Objective: To explore the relationship between regular substance abuse treatment and criminal recidivism in 403 male offenders with suspected mental disorder and substance abuse. Method: The study is observational, following a cohort of individuals during an observation period of up to 52 months. Individuals participating in planned substance abuse treatment were compared with nonparticipants with regard to crime relapse. Results: Individuals who had completed >6 weeks of substance abuse treatment had a significantly reduced risk (even considering possible and obtainable other criminogenic risk factors) of committing any new crime (HR = 0.346) as well as any new violent crime specifically (HR = 0.325) in comparison to a reference category of those who did not visit substance abuse clinics at all. Conclusion: Among forensic populations, adherence to interventions targeting substance abuse seems to be related to a reduced risk of criminal recidivism.

This study explores how juvenile offenders in Sweden between the age of 15 and 17 are interviewed by police officers when suspected of homicide crimes. The quality of question types was assessed in 47 authentic interviews. The findings show that the police officers used option-posing and suggestive questions most frequently and social pressure was used in three predominating ways: to confront, to challenge and to appeal for a confession. The conclusion is that the police officers’ question style to a large extent contradicts recommendations for how to interview children. There is therefore a need to develop an evidence-based interview practice for interviewing young suspects.

Essäns syfte är närläsa antropologen Mary Douglas föreläsningsserie How Institutions Think (1986) och konstruera en teori om hur just institutioner "tänker" så att den kan inspirera till forskning om skolan som en tanke- och praktikvärld. Så vad är, menar Douglas, en institution? Vad betyder det att den "tänker"? Hur går det till? Och vad avses med sådant som "tankevärld" och "tankestil"? Vilka kan vara mer eller mindre starka och svaga, försvarbara och föränderliga? Därtill: varför bör forskning om utbildning och skola inspireras en teori om hur institutioner tänker?