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221	It Must Have Been Him: Coherence Effects within the Legal System Carbone, Jonathan N 19 June 2015 (has links) The present series of studies examine how jurors and public defenders evaluate different pieces of evidence and integrate them into a coherent conclusion within the context of a criminal case. Previous research has shown that in situations where both sides of the case are compelling, decision-makers nevertheless come to highly confident and polarized decisions, called coherence shifts (Simon, 2004). The present research sought to expand on coherence effects, improve upon the methodology of previous studies, and explore potential moderators of coherence. In Study 1, mock jurors (n = 306) read about a criminal case and evaluated multiple pieces of evidence at various points throughout the case. Results indicated that participants exhibited pronounced coherence shifts (i.e., their evaluations of the various pieces of evidence (a) became more consistent as the case progressed, and (b) were evaluated in line with their initial leanings) using an improved methodology that randomized evidence order and evidence valence. Furthermore, participants’ interim leanings of guilt or innocence biased their subsequent evaluations of ambiguous evidence. The direction and magnitude of participants’ coherence shifts were predicted by their pretrial dispositions towards prosecution and defense. Participants lacked awareness of how their perceptions of the evidence have shifted. Coherence shifts were not, however, moderated by asking mock jurors to justify their decisions, or by asking mock jurors to play devil’s advocate while considering each piece of evidence, underscoring the pervasiveness of this cognitive bias. Study 2 examined whether actual public defenders experience coherence shifts and how those shifts relate to the plea bargaining process; however, no coherence shifts were observed. Study 3 examined whether the timing of the defense’s presentation of their case could reduce coherence effects; results indicated that reading about the defense’s case immediately after the prosecution’s case (c.f. following a delay) marginally (p = .09) reduced coherence effects among jurors who acquitted the defendant, suggesting one potential strategy to mitigate this bias. Juror decision-making coherence shifts decision making coherence effects lawyer decision-making legal psychology pre-trial attitudes jury decision-making Cognitive Psychology Criminal Law Criminal Procedure Law Law and Philosophy Law and Psychology Other Law Other Psychology Psychology Social and Behavioral Sciences Social Psychology
222	It’s Not All ACEs: The Role of Negative Parental Influences and Criminal Thinking in Juvenile Offending Behaviors Humphrey, Branna 01 May 2021 (has links) The role of adverse childhood experiences (ACEs) and criminal thinking in causing criminal behavior has been explored extensively in criminal justice research. Based on the concepts of ACEs and the Psychological Inventory of Criminal Thinking Scale, the negative parental influences and criminal thinking styles of 1,354 juvenile offenders were examined to establish that negative parental influences and criminal thinking are separately associated with juvenile problem and offending behavior, and that criminal thinking mediates the relationship between negative parental influences and juvenile problem and offending behavior. Analyses showed support for criminal thinking as a pathway from negative parental influences to juvenile problem and offending behavior. Focuses for juvenile offender intervention programs are suggested. Negative Parental Influences Criminal Thinking Juvenile Offending Behaviors Juvenile Problem Behaviors Child Psychology Cognitive Psychology Counseling Psychology Criminology Developmental Psychology Development Studies Domestic and Intimate Partner Violence Family, Life Course, and Society Human Factors Psychology Other Psychology Personality and Social Contexts Place and Environment Psychology Social Psychology Social Psychology and Interaction Social Work Sociology
223	The Effects of the Transition from Pre-nursing to Nursing on Mental Health Davis, Andrew J., Mullins, Paige R., Sell, Kimberly A. 01 May 2022 (has links) Mental health is an ever-growing crisis among adolescents and young adults, with suicide as second leading cause of death and the number of those negatively affected continually on the rise. Transitions are one of the major stressors prevalent among these age groups, placing individuals at risk for mental health deficits. This quantitative voluntary response comparative study assesses the transitional mental health of pre-nursing students and students in the nursing program at East Tennessee State University. Emailed to all with a declared major of pre-nursing or nursing, this study measured mental health using evidenced based assessment tools. The PHQ-9 for depression and the GAD-7 for anxiety, along with additional demographic information and mental health service usage questions, was sent to and completed by participants. A total of n = 173 responses were received. Of these responses n = 99 or 57.2 percent were nursing students, a participation rate of 9.6 percent, and n = 74 or 42.8 percent were pre-nursing students. The research revealed that depression and anxiety scores were above the cutoff for moderate depression and anxiety in both groups, as well as identified a deficit in availability of mental health resources, with over 10 percent of students unable to access counseling or psychiatric services. Contraindicatory to literature, which predicted improving mental health in the progression through university studies, this study reveals a variable and even worsening trajectory of mental health as students transition into the nursing program and progressed through college. Mental Health Transitioning to College Depression Anxiety Nursing Student Mental Health Pre-Nursing Behavior and Behavior Mechanisms Developmental Psychology Educational Psychology Mental Disorders Other Nursing Other Psychology Other Public Health Psychiatric and Mental Health Psychiatric and Mental Health Nursing Public Health and Community Nursing Secondary Education
224	Adverse Childhood Experiences, Homeless Chronicity, and Age at Onset of Homelessness Tucciarone, Joseph T., Jr. 01 May 2019 (has links) (PDF) Childhood adversity is associated with numerous negative outcomes across multiple domains, including mental and physical health, interrelationships, and social functioning. Notably, research suggests that childhood adversity has a dose-response relationship with these outcomes; that is, greater numbers of adverse experiences in childhood are associated with worse outcomes. These outcomes overlap with many risk factors of homelessness. This study sought to address two questions: 1) Does a dose-response relationship exist between childhood adversity and chronic homelessness? 2) Does childhood adversity negatively predict the age at which homelessness first occurs? Adults experiencing homeless who are accessing homeless services in the Tri-Cities area of Northeast Tennessee responded to a brief instrument that includes measures of homeless chronicity, Adverse Childhood Experiences (ACEs), and age of onset of homelessness. Although relationships between ACEs and homeless chronicity was not observed, a relationship did emerge between number of ACEs and number of episodes and number of ACEs and age at initial onset of homelessness. homelessness adverse childhood experiences ACEs chronicity homelessness onset Community Health Community Health and Preventive Medicine Community Psychology Developmental Psychology Epidemiology Health Services Administration Health Services Research Other Mental and Social Health Other Psychology Other Public Health Public Health Education and Promotion Social Psychology Social Welfare Social Work
225	Assistance dogs for military veterans with PTSD: a systematic review, meta-analysis, and meta-synthesis Sarah Leighton (14035923) 02 November 2022 (has links) <p>Psychiatric assistance dogs for military veterans with posttraumatic stress disorder (PTSD) currently make up over 19% of assistance dog partnerships globally. We conducted a systematic review of the literature relating to these partnerships, with specific aims to (1) summarize their characteristics, (2) evaluate the quality of existing evidence, and (3) summarize outcomes. A total of 432 records were independently screened (Cohen’s kappa=0.90). Of these, 41 articles (29 peer-reviewed publications and 12 unpublished dissertations) met inclusion criteria. Data extraction was conducted to address the research aims, including a meta-analysis (quantitative outcomes) and meta-synthesis (qualitative outcomes). All peer-reviewed publications on the topic of psychiatric assistance dogs for veterans with PTSD were published within the last five years. The majority of included articles were quantitative (53%), 41% were qualitative, and 6% employed mixed methods. Mean methodological rigor scores were 80% for peer reviewed articles and 71% for dissertations, where higher scores represent more rigorous methodology. Quantitative articles reported significant improvements in the domains of PTSD severity, mental health, and social health. Impacts on physical health and global quality of life appear inconclusive. Meta-analysis (9 articles) revealed that partnership with an assistance dog had a clinically meaningful, significant, and large effect on PTSD severity scores (<em>g</em>=−1.129; <em>p</em><0.0001). Qualitative meta-synthesis identified two third order constructs: (1) Impact on the individual: mental & physical health and (2) Impact beyond the individual: building relationships & connection. This synthesis of increasingly prevalent research on assistance dogs for veterans with PTSD provides support for the impact of this complementary and integrative health intervention on PTSD symptom severity, and signs of meaningful improvements in adjacent domains including mental and social health. Gaps between quantitative and qualitative findings, along with the need to report greater demographic detail, highlight key opportunities for future research.</p> Animal welfare Animal behaviour Rehabilitation Health psychology Human-animal interaction Posttraumatic stress disorder (PTSD) Military Members Service dogs Human-animal bond Animal-Assisted Intervention (AAI) Psychology
226	K-5 Elementary Alternative Program: A Case Study Scheuer, William E, IV 01 December 2022 (has links) The purpose of this case study was to examine how the K-5 elementary alternative program All Students Can Thrive (ASCT) used student-centered learning practices to influence the whole child. There is a lack of research on K-5 elementary alternative programs, such as ASCT, and specifically those that integrate student-centered learning practices to influence the whole child. Literature does not contain universally accepted interventions that are effective in the elementary alternative setting to help students return to the mainstream classroom setting better prepared to display appropriate behaviors when a student is removed from a mainstream classroom setting due to disruptive behaviors. The Association for Supervision and Curriculum Development (ASCD) has determined five major tenets that measure how educators influence the whole child and those are: healthy, safe, engaged, supported, and challenged (ASCD, 2022). These five tenets will serve as the theoretical framework for this research on the whole child and ASCD will function as the scientific authority on the whole child for the purposes this case study. Data collection strategies included interviews, field notes, and a document review. Analysis of data occurred in three phases: (a) coding themes from participant responses during interviews (b) analysis of interview field notes (c) document review. The analysis of the case study data was based on the theoretical proposition that educating the whole child involves children being healthy, safe, engaged, supported, and challenged (ASCD, 2022). The credibility of the analysis was protected by triangulation of data through the coding of interviews, interview field notes, and a document review. The results revealed that that all five tenets of the whole child were identified as a common theme or sub-theme from participant responses. Five common themes: (1) Engaged (2) Space to Thrive/Choices (3) Identify Needs/Skills (4) Confidence/Hope (5) Relationship and five sub-themes emerged from the analysis of data: (1) Challenged (2) Supported (3) Safe (4) Healthy (5) Communication. alternative education whole child student-centered learning trauma relationships Appalachian Studies Applied Behavior Analysis Applied Ethics Child Psychology Community-Based Learning Counselor Education Curriculum and Instruction Developmental Psychology Development Studies Disability Studies Early Childhood Education Educational Leadership Educational Methods Educational Psychology Elementary Education and Teaching Experimental Analysis of Behavior Health Psychology Leadership Studies Multicultural Psychology Other American Studies Other Education Other Languages, Societies, and Cultures Other Psychology School Psychology Social Psychology Social Psychology and Interaction Special Education Administration Special Education and Teaching Theory and Philosophy Urban Education

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