Alex Heckert

Assessing the Effect of Batterer Program Completion on Reassault Using Propensity Scores

Recent experimental evaluations have suggested little or no effect of batterer programs on reassault but are compromised by methodological and analytical issues. This study assesses program effect using propensity score analysis with a quasi-experimental sample in an attempt to address these issues. The sample consisted of 633 batterers and their partners from three geographically dispersed batterer programs and a 15-month follow-up with their female partners. Subclassification on propensity scores was used to balance program completers and program dropouts. The propensity score was estimated as the probability of completing the batterer program conditional on observable characteristics. Direct adjustment indicates that program completion reduced the probability of reassault during the 15-month follow-up by 33% for the full sample, and by nearly 50% for the court-ordered men.

USING AN INTEGRATED TYPOLOGY OF DEVIANCE TO ANALYZE TEN COMMON NORMS OF THE U.S. MIDDLE CLASS

In a recent article we presented an integrated typology in which we categorized deviance based on both norms and evaluations. Cross-classifying normative expectations and societal evaluations identifies four types of deviance. Negative deviance implies negatively evaluated underconformity (or nonconformity); rate busting depicts negatively appraised overconformity; deviance admiration designates positively reacted to underconformity (or nonconformity); and positive deviance signifies positively sanctioned overconformity. To assess the efficacy of this typology in relation to a system of norms, ten middle-class norms—previously defined as the predominant ones in the United States by Tittle and Paternoster (2000)—were evaluated in relation to our integrated typology. Those norms are: loyalty, privacy, prudence, conventionality, responsibility, participation, moderation, honesty, peacefulness, and courtesy. Each potentiality is identified; for example, regarding the norm of loyalty, apostasy is the negative deviance form (negative deviance has already been outlined in relation to all ten norms); rebellion is the deviance admiration type; fanaticism is the rate busting scenario; and altruism is the positive deviance kind.

Techniques of Neutralization Theory and Positive Deviance

High achievers constitute a unique case in that they are simultaneously positive deviants—often to parents and teachers—and stigmatized as rate-busters—often to peers. Thus, a question is raised: Are theories that have been used to explain negative behaviors, such as the techniques of neutralization theory, also pertinent to positive behaviors? A group of high-achieving students were interviewed and it was found that each of the five techniques of neutralization was in fact advanced as a way of coping with the stigma, or the rate-busting portion, of their status.

Predictors of Secondary Traumatic Stress among Children's Advocacy Center Forensic Interviewers

This study examined various predictor variables that were hypothesized to impact secondary traumatic stress in forensic interviewers (n = 257) from childrens advocacy centers across the United States. Data were examined to investigate the relationship between organizational satisfaction, organizational buffers, and job support with secondary traumatic stress using the Secondary Traumatic Stress Scale. The most salient significant result was an inverse relationship between three indicators of job support and secondary traumatic stress. Also significant to secondary traumatic stress were the age of interviewer and whether the forensic interviewer had experienced at least one significant loss in the previous 12 months. Implications for future research, training, program practice, and policy are discussed.

Women's Accounts of Domestic Violence

Abstract Critiques of behavioral inventories, qualitative studies of battered womens experiences, and communications research all suggest that womens accounts of violence contain information and a more complex structure than is captured by checklist measures that focus on types of abuse. We conducted a quantitative thematic analysis of 162 womens accounts of domestic violence to assess structure and content. Most women presented domestic violence as a “story” with an introduction, body and a conclusion: 59% presented a “complete story” and 33% a “near story.” Background information and problem statements were the most prevalent content statements in the “introduction,” and relationship issues and explanations were most common in the “conclusion.” Bivariate analyses revealed that accounts did not vary by socio-demographic factors and severity of the incident. Men were less likely to present complete stories, had far briefer narratives, and never discussed relationship issues. Knowledge of the structure and content of womens accounts provides greater understanding of womens responses to violence.

Using an Integrated Typology of Deviance to Expand Merton's Anomie Theory

Although Merton himself recognized that positive innovations can occur under conditions of anomie, his famous typology did not examine social reactions and the existence of overconformity to norms. Accordingly, the typical focus of anomie theory is on negative behaviors (underconformity). We previously proposed a typology, which recognizes the existence of both norms and social reactions in the deviance production process. The typology cross‐classifies reactivist and normative definitions of deviance. Negative deviance is behavior that involves underconformity to norms and negative evaluations. Rate‐busting is overconformity that is negatively evaluated. Deviance admiration is underconformity that is positively evaluated. Positive deviance refers to overconformity that is positively evaluated. We use our typology to expand Mertons anomie theory of deviance, by showing that social reactions and overconformity are important to consider with any deviance typology.

Labeling, Social Learning, and Positive Deviance: A Look at High Achieving Students

High achievers are an intriguing case in that they are often stigmatized by peers as rate-busters and concurrently adulated as positive deviants by their parents and teachers. Theories developed to explain negative deviants have potential to also illuminate positive deviance. High achievers were interviewed and both labeling theory and social learning theory were applied to explain aspects of their experiences.