State homophobia? India’s shifting UN positions on LGBTQ issues

Why has India adopted contradictory policies with regard to LGBTQ rights at the UN? From 2004 to 2010, India consistently supported draft language for a UN resolution to allow a Special Rapporteur to investigate extra-judicial executions that would include the term ‘sexual orientation’. More recently, however, India has opposed or abstained from UN votes on LGBTQ rights. While India's conservative posture on LGBTQ issues was catalyzed by the Supreme Court's re-criminalization of homosexual activities in 2013 and the rise of the Hindu nationalist BJP, we argue that the state's posture is not a reflection of deep ideological commitments or a new strategic realignment. Instead, India's policy reflects a generally uncoordinated foreign policy apparatus that has been unprepared to respond to the rapid ascendancy of LGBTQ issues on the human rights agenda. It is not currently possible to predict India's future posture due to its lack of a clear policy commitments.     

Effective services for improving education and employment outcomes for children and alumni of foster care service: correlates and educational and employment outcomes

Outcomes for youth from foster care have been found to be poor. The education and employment outcomes of youth and alumni of foster care served by transition programmes located in five major US cities were examined. Data were collected by case managers and reported to evaluators quarterly on 1058 youth from foster care for over 2 years. Job preparation, transportation, child care, education support services and life skills were the most common services provided to youth. During the 2‐year study period, 35% of participants obtained employment, 23% obtained a General Education Development or diploma, and 17% enrolled in post‐secondary education. It was found that the longer the youth were enrolled, the more education and employment outcomes they achieved. Further, job preparation and income support services were associated significantly with achieving any positive education or employment outcome. Results indicated that certain services provided over an extended period of time can improve outcomes for youth placed in foster care. For youth to achieve positive outcomes as they transition to adulthood, additional services are necessary. Other implications are discussed.     

ADHD,depression, and substance abuse risk among beginning college students

Abstract

Objective: This study examined differences in substance use, depression, and academic functioning among ADHD and non-ADHD college students. Participants: Included 1,748 students (ages 18–25; women 68.4%; Caucasian 71.3%) with and without history of ADHD. Methods: We assessed the relationship of ADHD to substance use variables, controlling for depressive symptoms and examined relationships with GPA. Results: ADHD students were more likely to have engaged in frequent alcohol use, binge drinking, regular marijuana use and to have used other drugs in the last year. They reported higher depression symptoms than non-ADHD students, although substance abuse risk remained high even when controlling for depressive symptoms. ADHD students had lower overall GPA than those without ADHD. However, this difference was no longer significant when controlling for depression and marijuana use. Conclusions: College campuses should consider programing aimed at identifying ADHD students at risk for developing substance abuse problems and emotional difficulties.     

Relationship Power Among Same-Sex Male Couples in New York and San Francisco: Laying the Groundwork for Sexual Risk Reduction Interventions Focused on Interpersonal Power

Research is clear that power differentials between women and men shape women’s human immunodeficiency virus (HIV) risks; however, little research has attempted to examine power differentials within same-sex male (SSM) couples and whether these influence sexual risk outcomes. To produce the first quantitative scale that measures power in SSM relationships, the current work was a Phase 1 qualitative study that sought to understand domains of relationship power and how power operated in the relationship among 48 Black, White, and interracial (Black–White) SSM couples recruited from San Francisco and New York. Interview domains were focused on definitions of power and perceptions of how power operated in the relationship. Findings revealed that couples described power in three key ways: as power exerted over a partner through decision-making dominance and relationship control; as power to accomplish goals through personal agency; and as couple-level power. In addition, men described ways that decision-making dominance and relationship control could be enacted in the relationship—through structural resources, emotional and sexual influence, and gender norm expectations. We discuss the implications of these findings for sexual risks and HIV care and treatment with SSM couples that are focused on closing gaps in power.     

Crisis communications preparedness among U.S. organizations: Activities and assessments by public relations practitioners

A survey of U.S. public relations practitioners (n = 126) found that three-quarters of their employer organizations had a written crisis communications plan and that organizations, as a whole, were reasonably prepared to engage in crisis communications. Preparedness was measured based on the presence of a crisis plan as well as indices related to tactics, training, the maintenance of contact lists, and media monitoring. Preparedness was found to be positively correlated to organization size, the level of autonomy, and delegation of authority within the organization, and the process orientation of the organization, but not organization type nor involvement in international versus domestic-only operations. Practitioners from organizations with plans had lower assessments of their relationships with publics, but greater confidence in their ability to respond.     

Are Students Failing School or Are Schools Failing Students? Class Cutting in High School

In many urban public high schools today, students navigate their day by selectively cutting class leading to course failure and dropping out. Collaborative, qualitative research conducted with urban high school students indicates that cutting results from disengagement and alienation that students label "boredom." Focus group data ( N = 160 in 8 groups) indicate that class cutting has not only an individual component that schools address, but also a systemic, conflictual component that schools do not address. These unaddressed, intransigent conflicts can foster moral exclusion and structural violence. These data suggest that rather than relying on standard punitive approaches, schools can respond to class cutting more effectively by taking students' concerns seriously, working collaboratively with students, and engaging in institutional self-scrutiny.