Typescript. Includes vita and abstract. Includes bibliographical references (leaves 81-87). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (Ph.D.)--York University, 2004. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 143-156). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99201

Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 26, 2007) Vita. Includes bibliographical references.

Thesis (M.A.C.E.)--Western Conservative Baptist Seminary, 1986. / Typescript. Includes bibliographical references (leaves 102-104).

Thesis (D. Min.)--Liberty Baptist Theological Seminary, 1989. / Selected bibliography : leaves [145]-152. Recommended readings follow each part.

D.Litt. et Phil. / The need for instruments for the assessment of prisoners to enhance rehabilitation was identified by the Department of Correctional Services. The Department of Correctional Services requested the supervisor to develop instruments for assessing prisoners. The researcher was requested to develop instruments for a specific area of assessment, namely, family assessment. Focus groups were used to identify the specific focus of the assessment instruments for prisoners. Analyzing the results of the focus groups lead to identifying the specific needs regarding a broad field of assessment areas. The main focus of family assessment that was identified through the focus groups are: • Partner satisfaction • Satisfaction with parenting • Relationship with parent (mother and or father) • Satisfaction with support • Family functioning The process of scale development as described by Faul (1995) was discussed. Specific attention was given to the different phases of this process, namely the pre-development phase, development phase, validation phase, and utilization phase. The systems theory was used as theoretical frame for the development of the assessment instruments. From the communication approach, strategic approach, and the structural approach, an integrated approach was developed. This integrated approach was used as conceptual frame for the development of assessment instruments. The five assessment areas were operationalized. Attributes that can be associated with each construct were used to give a definition of each construct. The attributes of the constructs were used as the basis for item generation when the scales were developed. Five steps were followed in the development phase. The items were designed, the scale lengths were determined, items were scaled, a scoring formula was developed, and instructions were written. In the validation phase, the reliability and the validity of the new scales were investigated. The results of the validation study show that the newly developed scales are reliable and valid, and can be used for family assessment of prisoners. Methodological conclusions were used to make recommendations regarding the use of the assessment instruments, the development of programmes, and further research that must be done.

Punishment is an acknowledged method of enforcing the law. Forms of punishment may differ, but the main aims remain the same—first, to discourage transgression of the law, thus maintaining order in society. Second, it is hoped, by some at least, that prisoners will be reformed by or during their punishment. This dissertation raises questions about the status and legal rights of individuals who are subject to the dominant form of punishment in Canada—incarceration. The questions are: Can prisoners continue to be regarded as persons and right-holders during incarceration? Can prisoners, then, have a right to education? If so, should such a right be made a legal right? The answer one gives to these questions clearly has important bearings on the status of prisoners during their incarceration. It is argued that prisoners retain their status as persons while incarcerated, that they do have rights, in particular the right to education, and that such a right should be made a legal right. Justice dictates that only relevant differences or just cause can provide acceptable justification for withholding rights from prisoners. That punishment is being inflicted on certain persons does not offer/provide adequate grounds for denying their right to education. Indeed, a legal right to education is warranted to ensure their access to education. Thus, the first proposition is that apart from the loss of rights necessary to protect society and the prison, and in order to fulfil the criteria of punishment, prisoners continue to hold rights held by other persons, in particular the right to education. This position is defended by considering arguments that prisoners have a moral right to education. These are: 1. The Argument from Incarceration 2. The Argument from The Effects of Punishment 3. The Argument from Punishment of Persons 4. The Argument from Fraternal Obligation 5. The Argument from Social Effects 6. The Argument from Benefits to the Collective 7. The Argument from Equality The second proposition that this right ought to be made a legal right rests essentially on three premises: 1. That education can contribute to the successful achievement of the goals of incarceration. 2. However, education is not considered a priority. 3. As it now stands, there is no effective way to enforce and sustain education in prisons. With a legal right to education, prisoners would have some basis for objecting to inadequate educational facilities and opportunities. A legal right would safeguard fair treatment and ensure equal opportunities to education. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Although the effectiveness of assertive training has been investigated with a wide variety of clinical and non-clinical populations, few studies have investigated the effectiveness of these techniques with prison inmates. This study investigated the use of symbolic modeling and behaviour rehearsal to increase assertive skills and.decrease inappropriate aggressiveness with prison inmates. Thirty male inmates volunteered for a four week assertive training programme and were randomly assigned to a modeling, behaviour rehearsal, and a placebo control group. Ten other subjects were used as a test-retest control group. The modeling group received videotape-mediated modeling in which positive and negative assertions were demonstrated to 16 standardized situations. The behavioural rehearsal group received opportunities to shape and practice appropriate assertions to the same situations without the aid of viewing filmed models. The placebo control group viewed discussion films and the test-retest group received no treatment intervention. Self-reported measures, in-laboratory behavioural ratings, and in vivo behavioural assessments were used to assess changes in assertiveness, aggressiveness, and anxiety. Results indicated that inmates in the treatment groups significantly increased their verbal assertive skills (i.e., verbal content), but not their non-verbal skills (i.e., eye contact, latency, loudness). The efficacy of assertive training techniques in regard to their differential impact on verbal and non-verbal skills components and aggressiveness are discussed. On in vivo behavioural measures of assertiveness observed on the wards no differences resulted between treatments and controls. This indicated that verbal assertiveness learned in training did not generalize to other unfamiliar situations. Also the behavioural changes in the laboratory occurred without corresponding changes in self-reported assertiveness. The discrepancy between findings as measured by in-laboratory assessments and in vivo assessments is discussed in terms of generalization of skills environment receptivity to change, and other factors responsible for the differences. All the response components were affected by the particular type of situation presented. Assertiveness changed as a function of social-interpersonal context of positive feeling siutations, negative hostile situations, and situations simulated inside and outside the prison setting. These findings suggest that future investigations ought to develop methodologies for identifying the environmental stimuli which influence assertiveness in order to train clients in situations related to their assertive deficits. / Arts, Faculty of / Psychology, Department of / Graduate

No description available.

The definition of the situation is important to observers in everyday social interaction. From the identity of the social actor, the observer attempts to fill in details about the situation. From this "going beyond the information given", the observer defines the situation. The definition then allows the observer to make predictions about the social actor and the situation. Going beyond the information given is referred to as a situational construal (Dunning 1989). The individual forms a concrete image of the situation, resolving ambiguities through construals. However, a still unanswered question has remained: What determines the construals? In this study, affect and construals are linked together. Through the identity of the actor, affect can be linked to expectations, which are used to fill in information. Affect control theory is one theory linking affect to other elements of the situation, such as the relationships between identity, behavior and emotion. The observer has stored knowledge linking identities with affective meanings that generate role behaviors in specific situations, associating identity with specific behavioral expectations. Emotion displays assist the observer in inferring the identities of social actors. One specific situation in which affect and construals are evident is the criminal situation. The criminal situation has ambiguities for which decisions must be made by various observers throughout the criminal justice process. In this study, affect control theory's application to the criminal justice system focuses on inferences made during a probation officer's presentence report, specifically the recommended sentence. Probation officers and undergraduate students respond to vignettes of a criminal situation. In Study 1, undergraduates, after reading a presentence report with criminal and victim statements, assign punishment and answer questions regarding the criminal case. Study 2 replicates Study 1 with probation officers. Study 3 further tests the influence of knowledge structures on construals. Results demonstrate a link between identity and construals. Results answer questions about how the probation officer resolves ambiguities in reaching a recommended sentence. The influence of various knowledge structures is also demonstrated. The cognitive process model applied to the probation officers and the students can be generalized to observers of other situations. One explanation of situational construal is demonstrated.