Experience of Parental Marital Dissolution Earlier in Life and the Disposition to Forgive Among Older Violent and Non-Violent Prisoners

The purpose of this study was to examine differences in self-reported dispositional forgiveness types among older male prison inmates who experienced parental separation/divorce earlier in life. Participants included a sample of N = 261 incarcerated men, aged 45 and older, residing in state-managed prisons in Oklahoma. IBM/SPSS 22.0 was used to examine mean differences across forgiveness of self, situation, and others. Significant mean differences were evident only for forgiveness of situation. In particular, significant differences emerged relative to depressive affect F (1, 192) = 19.90, p < .001, and social support F (1, 192) = 18.64, p < .001. After controlling for age, race, religiosity, depression, social support, perceived health, crime type, and parental separation/divorce, one significant interaction (crime type X parental separation/divorce) emerged, F (1, 192) = 4.42, p < .05. It appears that the disposition to forgive the situation among older prison inmates depends on criminal offender type as well as whether the older inmate experienced parental dissolution earlier in life. Implications for pastoral counseling programing and forgiveness therapy treatment for older male prison inmates who experienced parental separation/divorce earlier in life are discussed.     

Causal Overdetermination and Modal Compatibilism

Compatibilists respond to the problem of causal exclusion for nonreductive physicalism by rejecting the exclusionist’s ban on overdetermination. By the compatibilist’s lights there are two forms of overdetermination, one that’s problematic and another that is entirely benign. Furthermore, multiple causation by “tightly related” causes requires only the benign form of overdetermination. Call this the tight relation strategy for avoiding problematic forms of overdetermination. To justify the tight relation strategy, modal compatibilists appeal to a widely accepted counterfactual test. The argument of this paper is that the counterfactual test fails to legitimize the tight relation strategy as it fails to adequately distinguish between problematic and benign overdetermination. Contrary to modal compatibilists, modal dependence does not suffice for benignity. I conclude by arguing that adequately addressing overdetermination worries requires a much heavier metaphysical burden than modal compatibilists have typically recognized.     

The Fragility of Consensus: Public Reason,Diversity and Stability

John Rawls's transition from A Theory of Justice to Political Liberalism was driven by his rejection of Theory's account of stability. The key to his later account of stability is the idea of public reason. We see Rawls's account of stability as an attempt to solve a mutual assurance problem. We maintain that Rawls's solution fails because his primary assurance mechanism, in the form of public reason, is fragile. His conception of public reason relies on a condition of consensus that we argue is unrealistic in modern, pluralistic democracies. After rejecting Rawls's conception of public reason, we offer an ‘indirect alternative’ that we believe is much more robust. We cite experimental evidence to back up this claim.     

Development and Initial Validation of a Scale Measuring the Beliefs of Educators Regarding Response to Intervention

This article presents information on the development and initial validation of the 16-item Response to Intervention (RTI) Beliefs Scale. The scale is designed to measure the extent to which educators working in schools hold beliefs consistent with the tenets of RTI. The authors administered the instrument to 2,430 educators in 62 elementary schools in the fall of 2007 and 2,443 educators in 68 elementary schools in the spring of 2008. Exploratory, single-level confirmatory, and multilevel confirmatory factor analysis procedures were used to examine construct validity. Results supported a correlated 3-factor model (Academic Abilities and Performance of Students with Disabilities, Data-Based Decision Making, and Functions of Core and Supplemental Instruction) at both the school and educator levels of analysis. Furthermore, the factor scores derived from the model demonstrated significant, positive relations to RTI implementation. Reliability estimates for two of the three factor scores exceeded.70. Implications for research on educator beliefs and implementation of RTI as well as implications for school psychologists supporting RTI implementation are discussed.     

Moderators of the Relationship Between Cognitive Ability and Performance: General Versus Context–Specific Achievement Motivation1

Despite positing a multiplicative model of performance, 3 recent studies failed to find support for a theoretically meaningful interaction between cognitive ability and trait motivation in predicting performance. We suggest that it is important to consider that these studies used trait–motivation constructs that are general in nature, rather than context–specific. Yet, existing theory and research suggests that it may be beneficial to use trait–motivation constructs that are expressly contextual, especially when investigating a multiplicative performance model. This study, therefore, compared general versus context–specific achievement motivation as moderators of the relationship between cognitive ability and performance. The proposition that only context–specific achievement motivation should interact with cognitive ability in predicting performance was supported. Implications are discussed.     

Assessment of interpersonal aggression and violence: introduction to the special issue

Violence and interpersonal aggression are considered major public health problems throughout the world. Yet there is considerable variability in how these terms are operationalized, measured, and studied in the social sciences, which can lead to ambiguity and confusion in the field. In this introduction to the special issue, the authors highlight some of the difficulties inherent in studying interpersonal aggression and violence and briefly review the heterogeneous nature of the research conducted in this area. The authors conclude with a summary of the key findings of the articles that appear in this special issue.