The Geography of Deterrence: Exploring the Small Area Effects of Sobriety Checkpoints on Alcohol-Impaired Collision Rates Within a City
Book Review: Creative Family Therapy Techniques: Play, Art, and Expressive Activities to Engage Children in Family Sessions
Improving Relationship Satisfaction : Qualitative Insights Derived From Individuals Currently Within a Couple Relationship
Evaluating the utilisation of resources in higher education institutions: The case of teaching space at a Ugandan university
An Analysis of Written Conductive Energy Device Policies: Are Municipal Policing Agencies Meeting PERF Recommendations?
Minnesota’s Affordable Homes Program: Evaluating the Effects of a Prison Work Program on Recidivism, Employment and Cost Avoidance
Towards corporate professionalization: The case of project management, management consultancy and executive search
A qualitative investigation into the maternal experience of having a young child with severe food allergy
Schoolwide Positive Behavior Support in an Alternative School Setting: An Evaluation of Fidelity, Outcomes, and Social Validity of Tier 1 Implementation
Our Environment, Our Health: A Community-Based Participatory Environmental Health Survey in Richmond, California
Health literacy screening of geriatric monolingual Spanish-speaking patients using single-item literacy screening questions and education
Our Community in Focus: The Use of Photovoice for Youth-Driven Substance Abuse Assessment and Health Promotion
The Effectiveness of Reintegrative Shaming and Restorative Justice Conferences: Focusing on Juvenile Offenders’ Perceptions in Australian Reintegrative Shaming Experiments
Applicability of Amartya Sen’s human development perspectives to the fields of reproductive health and social work
Explicating Correlates of Juvenile Offender Detention Length: The Impact of Race, Mental Health Difficulties, Maltreatment, Offense Type, and Court Dispositions
Shall we dance? The importance of staff-student relationships to undergraduate dissertation preparation
‘Tell me what to do’ vs. ‘guide me through it’: Feedback experiences of international doctoral students