The outlook is G.R.E.A.T.: What educators say about school-based prevention and the Gang Resistance Education and Training (G.R.E.A.T.) program

This article reports on a survey of administrators, counselors, and teachers from middle schools involved in the National Evaluation of the Gang Resistance Education and Training (G.R.E.A.T.) program. This survey was part of a multisite evaluation that also elicited the responses of students, parents, and officers teaching the G.R.E.A.T. program. School personnel provide their views about important current issues, including their perceptions of school safety, the role of law enforcement officers in schools, and the role and effectiveness of school-based prevention programs in general and the G.R.E.A.T. program in particular. Results from this survey have important implications for the plethora of prevention programs currently located in American schools.     

Long-term impact of a district-wide school/community-based substance abuse prevention initiative on gateway drug use

This study examined long-term effects of a school/family/community substance abuse prevention partnership intervention lead by a Midwestern school district. Previous findings suggested that the program contributed to decreased tobacco and marijuana, but not alcohol, use prior to and after implementation between 1987 and 1991. The current study examined 8th-12th grade student drug use prevalence data from 1991 and 2003 to determine whether previous program effects were sustained. With one exception, reported lifetime and monthly cigarette use decreased below 1991 levels for all grades. Lifetime and monthly alcohol use decreased below 1991 levels for most grades, a result not previously detected. While still below national rates, reported lifetime use of marijuana increased for all grades over time. The intervention was effective in reducing cigarette and alcohol use over time and in suppressing marijuana use levels below national rates; however, these gains tended to erode in later high school grades.     

Regionality in NLRB decertification cases

This study presents evidence for significant regional differences in both independent and dependent variables across NLRB regions in decertification cases. It suggests that dichotomizing the question of regionality in NLRB cases into South/Non-South differences may be inappropriate. The authors wish to express their gratitude to Steven H. Barr, John T. Delaney, Marcus H. Sandver, and to an anonymous reviewer for their insightful comments and suggested improvements. They also acknowledge the support of the Edna Benson Fund for doctoral student research at the University of Washington.     

What is the relevance of regionalism in a federal European context? Some problematizing aspects

Regionalism has come into a new light. Gradually during the post‐war period, regionalism has acquired an image of being effectively neutral and capable of replacing the Junctions of other political units. But even though regionalism has become substantially boosted by the European Union and is a favoured topic in the arsenal of federalist arguments, its final outcome remains highly unpredictable. This article explores the many faces and tasks of the new regionalism.     

Why are teenagers in the United States less likely to breast-feed than older women?

Teenage mothers are much less likely than older mothers to breastfeed their infants. The lower breastfeeding rate among teenagers aged 16-19, compared with women aged 20-29, is due almost entirely to the fact that teenage mothers tend to have characteristics associated with a lower likelihood of breastfeeding among all women, such as lower educational level, lower income, and being unmarried. Even so, nearly 40% of the difference between teenage mothers aged 15 or less and mothers aged 20-29 remains unexplained by these factors and may be due to developmental aspects of adolescence, such as greater egocentricity and greater concern about body image.     

What is sex and why does it matter? A motivational approach to exploring individuals' definitions of sex

What sexual experiences qualify as "having sex"? We investigated two assumptions apparently underlying research on how individuals make these judgments: that individuals have clear definitions regarding what qualifies as sex and that these judgments depend on how closely the activity being assessed matches their definitions of sex. Using open-ended questionnaires, 100 students, 51 women and 49 men, described their experiences that were "almost but not quite sex" or "just barely sex" and situations where there was uncertainty or disagreement about whether the experience qualified as "sex." In contrast to the above assumptions, many respondents expressed ambiguity about their definitions of sex, and their decisions about labeling an experience as "sex" often seemed influenced by the consequences of applying this label.     

Conceptualizing the "wantedness" of women's consensual and nonconsensual sexual experiences: implications for how women label their experiences with rape

Sex is often conceptualized either as wanted and consensual or as unwanted and nonconsensual, reflecting an implicit model of wanting that is unidimensional and dichotomous and that conflates wanting and consenting. This study had three objectives: developing a multidimensional model for conceptualizing the wantedness of a sexual act, using this model to compare women's experiences with rape and consensual sex, and assessing whether wantedness is related to rape acknowledgement. Participants were college women who described their experiences with rape (n = 77) or consensual sexual intercourse (n = 87). Results supported a multidimensional model of sexual wanting and a wanting-consenting distinction. Compared with acknowledged rape victims, unacknowledged rape victims reported wanting the sexual intercourse more, despite not having consented.     

Responding to remediation and gatekeeping challenges in supervision

Thirty faculty in randomly selected Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) programs representing four geographical regions of the United States were asked to respond to a survey that included seven brief vignettes depicting gatekeeping and remediation challenges supervisors may face when working with therapists-in-training. Research participants were asked to select from among a range of 17 response options and were also asked to provide a rationale for the selection of their responses. The response rate for the mailed survey was 34%. Telephone interviews were conducted with three respondents who had provided especially detailed responses to the open-ended portions of the mailed survey and who also volunteered to be questioned regarding how supervision decisions are made. Results support the conclusion that COAMFTE faculty take their gatekeeping function seriously as they balance commitments to multiple stakeholders. When presented with hypothetical "bare-bones" vignettes, the supervisors in our study consistently recommended talking with the student in order to more fully understand the context of the student's performance problem before deciding how to proceed. Supervisors recommended a variety of remediation efforts, but reserved the most severe consequences, such as probation, dismissal, and filing an ethics complaint, for the vignette involving dishonesty and lack of personal integrity.