The primary objective of this study was to explore the influence of parental support on antisocial behavior among 1514 adolescents from Sarasota County (Florida). An integrated multilevel approach was developed considering elements of the social support paradigm and social learning theory. Using Hierarchical Linear Modeling (HLM), the results suggest that both paternal and maternal support were significant factors in the prevention of antisocial behavior. However, paternal support demonstrated to be stronger when students justified school misbehavior. At the school level, the findings suggest that the influence of parental support to reduce antisocial behavior competes with favorable definitions toward crime learned by youngsters from society and deviant peers.

Self-control and various elements comprising this construct have received much credit over the years as it has been able to account for a large amount of variance in delinquency rates. Some research has suggested that individual difference factors (e.g., self-control) can overwhelm external factors (e.g., neighborhoods; see Loeber & Wikström, 2000). Others have found that social influences (e.g., employment; see Wright, et al, 2001) have more pronounced effects for those most at-risk. Because of the equivocal nature of the empirical findings, this study seeks to replicate and extend previous efforts. Specifically, the influence of constructs derived from social learning, control, deterrence, and strain are examined to see if any vary in their influence on adolescent offending as a function of self-control. Results indicate that all of these theoretical constructs (with the exception of paternal attachment) played a more important role among those who evinced the highest levels of self-control. Implications for criminological theory and criminal justice policy are discussed.

This study seeks to understand the transmogrification of four Mexican foreign language teachers as they participate in a teaching exchange in American schools throughout the United States. Previous research into development of competent membership in given communities of practice points to the need for mutual engagement with other community members, an understanding of the community activity, and a shared repertoire among community members. Framed within an activity theory perspective, the present study examined how the teachers's socio-historical background, cultural tools and artifacts, along with other pedagogical activities, community rules, and division of labor mediated the teachers' understanding of their professional identity within their exchange communities. Situated within a cohort of thirteen exchange teachers, these four teachers employed an electronic discussion board, Voice over Internet Protocol (VoIP), and instant messaging to narrate their experiences as well as create a global support community. Data collected from these electronic medium were employed as research texts to evidence shared construction of teacher identity within the teachers' local communities. The research texts, in turn, served as data for the development of narrative accounts of these teachers' activities and experiences as mediational factors in community participation. Findings from this study uncover the importance of pedagogical activity as a mediational factor in the transmogrification of teacher identity for these exchange teachers. In additon, it is suggested that culturally shared repertoire, family participation, and social interaction are essential factors in mediating competent community membership in local communities. Finally, this study points to the fluid nature of teacher identity; it proposes that this conceptualization of self-as-teacher is constantly transforming due to mediation by pedagogic activity and participation in local communities of prac tice.

Collaborative forest governance is viewed as promising for sustainable forestry because it allows forest-based communities to participate directly in management activities and benefit from resource use or protection. Forest-based communities are important because they provide contextual knowledge about the forestry resources being managed. Collaborative forest governance can be strengthened through social learning. Despite significant research on social learning in environmental governance, it is not clear how social learning evolves over time, who has access to social learning opportunities, who influences social learning, and whether learning influences management effectiveness. This study investigated the contributions of social learning to collaborative forest governance in two forest-based organizations: Harrop-Procter Community Forest in Canada, and Kapeka Integrated Conservation Development Agency in Uganda. Data were collected using personal interviews, key person interviews, focus group meetings, and participant observation. Results revealed that in both organizations, participants started engaging in forest management with limited information and learned as they engaged in various activities. In addition, for both organizations, government set the context for what was learned through forest policy. Nevertheless, learning was influenced by the governance structure chosen in the Canadian case whereas learning was influenced by non-governmental organizations in the Ugandan case. As the Canadian organization became effective at complying with forestry legislation over time, learning opportunities and outcomes became more restricted, especially for women. Meanwhile at the Ugandan organization, learning opportunities and outcomes remained restricted for illiterate people irrespective of their gender. In conclusion, this study’s findings suggest that the prevalent view that social learning increases collaboration and collective action in forest resource management cannot be assumed.

Social learning theory continues to be one of the most enduring theories of crime. Psychological criminology, on the other hand, tends to explain crime in terms of behavioral propensities. This research is specifically focused on the generality of social learning theory as it varies across a measure of criminal propensity- in this case, psychopathy. Prior studies have tested various theories with the use of measures of propensity, but the theory is rarely social learning, and the measure of propensity has never been psychopathy. The current study examines three components of social learning theory (definitions, differential association, and differential reinforcement) to determine whether or not its influence is dependent on an individual's level of psychopathy. Data used in this research is from the Pathways to Desistance Project, a serious juvenile delinquent sample. Standard ordinary least-squares and Tobit regressions (a method of analyses designed to correct for linear relationships between variables when there is censoring in the dependent variable) are modeled. Results indicate that definitions, differential association, differential reinforcement, and both measures of psychopathy exerted significant main effects on antisocial behavior. In addition, the social learning variables interacted differently across varying levels of psychopathy. Conclusions and policy implications for future social science research are discussed within.

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Servant leadership focuses on stakeholder concern and follower development and empowerment. It has begun to emerge as a useful perspective of leadership within academic research, but theoretical development remains limited, and some of its key propositions have not been tested. In this dissertation I build and test a theory of how servant leadership works, why it works, and when it works. Drawing on the extant servant leadership literature, a social learning perspective, and research on gender roles and schemas, I propose a conceptual definition and theory of how servant leadership impacts two characteristics of followers (prosocial motivation and psychological capital) to affect distal outcomes including voice and performance. I also test servant leadership's impact on the spread of servant leadership behaviors to followers, a key proposition of servant leadership for nearly fifty years which has never been empirically tested. Further, I propose gender and gender schemas as potential moderators of servant leadership, arguing that the more communal emphasis of this approach may interact with sex role factors to impact its effectiveness, such that females may actually have an advantage in using servant leadership, as opposed to the implicit masculine advantage in other leadership behaviors. To answer these research questions, I conducted a temporally lagged multi-organizational study testing the mediators, moderators, and outcomes of servant leadership. Using a variance decomposition approach to clustered and cross-level interactions in an HLM framework, I find substantial support for my theoretical predictions. Results support the idea that exposure to servant leadership behaviors is associated with all three performance outcomes, including an employee's own enactment of servant leadership, both directly and through the mediating effects of positive psychological capital. These effects were contingent as hypothesized, such that servant leadership was more powerful when used by a female manager, and when experienced by individuals with high female gender schemas. Theoretical and practical implications of these conclusions, as well as future research suggested by these results, are discussed.

Adequate water for ecosystems and humans is at a premium as the global population increases and the climate changes. Coping with these impacts requires tools to improve water governance and water management through legal or policy mechanisms. Water governance generates laws, policies, and rulings and water management implements those laws, policies, and rulings and rulings through management decisions. A key concern of water governance is balancing human and ecosystem water needs. Effective governance that promotes sustainable use of water resources to maintain ecosystem integrity is challenging. Many regions do not have sufficient resources for water management or water for ecosystems is not protected under traditional legal mechanisms. The challenge of improving water governance for ecosystems is, therefore, twofold. First, there is a need to provide resources that build the capacity of water managers to allocate water to ecosystems. Second, mechanisms to promote effective transformation of environmental flow needs into policy or practice are required. This research provides methods to advance water management by: 1) assessing environmental flow needs through creation of a geospatial database and 2) improving stakeholder engagement through lessons learned from three multi-year stakeholder engagement processes. Appendix A describes the current understanding of the link between hydrology and riparian and aquatic ecosystems in Arizona through synthesis of environmental flow needs. The synthesized information, stored in a geospatial database, can be used by water managers to determine the water needs to maintain riparian and aquatic habitats. Review of 121 studies reveals that there are very few analyses of surface water and groundwater requirements for intermittent or ephemeral river systems, and there are only limited generalizable data for aquatic species. This database can be used to identify critical geographic and topical knowledge gaps, as well as serve as a single place for water and land managers to assess and use the most current research to inform management decisions. Appendix B provides an empirical example of engagement to promote social learning as a way to preserve water for the environment when law does not protect environmental flows. Through 43 focus groups with 226 individuals representing a diversity of interests, we determined that there was common ground on concerns about water conservation, cooperation, financial incentives, and multiple benefits for water use. Through this engagement process, we found that identifying and then building common ground requires attention to details. These details include the process of analyzing qualitative data and methods for displaying complex information, which are not frequently discussed in the social learning or stakeholder engagement literature. Appendix C presents a framework for designing effective stakeholder engagement based on the experiences of the University of Arizona Water Resources Research Center in three separate processes that engaged water experts. The proposed framework provides an iterative and flexible approach centered on a bridging organization that can bring people together and keep the engagement process moving forward. As illustrated through an evaluation of the three projects, the proposed framework provides for inclusivity, interactiveness, and flexibility in engagement through guidance by a steering committee and iteratively examining the water resource management problem. While further assessment is necessary, it appears that this framework is general enough to be applicable across projects at three different scales and with three separate sets of goals, yet detailed enough to provide a tangible approach that could aid other processes where the goal is implementing and evaluating expert engagement to solve complex problems and promote social learning. Previous studies on water governance have focused predominantly on the identification of the current problems with governance. However, because humans have an important role in shaping the global water cycle, the time has come to focus on solutions. In order to further water management solutions, a better understanding of the tools needed to manage water for ecosystems and effective methods for co-producing knowledge or encouraging social learning are needed. This research provides a regional example of approaches to advance water management using a tool to assess environmental flows needs and frameworks for promoting common ground and social learning in stakeholder engagement.

In accordance with societal norms and values, consumers readily indicate their positive attitudes towards sustainability. However, they hardly take sustainability into account when engaging in exchange relationships with companies. To shed light on this paradox, this paper investigates whether defense mechanisms and the more specific concept of neutralization techniques can explain the discrepancy between societal norms and actual behavior. A multi-method qualitative research design provides rich insights into consumers' underlying cognitive processes and how they make sense of their attitude-behavior divergences. Drawing on the Ways Model of account-taking, which is advanced to a Cycle Model, the findings illustrate how neutralization strategies are used to legitimize inconsistencies between norm-conforming attitudes and actual behavior. Furthermore, the paper discusses how the repetitive reinforcement of neutralizing patterns and feedback loops between individuals and society are linked to the rise of anomic consumer behavior. (authors' abstract)

Since 2001, the forest sector and forest communities across Northern Ontario have experienced many challenges. In response, there has been significant provincial debate and policy reform surrounding the use and control of Crown forests, and some local leaders have established the Northeast Superior Forest Community Corporation (NSFC) under the federal Forest Communities Program (FCP) to collaborate for much needed economic and governance alternatives. This process has been difficult and characterized by uncertainty and conflict. This research examines evolving social framings of Northern Ontario’s ‘forestry crisis’ and the consequences of uneven power relations in the Northeast Superior Region of Ontario, Canada. Four core research questions were pursued: 1) how do different actors frame the forestry crisis in the Northeast Superior Region (e.g., problems, solutions and different actors)? 2) Do actors’ frames change over time? 3) What forms and sources of power are present and how do they influence, if at all, the construction of shared meaning? 4) How does social learning influence the way actors approach forest management problems related to policy, planning and practice? A single embedded case study design and mixed methods approach enabled analysis at the regional and organizational scales, for the period 2001-2009. A key informant survey assessed regional public-civic-private perceptions regarding the use and control of Crown forests. Fifty-nine interviews and over 200 documents from local and regional newspapers and reports were examined. Direct observations from two NSFC meetings and two regional conferences regarding Ontario’s forest governance challenges supplemented these data. Actors’ contrasting and shifting views were coded using QSR Nvivo 7 and analyzed for convergence as evidence of collective reframing. Survey results and frame analysis established two main perspectives of the ‘forestry crisis’: 1) a conventional perspective in which forest companies hold the primary interest in resource extraction as policy agents; and, 2) an alternative view that seeks increased municipal and Aboriginal control of forests to achieve equity and provide regional stability. Power relations reinforced an entrenched community of interest, including both internal and external actors (e.g., investors, mill managers and workers, bush workers, and government regulators), that has formed around a common goal and/or set of beliefs (i.e., timber extraction and scientific forestry). These interests have historically reproduced uneven social relations and overridden communities of place and collective place-based identities. The analysis builds to 14 conclusions that address the core research questions, highlights of which include: • Social framings of the forestry crisis in the Northeast Superior Region, as well as identities and local culture, are mediated by core-periphery dynamics. Such conditions normalize ongoing community instability and oversimplify notions of sustainability which prioritize a perpetual timber supply and economic values. • Commitment to place before interests provides a basis to develop trust and mutual understanding of each other and shared problems, and enable reframing of common identities based on shared values and local problems/opportunities. • Public control and collaboration are strongly valued in the Northeast Superior Region. Many leaders and residents want control over resources devolved to the municipal level; however, awareness and a model for effective implementation are needed. • Independent local forums are valuable for developing alternative and representative social framings. • Relational power works to consolidate various forms of agent-based power in dominant actors rather than facilitating its distribution. • Actors with unmatched positional and expertise power can (un)intentionally subvert reframing processes through limiting the participation of dissenters, thereby controlling the organizational framings guiding actions. • Dominant social relations influenced the perceived range of reasonable or desirable options as dominant actors bounded the problem to serve conventional interests, which in turn constrained debate about solutions. • Reframing a common place-based identity inclusive of Aboriginals and municipalities requires the willing redistribution of agent-based power and full recognition of Aboriginal and Treaty Rights. This research builds understanding of how power relations affect the social framings that drive action in settings of crisis, conflict and uncertainty, and provides new evidence to bridge concepts from framing and social learning theory. It supports the premise that social learning is a political process inherent in multi-party collaboration, in which reconciliation of individual and group identities occurs alongside the negotiation of problem and solution definitions. By documenting regional and NSFC perspectives, this research supports the search for alternative tenure models to reinvigorate Ontario’s forest economy and communities. Ten recommendations for NSFC, the Forest Communities Program or emerging collaborative organizations focus on organizational governance and practice to improve conditions affecting power relations and social learning. Main points include considering the need to organize culturally appropriate public workshops on forest issues to meet the need for deliberative space; increase access to organizational information and opportunities for NSFC plans to be publicly reviewed; actively participate in Ontario tenure policy reform discussions to develop, publicize and implement policy alternatives; support Aboriginal and Treaty Rights and meaningful resolution of First Nations settlement negotiations; expand NSFC board representation to include at-large public and ex-officio provincial members; decentralize organizational structures to establish a physical presence in partner communities and draw on leadership and capacity from the whole region; and, establish an explicit rationale for and clearly identify geographical boundaries for the organization.