Although feedback has been widely used in training programs, there is still a lack of agreement concerning the conceptualization of feedback and the dimensions that should constitute a feedback message. In an attempt to address these issues, this study examined the bi-functional theory (Tosti, 1978) which says that feedback can function as either a discriminative stimulus or as a reinforcer. To test this theory, a training program in interviewing behaviors was administered to 12 undergraduate students at the University of the Pacific. The training consisted of one initial classroom training session and eight practice sessions. During the practice sessions the timing of formative feedback was varied for the three experimental groups which received either formative feedback timed immediately prior to each practice session, formative feedback timed immediately after each practice session, or no feedback. (Abstract shortened with permission of author.)

Research has shown the verbal and physical aggression committed against certified nursing assistants (CNAs) by clients in psychiatric settings is a problem in need of attention and that often the behaviors of the CNAs may provoke or exacerbate these attacks. Research also shows that performance feedback improves behavior in many settings. This study sought to evaluate the efficacy of a performance feedback treatment package on altering behaviors of 12 CNAs and reducing violent interactions in a psychiatric facility using a multiple baseline across participants design. The intervention provided performance feedback, antecedents, goal setting, and behavioral consequences. Data evaluation included visual inspection and t-tests. As hypothesized, the performance feedback treatment package was found to be an efficacious method of causing clinically significant changes in inappropriate and appropriate behaviors, resulting in more a professional direct-care staff. The package was also associated with a decrease in incidents of violence within the facility.

No description available.

No description available.

No description available.

This study investigated burnout and aspects of perceived work environment among employees of selected state-operated community residences in western Massachusetts. The primary aim of the study was to compare alternative approaches to diagnosing burnout: a traditional regression model, and a burnout phase model. This comparison was employed to assess the relative utility of the burnout models for guiding managerial decisionmaking about organizational change interventions. The descriptive component of the study found that the sample was characterized by low burnout. Low burnout was strongly associated with positive perceptions of the work environment, as expected. Both burnout and work environment perceptions varied significantly for the sample subgroups of high/low contact workers, workers with previous experience in private social service agencies, and workers assigned to either apartments or to the more restrictive and closely monitored Intermediate Care Facilities. Diagnosis using the traditional approach suggested the primacy of structural factors in predicting burnout, while the phase model implicated social factors. In addition, the traditional approach suggested that burnout was not an issue of concern in the organization studied, while the phase approach led to the finding that a significant portion of the employees were severely burned out. Thus the guidance provided for managers through application of the traditional versus phase approaches differed depending on which model was used. Although the study supported a functional difference between the phase and traditional approaches, further research using objective outcome measures and comparing groups over time is needed.

The present exploratory study attempted to investigate the frequency of codeswitching, preferred learning/cognitive style for decision-making processes and the relationship to the development of bicognitive skills among three categories of successful Puerto Ricans. Three categories of Puerto Ricans were identified as: Puerto Ricans who came from Puerto Rico to pursue a master of doctorate degree (Group I); Puerto Ricans who came to the United States during their teenage years and finished their education in the States (up to master's and/or doctorate degree--Group II); and second generation Puerto Ricans (born, raised and educated--master or doctorate degree--in the United States--Group III). A total of fifteen (15) subjects participated in the study: nine (9) in Group I, three (3) in Groups II and III. The criteria aforementioned was used for participants screening selection and specific answers to six research questions were sought. Data for the study were collected through audiotaped ethnographic interviews, Cultural Life Style Inventory (Mendoza, 1986), and transcript records. The results of the analysis of the frequency of codeswitching among all participants suggested the existence of codeswitching as a sociolinguistic phenomenon; topics, the content of the questions and whether the questions were asked in Spanish or English played an important role in generating switches to either English or Spanish. Codeswitching varied in frequency according to the questions asked to participants. The predominant topics that triggered the occurrence of codeswitching were philosophy of life, experiences in the United States, food, influences of three cultures on the development of bicognitive skills and language competency. Participants exposed to both (field independence/sensitive) learning styles are able to respond appropriately no matter what the situation; whether it is taking a standardized test, working by him or herself or working in groups. The results of the analysis of participants' responses of how codeswitching and bicognitivism relate to each other suggest that the exposure to two (2) cultures (Puerto Rican and American) positively influenced their ability to develop bicognitive skills. There seem to be more similarities between Group I and II and between either of them and Group III with regards to the frequency of switching from English to Spanish and vice versa when answering the interview questions. The preferred language to answer questions for Group I and II was Spanish. For Group III it was English. The overwhelming majority of the participants expressed that it was fine to codeswitch. The results were interpreted as indicating that the degree of bilingualism, degree of biculturalism, and learning/cognitive style contribute to the development and enhancement of bicognitive skills.

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No description available.

abstract: This study was designed to investigate whether workplace positivity of full-time workers was related to health ratings. Positivity was conceptualized by a high rating of perceived work-performance, and work-engagement as defined by the Utrecht Work-Engagement Scale, including vigor, dedication, and absorption (Schaufeli, & Bakker, 2004). Health was measured utilizing the RAND SF-36 health survey including the eight subscales: overall, general health, physical and social functioning, emotional well-being, role limitations due to physical health or emotional problems, energy or fatigue, and bodily pain. All measures were collected simultaneously. It was predicted that perceived work-performance and all measures of work-engagement are positively associated with the aforementioned health ratings. Multiple regression analyses revealed that higher (positive) perception of work-performance and vigor were positively related to health ratings. Absorption was negatively related to health ratings. Dedication was only negatively related to physical functioning. These findings suggest that not all measures of positivity in the workplace are related to better health. Implications and future directions are discussed. / Dissertation/Thesis / M.S. Psychology 2014