In this study, and with a view to extending upon existing findings on the effects of general violent media on violent cognitions, we experimentally measured the relationship between exposure to extremist propaganda and violent cognitions. Our results countered our hypotheses and the wider findings of violent media and aggression that exposure to violent stimuli increases violent thoughts and that this effect is moderated by trait aggression. Specifically, this study found that participants with low and medium trait aggression became more pro-social after being exposed to extremist propaganda. We discuss these results with reference to theories of terror management and mortality salience, as well as the implications of these results for wider theories of the role of online extremist material in the wider "radicalization" process.

Comparing the centrality of gangs and changing structure in attack behavior, this study examines the effects of civil gang injunctions (CGIs) on violence involving 23 gangs (seven Bloods and 16 Crips) operating in Southern California. We mapped violence networks by linking defendants and victims named in 272 court cases prosecuted in the City of Los Angeles (1997-2015), involving at least one conviction for a violent crime and a defendant tried as an adult. The results show that a small number of gangs are centrally located in a dynamic web of non-reciprocated conflict that exhibited complex hierarchical structures. These results raise four implications for combating gang violence.

Staff commitment to agency goals is important in juvenile justice settings, where the mission oscillates between the often-competing goals of rehabilitating youth and punishing them. Although prior research considers how staff characteristics relate to commitment to, and/or cynicism about, criminal justice organizations, less work examines these relationships in juvenile justice settings, and even less examines the effects of staff attitudes toward punishment. The current study assesses the influence of rehabilitative and punitive attitudes on organizational commitment and cynicism in a juvenile justice agency ( n = 204). Multilevel analyses evaluating staff members within organizational units reveal that staff holding more traditional (punitive) attitudes are significantly and positively associated with cynicism, whereas staff holding rehabilitative values demonstrate greater commitment to the agency. Findings suggest attitudes toward punishment play an important role in staff commitment to, and cynicism about, justice organizations, which may affect workers’ adherence to organizational policies and goals.

This paper assesses the state of COVID-19 in the Pakistani and Indian prison systems. Using publicly available data, governmental documents, media, and non-profit organization reports, and scholarly literature, we provide an overview of COVID-19 in each country and the current state of each nation's prison system. We then analyze the impact of the novel coronavirus on the corrections systems and each government's response to the virus in its prison infrastructure. The pandemic provides both Pakistan and India with the opportunity to change course and move toward a more sustainable prison system that protects human rights while bolstering health security.

School performance indicators commonly used for school accountability purposes (e.g., student attendance, achievement on standardized test scores, graduation rates) do not adequately reflect student progress in an alternative education context (Brewer et al., 2001; De Velasco & Gonzales, 2017; Rumberger & Palardy, 2005; Warren, 2016). Although proposals of alternative accountability indicators exist, these proposals rarely consider contextual indicators that are important for understanding the academic outcomes of students attending alternative schools. In this study, we argue for a multilevel and contextual perspective on alternative school accountability system just as some scholars in the education and health sectors have argued for a multilevel social–ecological framework for understanding individuals in context (Bronfenbrenner, 1977; Golden & Earp, 2012; Lemieux‐Charles et al., 2003). We present our conceptualization (i.e., Multi‐level Contextual School Accountability Framework) of what a comprehensive and fair accountability system might look like, based on reviews of existing literature and our evaluation of an alternative school's effort to transform into a full‐servicecommunity school.