Poor Parenting on Underage Drinking Through Frustration and Impulsivity

Underage drinking continues to be a perilous social problem in the United States with its numerous negative consequences. Contributing to our understanding of this issue, the current study examined the relationship between poor parenting, frustration, impulsivity, and underage drinking. Based on the theoretical framework of Agnew’s general strain theory (GST), this study tested three structural models with national youth data ( N = 5,030). Results showed that poor parenting had a significant influence on frustration, impulsivity, and underage drinking. Particularly, frustration and impulsivity mediated the relationship between poor parenting and underage drinking. Further, impulsivity played a crucial role in GST. Additionally, an alternative model with a potential mediator (i.e., impulsivity) will provide insight to further our understanding of underage drinking.

If an Entrepreneur Founded the DSM-5 Alternative Model of Personality Disorder: When Axis II Meets Disruptive Innovation

Personality disorder (PD) researchers proposed a highly innovative “paradigm-shifting” revamp for the Diagnostic and Statistical Manual of Mental Disorders 5th edition (DSM-5; APA, 2013). Yet, ten years later, Widiger and Hines (this issue) summarize a developmental process plagued by disagreement and stagnation, with little evidence of the field having reaped the desired benefits of this diagnostic revolution. In this commentary, we draw on principles from entrepreneurial creation, operation, and success—positioning the personality disorder scientists in the role of “disruptive innovator”—and summarize key principles from the entrepreneurial process that may be relevant in understanding the challenges and failures of the personality disorder revolution to date.

Competition of Tariff Regulation Models: Results of a Critical Analysis of the Draft Federal Law “On the Foundations of State Regulation of Prices (Tariffs)”

The key aspects of the draft federal law “On the fundamentals of state regulation of prices (tariffs)” submitted by FAS Russia to the Government of the Russian Federation on June 8, 2021 following the discussion of this draft law by the working group on the implemen- tation of the “regulatory guillotine” mechanism were considered.This draft law is an attempt to form the general part of the tariff legislation of the Russian Federation.The article also discusses an alternative model for regulating issues related to the setting of prices (tariffs) — the codification of tariff legislation, which would take into account both general and specific or industry-specific components of tariff regulation.As the most preferable solution to the problems considered in the article, the author proposes the simultaneous codification of competitive and tariff regulation, the result of which should be the simultaneous adoption of the Competition Code and the Tariff Code of the Russian Federation.

Toward an alternative community-driven restorative model of school discipline

Introduction -- Education is concomitantly a path for self-actualization and personal growth, a mechanism of social mobility, a crucial factor of labour market outcomes and lifetime earnings, a social determinant of health and quality of life, a fundamental institution in a democratic society, and a human right. Because education is so consequential at the individual and societal levels, barriers to it are a cause of great concern for various stakeholders, including parents, students, and community advocates. As a case in point, several advocates have identified issues pertaining to school discipline processes and outcomes in Nova Scotia (Barjun Consultants, 2001; Black Learners Advisory Committee, 1994; Nunn, 2006). Recently, we learned that Black learners in Nova Scotia are more likely to be subjected to out-of-school suspensions than other students across the province (Woodbury, 2016). Yet, scholarly literature indicates that punitive school discipline, such as out-of-school suspensions, are ineffective, worsen problematic behaviour, alienate students from school, and keep students away from formal learning opportunities (Fenning et al., 2004; Gregory et al., 2010; Jean-Pierre & Parris-Drummond, 2018; Mayer, 2001; Noguera, 2003). <div><br></div><div>This report is based on the main findings of a qualitative study that aimed to address school discipline racial disproportionality in Nova Scotia, conceive an alternative model of school discipline, and promote the academic success of Black learners. A research project was conducted with African Nova Scotian and Black immigrant youth, parents, and community members across the province between 2018 and 2019 in both English and French. Through nine focus groups and 17 interviews, 60 members of the community provided their perspectives and insights to inform the conception of an alternative model of school discipline. A community forum subsequently took place in March 2020 to discuss the findings and main recommendations with community members. Based on the research project and scholarly literature, this report presents key findings and recommendations that can foreground future school discipline policy and interventions to further Black learners’ academic success in Nova Scotia. Overall, the key themes derived from participants’ narratives emphasize the need to adopt alternative non-punitive responses to misconduct—primarily a restorative model—while simultaneously enhancing inclusive curricular and pedagogical practices to foster Black students’ academic success.</div>

Toward an alternative community-driven restorative model of school discipline

Introduction -- Education is concomitantly a path for self-actualization and personal growth, a mechanism of social mobility, a crucial factor of labour market outcomes and lifetime earnings, a social determinant of health and quality of life, a fundamental institution in a democratic society, and a human right. Because education is so consequential at the individual and societal levels, barriers to it are a cause of great concern for various stakeholders, including parents, students, and community advocates. As a case in point, several advocates have identified issues pertaining to school discipline processes and outcomes in Nova Scotia (Barjun Consultants, 2001; Black Learners Advisory Committee, 1994; Nunn, 2006). Recently, we learned that Black learners in Nova Scotia are more likely to be subjected to out-of-school suspensions than other students across the province (Woodbury, 2016). Yet, scholarly literature indicates that punitive school discipline, such as out-of-school suspensions, are ineffective, worsen problematic behaviour, alienate students from school, and keep students away from formal learning opportunities (Fenning et al., 2004; Gregory et al., 2010; Jean-Pierre & Parris-Drummond, 2018; Mayer, 2001; Noguera, 2003). <div><br></div><div>This report is based on the main findings of a qualitative study that aimed to address school discipline racial disproportionality in Nova Scotia, conceive an alternative model of school discipline, and promote the academic success of Black learners. A research project was conducted with African Nova Scotian and Black immigrant youth, parents, and community members across the province between 2018 and 2019 in both English and French. Through nine focus groups and 17 interviews, 60 members of the community provided their perspectives and insights to inform the conception of an alternative model of school discipline. A community forum subsequently took place in March 2020 to discuss the findings and main recommendations with community members. Based on the research project and scholarly literature, this report presents key findings and recommendations that can foreground future school discipline policy and interventions to further Black learners’ academic success in Nova Scotia. Overall, the key themes derived from participants’ narratives emphasize the need to adopt alternative non-punitive responses to misconduct—primarily a restorative model—while simultaneously enhancing inclusive curricular and pedagogical practices to foster Black students’ academic success.</div>

Sociocultural Context and the DSM-5 Alternative Model of Personality Disorder: Comment on Widiger & Hines

Widiger and Hines provide a brief overview of the development of the Alternative Model of Personality Disorder (AMPD) housed within Section 3 of the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association, 2013). They highlight eight issues and controversies related to the AMPD in need of resolution for improvement of both the AMPD model itself as well as the field of personality disorders more broadly. In this brief commentary, I add a ninth issue in need of attention both with respect to the AMPD but also within the field of personality disorders more broadly: 9) How is sociocultural context to be accommodated in AMPD—and more generally personality disorder—theory, research, and treatment? The historical intra-individual, deficit-based models for conceptualizing personality disorders linger in current personality disorder discourse. However, failure to appropriately consider sociocultural context that systematically predisposes wide swaths of the population to unequal access to resources and exposure to psychological stressors, which can impact the appearance of personality pathology, serves to stigmatize minoritized individuals. The personality disorder field, and the AMPD discourse, must appropriately contend with sociocultural context in its models otherwise it risks developing models with limited generalizability and which hold potential to adversely affect sexual and gender minoritized populations, among others.

Exploring the Dynamics of Charismatic Attribution: How and Why Do People Think of Other Individuals as Charismatic?

Charisma is a popular and enthralling concept both in its academic and lay usage; with some alluding to the role of charisma as important to various historical events including the 2016 Philippine presidential elections (Curato, 2016; Francisco, 2017; Pedrosa, 2015). However, the dynamics of charismatic attribution – how and why people think of, label, perceive or categorize other individuals as charismatic – has had a disproportionately fewer share of discussion in the literature. This is despite the fact that charismatic attribution has played a central, if implicit, role in the development of the construct of charisma. This study sought to explore the dynamics of charismatic attribution, and pagtatanong-tanong (indigenous participatory interview; Pe-Pua, 2006) was done with N=17 participants (523 minutes of audio recorded data) of diverse occupations, ages, and SES. The participants' conceptualization of charisma varies, but the role of effects is primary. These effects include 1.) capturing attention, 2.) behavioral influence, 3.) making people believe the figure's message, 4.) effects on emotion and 5.) having devoted followers. Results indicate that charismatic attribution is mainly an effects-based appraisal - an evaluation of whether figures are able to achieve the participants’ notion of what a charismatic effect is. Various attributes and various behaviors are used to describe charismatic figures in so far as these help produce the previously stated effects but are not in themselves primary considerations for charismatic attribution. Only for a proportion of the participants do moral judgements factor in whether they would think of another individual as charismatic. It is argued that the process of charismatic attribution facilitates attending to internal characteristics of figures to describe and explain why effects occur. Charismatic attribution allows to make sense and simplify complex social phenomenon. Other theoretical considerations are then discussed, including a comparison with the signaling framework of charisma (Antonakis et al., 2016; Antonakis, 2017) and an alternative model of charisma is developed: The Constructed Charisma Framework.

Philosophy of the Deed. “Praxis” in Hegel and Posthegelian Discourses

In his Prolegomena to Historiosophy, published in 1838, August von Cieszkowski wrote that we are at the turning point in history, when facts turn into deeds. This raises the question of what is actually to be understood by the term “deed” [Tat] and why, the hour of the deed should have come precisely now. After focusing on Hegel’s concept of a history of freedom, I will present two models of understanding action and conclude by discussing their consequences. More specifically, I will undertake a search that will lead us – by way of a detour via Hegel’s Phenomenology of Spirit – to Fichte’s concept of the act of doing. That socio-political practice can be justified in this way, however, is denied by those who argue that society and politics in Hegel fall under the category of objective and not of absolute spirit. The alternative model of action that I will focus on, concerns action in relation to objects, or labour, a model that Hegel had already worked out in Jena, and that Marx will re-discover (rather than invent) and further develop.

Information Operations Increase Civilian Security Cooperation

Information operations are considered a central element of modern warfare and counterinsurgency, yet there remains little systematic evidence of their effectiveness. Using a geographic quasi-experiment conducted during Operation Enduring Freedom in Afghanistan, we demonstrate that civilians exposed to the government’s information campaign resulted in more civilian security cooperation, which in turn increased bomb neutralisations. These results are robust to a number of alternative model specifications that account for troop presence, patrol-based operations, and local military aid allocation. The paper demonstrates that information campaigns can lead to substantive attitudinal and behavioural changes in an adversarial environment and substantially improve battlefield outcomes.