Recent polls suggest that less than half (46%) of Canadians are confident in the criminal justice system (CJS) as a whole (e.g., Roberts, 2004). Low levels of public confidence are problematic, as the criminal justice system relies on public support in order to function effectively (Casey, 2008). Previous research has found that attitudes toward the CJS are typically based on misperceptions and misinformation, with the public being unaware of the functioning of the CJS as well as crime trends (e.g., Doob, 2000). Therefore, it seems logical that providing the public with factual information about crime and criminal justice may lead to increased confidence. A handful of studies conducted in the United Kingdom have shown that, in general, public education does lead to increased confidence (e.g, Hough & Park, 2002). However, questions pertaining to the mode of delivery have been raised (Singer & Cooper, 2009). Therefore, three studies were conducted in order to further investigate this issue as well as to delve into the differences between active and passive learning. Whereas active learning refers to being actively engaged in the learning process through various means (e.g, discussion, problem-solving), passive learning refers to passively obtaining information, such as by listening or by reading (Prince, 2004). Before attempting to change public opinion of the CJS, it is crucial that we first have a comprehensive understanding of what these opinions and attitudes are. As such, Study 1, a quantitative survey of CJS knowledge and attitudes, and Study 2, qualitative focus groups, were conducted. Results from these two studies were used to develop materials for Study 3: Increasing confidence in the CJS through education. As has been found in past research, participants who received CJS information had a higher level of knowledge than controls, who received information about Canadas health care system. Interestingly, the type of learning (active vs. passive) did not have an effect on CJS knowledge. However, an effect was observed in regards to confidence and satisfaction: Participants who received CJS information through active learning were more confident in the CJS and had a higher level of satisfaction. These results have important implications for real-world interventions.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 166-173).

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This study investigated the degree to which two types of interventions stimulated changes in adolescents’ attitudes and beliefs about people who are obese. The main research questions focused on whether an intervention based on the Elaboration Likelihood Model of attitude change would produce a greater reduction in anti-fat person attitudes and beliefs about obesity than an intervention that did not utilize this framework. The effectiveness of the two types of interventions was assessed with middle school students at a K-12 laboratory school. Students completed pre-intervention, post-intervention, and follow-up surveys about their anti-fat person attitudes and beliefs about the controllability of obesity. The amount of change in attitudes and beliefs was assessed within and across the two intervention groups. The hypotheses of the study predicted that the intervention which integrated the elaboration likelihood model would produce a greater reduction in anti-fat person beliefs than the intervention which did not integrate elaboration-enhancing activities. The hypotheses also predicted that a reduction in beliefs about the controllability of obesity would occur across both interventions but that this reduction would be maintained only in the elaboration-enhancing condition. A multivariate analysis of covariance was used to analyze the data. After controlling for the variable of the teacher present during the time of the intervention, the results showed an equal and significant reduction in the endorsement of anti-fat person attitudes and controllability beliefs across both the information-centered and the elaboration-enhancing interventions. The reduction in anti-fat person beliefs was maintained at the two and one-half month follow-up. Similarly, beliefs about the controllability of obesity remained significantly lower at the two and one-half month follow-up survey. / Department of Counseling Psychology and Guidance Services

Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1985. / Includes bibliographical references (leaves 160-178).

Thesis (Ed.D.)--University of Tulsa, 1992. / Bibliography: leaves 342-345.

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 134-144). Also available online in ProQuest, free to University of Oregon users.

Thesis (M.Ap.C.T. & M.)--Cleveland State University, 2008. / Abstract. Includes bibliographical references (p. 87-99). Available online via the OhioLINK ETD Center. Also available in print.