), including youth with low (i.e., borderline) intellectual functioning. "MEGA"[eighth note] has 4 distinct risk scales with robust internal consistency reliability on cross-validation: "Risk Scale (0.81)", "Protective Scale (0.78)", "Estrangement Scale (0.79)", and "Persistent Sexual Deviancy Scale (0.74)". Sexual recidivism in cross-validation (N = 1,056) was 8.4%, defined as sexually related probation or parole violation (formal or informal). ROC analysis for Risk Scale demonstrated "MEGA"[eighth note] has good predictive validity (AUC = 0.71, 95% CI of 0.62-0.80, p less than 0.001). Youth with low intellectual functioning scored significantly higher on the "Risk Scale" and "Persistent Sexual Deviancy Scale", highlighting the importance of accurately assessing these youth. (Contains 3 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Human Capital; Educational Attainment; Outcomes of Education; Cost Effectiveness; Education Work Relationship; Health; Child Health; Spouses; Infant Mortality; Mortality Rate; Birth Rate; Parent Background; Cognitive Development; Psychological Patterns; Efficiency; Work Environment; Lifelong Learning; Citizen Participation; Civil Rights; Politics; Poverty; Crime; Conservation (Environment)

Abstract:
This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New "narrow" social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK "narrow" social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries. (Contains 2 figures, 3 tables, and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Risk; Crime; Foreign Countries; Outcomes of Treatment; Correctional Institutions; Rehabilitation; Criminals; Recidivism; Beliefs; Peer Relationship; Correctional Rehabilitation

Abstract:
This study extends our knowledge about the rehabilitation of criminal organization offenders by focusing on their community outcomes upon release, and identifying the risk factors related to reoffending for 332 organized crime offenders released from federal penitentiaries in Canada prior to March 31, 2009. Of that group, 12.7% were readmitted to prison, which was about one half the percentage of a matched group of nonorganized crime offenders. These results are especially relevant given that most of these offenders were affiliated with traditional organized crime groups, such as the Mafia or outlaw motorcycle gangs, and, as such, are likely to be admitted to prison with well entrenched criminogenic beliefs and negative peer associations. These findings provide empirical evidence that these offenders do have the potential for successful community reentry. Implications for the development of correctional programs are discussed. (Contains 5 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Safety Education; Intervention; Recidivism; Outcomes of Education; Alcohol Education; Motor Vehicles; Traffic Safety; Crime; Drinking; Program Effectiveness; Courts; Law Enforcement

Abstract:
The Mississippi Alcohol Safety Education Program (MASEP) is a court-mandated driving under the influence (DUI) intervention for persons convicted of DUI. This study describes the evolution of the curriculum, evaluates the effectiveness of MASEP in reducing recidivism, and examines whether recent program revisions have led to improvements in reducing recidivism. Findings indicate that between 2005 and 2009 individuals who completed MASEP had significantly lower recidivism rates at 12-months follow-up compared to those who did not complete or did not enroll in MASEP, and that the most recent curriculum is more effective in reducing recidivism than its predecessor. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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