<p> There is limited understanding of the variables that impact trainee performance in clinical settings. As such, investigating the tools used to assess performance was warranted. In the first part of the present research study, I investigated the independent factors that comprised the FPEF using 294 archival forms completed by clinical supervisors at the California School of Professional Psychology, Alliant International University, San Francisco. The five conceptually derived domains of clinical competency of the FPEF included: psychological intake, evaluation and assessment; clinical interventions; professional roles and behaviors; self-examination and development; and supervision. A principal factor analysis was conducted to determine whether the items of the FPEF comprised performance factors that were based on these FPEF domains. Results yielded a four-factor solution based on how the items clustered together. Thus, subscales were retitled as follows: Clinical Development, Professional Roles and Behaviors, Psychological Conceptualization and Intervention, and Psychological Assessment Skills. The second part of the present study included trainee self-ratings and supervisor ratings on the FPEFs for 47 school-based mental health trainees. This part of the study focused on whether the internal psychological variables of role conflict, role ambiguity, and self-efficacy (domain specific), and the external variables of both organizational support and supervisory support were associated with performance ratings on the FPEF. Findings indicated that the internal and external variables were both associated with trainees' performances across various domains. However, some of these relationships were contrary to what was expected. Organizational support and supervisory support were found to have negative associations with specific performance domains, which may have been due to limitations of the instruments or moderating variables that were not measured in this study.</p>

This research began as an examination of the problem solving strategies of individuals who believe they can control reinforcements they recelve (internals) and those who believe that outside forces control reinforcements (externals) under different conditions of skill and chance. This developed into a study of the cognitive functioning of internals and externals in concept formation tasks. Internal and external persons were identified using the internal-external locus of control scale developed by J.B. Rotter and his colleagues. Three studies were conducted uSlng different tasks and groups of Subjects. The subjects of the first study were required to find a principle relating one of two response words to a list of five stimulus words. There were fifty trials using different sets of words. Three groups of subjects were used, each made up of internals and externals. The group under the skill condition was instructed that their performance depended primarily on their own skill; the group under the chance 1 condition (quasi chance) was instructed that their performance on the task would probably be no better than chance due to the extreme difficulty of the task; and the group under chance 2 (pure chance) were told that their performance on the task was totally controlled by chance as the arrangement of the words was purely arbitrary. It was expected that internals would perform better than externals under the skill condition while externals would perform better than internals under chance 2. Subjects' perception of, and reactions to, the task were measured by a post-task questionnaire. The results did not uphold the predictions. Externals, relative to internals, utilised, produced and changed significantly more solution hypotheses while working on the task. The two groups did not differ in the number of correct answers and both of them were unsuccessful in deciphering the principle. In terms of subjects' reactions to the task, it was found that the internals reacted differently to the skill and chance 2 conditions, while externals were stable across these conditions. Moreover, subjects construed the chance 1 condition as resembling a skill condition. The different ways ln which internals and externals handled their solution hypotheses was further investigated in the second study. Two groups, one of internals and one of externals, were asked to scan a list of characteristics describing an object, and then to scan another list containing objects, one of which was best described by the characteristics. The two lists were presented separately to the subjects in order to discover whether subjects needed to switchback between the two lists while attempting to identify the correct object. The subjects' reaction times in studying the characteristics (preparation time) and in naming the appropriate objects (solution time) were recorded. The subjects' perception of and reactions to the task were measured by a post-task questionnaire. The results strongly supported the predictions: the internals preparation and solution times were significantly faster than those of the externals who also used more switchbacks than internals. Moreover, both groups performed equally well on the task (in terms of naming the appropriate objects). Analysis of the subjects' perception of the task indicated that internals perceived the task to be more skill controlled than externals. The third study was conducted to clarify some methodological problems associated with the first study and to further investigate the problem solving behaviour of internals and externals. Subjects were presented with a series of sets one per trial for twenty four trials, each of which consisted of two letters and two numbers. Certain sets were constructed using a common principle and subjects were required to identify the principle. Subjects perception of, and reactions to the experiment were measured by a post task questionnaire. The results showed that more externals were successful at finding the principle than internals. Externals used less trials per solution hypothesis and guessed on more trials than internals. Both groups had similar numbers of correct answers. More internals than externals, however, employed complex solution hypotheses. It was also found that the internals confidence in finding the principle before commencing the task was higher than that of the externals. Taken in conjunction the three studies indicate that finding the solution per se to the tasks did not differentiate internals from externals as readily as their different approaches to the tasks. The internals were more cautious and systematic in handling their solution hypotheses and processed information more efficiently and thoroughly. The externals, on the other hand, adopted a &quot;butterfly&quot; approach to testing their solution hypotheses, readily switching between them and returning to previously rejected hypotheses. They were less able than internals to process simultaneously two aspects of the task. It was concluded that the different problem solving behaviours of internals and externals resemble distinctive cognitive styles. Whether these cognitive styles are effective in terms of identifying the solution to a problem seems to depend largely on three main factors: the skill element of the task, the type of task, and the level of task difficulty.

<p> Police officers are often the first contact a victim of rape has with the criminal justice system and may be the first people to whom rape victims disclose. To examine the extent to which police officers endorse rape myths, this quantitative study assessed their views about rape victims, along with the effects of demographics and experience. The Illinois Rape Myth Acceptance Scale--Short Form was administered to 66 patrol officers in Southern California. The officers scored in the mid-range of this scale, which addresses seven different categories of common rape myths, such as "she lied" and "she asked for it." For some rape myths, females and ethnic majority officers indicated less endorsement of rape myths. These findings reveal a need for more in-depth research on police officers. Social workers who work with the victims of rape should advocate for increased education of law enforcement personnel about rape and its victims.</p>

<p> Using a two phased mixed method this researcher sought to investigate the relationship between student success and online orientation quiz scores as well as to describe the characteristics of successful students in an online learning environment. The findings of the quantitative phase indicated that the quiz scores differed between the successful versus non-successful students. Although the relationship was statistically significant it was considered weak due to the confidence interval. However, it did provide a basis for determining the qualitative sample. During the qualitative phase student interviews brought a deeper understanding to the concept of success, where locus of control emerged as the most important underlying motivator in the students' concept of achievement. The findings corroborated prior research indicating that students with internal locus of control have better success in their personal and professional lives, though not always academically. The current research was important because prior research on locus of control and online education was inadequate. The relationship between locus of control and leadership was also explored, though prior research was limited there as well. Recommendations for leadership in higher education or businesses to increase an awareness of locus of control during orientations may increase overall performance, satisfaction and retention of students and employees. </p><p> <i>Keywords:</i> online education, locus of control, leadership, orientation, online orientation, Mindsets, retention, persistence, motivation, resilience, mixed methods</p>

"No (person) is an island" (Donne J, 1975, p. 87). The importance of social support in the lives of human beings is evident and for immigrant adolescents the role of social networks is important to facilitate their adjustment within the majority culture and to navigate their identity within spaces of belonging. / This study aims to describe how Filipino immigrant adolescents in Cote-des-Neiges, a district in Montreal, organize social support and how this relates to their mental health. This research is a mixed design with a sequential strategy. Firstly, data about social support from an epidemiological survey of Filipino youth are analyzed. Secondly, ethnographic research elaborates the findings from the quantitative part. / The results suggest that social networks play a dual role of both support and conflict for the adolescents and that there is a complex interplay between migratory trajectory and the strategies for organizing social support and negotiating spaces of belonging.

Objective. To determine whether having a condition of unknown medical cause contributes to perceived stigma in individuals with functional somatic syndromes (FSS). / Methods. Subjects in three FSS groups, irritable bowel syndrome (IBS), fibromyalgia (FM), and chronic fatigue syndrome (CFS), were matched to medical control groups. Self-report measures were used to collect sociodemographic information, and rates of depression, physical functioning, and perceived stigma. / Results. Having the FSS was associated with perceived stigma in CFS compared to the medical control group, and remained an independent predictor when controlling for depression and physical functioning on multivariate analysis. These effects were not seen in FM or IBS compared to medical control groups. / Conclusions. The ambiguity of having a medically unexplained syndrome may contribute to perceived stigma in CFS. The absence of this effect in FM and IBS may reflect a greater acceptance of FM and IBS as medical conditions.

<p> Throughout human history, music has served as a coping mechanism when people have endured extreme hardships in life. Music and songs in prisons have been written and sung to express the pain of the incarceration. Research has suggested that songwriting is a powerful educational and therapeutic catalyst, and that songwriting may facilitate the processing of difficult emotions. </p><p> The purpose of this study was to gain a greater understanding of the emotions expressed in the songs of incarcerated men, and how songwriting as an outlet for emotional expression influenced the writers. Data collected for this study included 47 songs written by 17 incarcerated men, written observations and reflections by participants and three facilitators, transcriptions of four workshop sessions, and sound recordings/transcriptions of 16 spoken introductions and 13 songwriter-performed pieces. An additional 32 songs were collected from a case-study participant for examination. All data were collected using ethnographic methods. Modified grounded theory techniques, including initial coding, focused coding, and memo writing were used to analyze the data. </p><p> Findings revealed that although the lyric themes categorized expressed more happy than sad emotions, the most frequently expressed emotion was desperation, and desperation was usually expressed in songs with a context of incarceration. In addition, songs that expressed humor were often a way to cope with incarceration, and songwriting was also a way express the pain of addiction. Examining the songs of the case-study participant revealed that his writing changed over time. His most frequently expressed emotion in 2008 was fear, and song concepts usually involved sinister, otherworldly figures. In 2011, his most frequently expressed emotion was closeness, and song concepts focused on determination to build a better life. </p><p> Throughout the workshop sessions, the men experienced feelings of psychological comfort in routines established over time. Data analyses indicated that group interactions and opportunities to perform were primary motivators in participants' decisions to participate in the Songwriters' Workshop. For most men, group response processes generated new ideas for songs, and greater song quality. Some of the men further stated that participating in the Songwriters' Workshop helped them to foster better relationships, and re-envision their futures. Difficulties that occasionally arose were both pedagogical and social in nature. </p><p> Based upon these findings, I suggest that aspects of Cohen's Theory of Interactional Choral Singing Pedagogy pertains to songwriting contexts. I propose a theory of the expressive community, in which the community influences individuals, and individuals influence the community. I further suggest collective-actualization, in which individuals in a group realize their collective potentials, capabilities, and talents, and seek the achievement of these potentialities.</p>

<p> This research explored the challenges that New Hampshire manufacturers faced in introducing and sustaining improvement initiatives and the social dimension of this issue.</p><p> Using an ethnographic methodology, participant-observation was employed to examine the culture of a New Hampshire manufacturer. Through active participation in work groups, regular assignments, and meetings, an understanding of the impact the culture had on the implementation of a set of improvement techniques known as lean manufacturing was gained. Observations illuminated the leadership roles that both management and workers play. Nine themes described the lived experience and the social forces that guided that experience. These themes were: subgroups, lack of overall teamwork, dominant clique, lack of management interaction, focus on the past, workers social lives, individual cooperation, pride in workmanship, lack of process ownership. The effect of these nine themes on the lean initiatives was explored. Finally, the study extrapolated the findings to provide recommendations on successful practices in sustaining lean improvements.</p>

Collectivism and individualism are culturally-related psychological structures which have been used to distinguish people within and across various societies. From a review of the literature, it is argued that the most salient feature of individualism is valuing personal independence, which includes self-knowledge, uniqueness, privacy, clear communication, and competitiveness. Collectivism is associated with a strong sense of duty to group, relatedness to others, seeking others' advice, harmony, and working with the group. The purpose of the thesis is to explore how collectivist and individualist attributes affect the way people respond to Likert-type questionnaires. In the first study, a new measurement tool for individualism and collectivism was developed to address critical methodological issues in this field of cross-cultural psychology. This new measure the “Auckland Individualism and Collectivism Scale” defined three dimensions of individualism: (a) Responsibility (acknowledging one's responsibility for one's actions), (b) Uniqueness (distinction of the self from the other) and (c) Compete (striving for personal goals is one's prime interest); and two dimensions of collectivism: (d) Advice (seeking advice from people close to one, before taking decisions), and (e) Harmony (seeking to avoid conflict). The AICS avoids the need for measuring horizontal and vertical dimensions of collectivism and individualism, and the confounding effect of familialism on the collectivism-individualism constructs. The second study investigated the relationship between collectivism and individualism and various response sets that have been reported relating to the way in which individuals respond to Likert-type scales. Using structural equation modelling, the Collectivism-Individualism Model of Response Bias was developed. This model suggests two types of response sets: (a) the Impression-Response Bias which includes response sets such as social desirability and context, that affect the first four stages of responding to questions, namely receiving and retrieving data and making decisions; and (b) the Expression-Response Bias which includes response sets such as the extreme response set and the neutral response set that relate to the application of the responses, namely the actual answer chosen by the respondent. Collectivism is negatively correlated with context and with self deception enhancement whereas individualism is positively correlated with context and self deception enhancement and impression management. Context is positively correlated with extreme response set and negatively correlated with neutral response set. The Collectivism-Individualism Model of Response Bias suggests that collectivist and individualist attributes directly affect the Impression-Response Bias response sets and indirectly affect the Expression-Response Bias response sets. It was concluded that attributes of collectivism and individualism affect the decision made by the respondents and therefore lead to different responses to Likert-type questionnaires. Nevertheless, the effect of collectivism and individualism on the magnitude of the responses would be limited as it is mediated by the Impression-Response Bias response set. / Subscription resource available via Digital Dissertations only.

Collectivism and individualism are culturally-related psychological structures which have been used to distinguish people within and across various societies. From a review of the literature, it is argued that the most salient feature of individualism is valuing personal independence, which includes self-knowledge, uniqueness, privacy, clear communication, and competitiveness. Collectivism is associated with a strong sense of duty to group, relatedness to others, seeking others' advice, harmony, and working with the group. The purpose of the thesis is to explore how collectivist and individualist attributes affect the way people respond to Likert-type questionnaires. In the first study, a new measurement tool for individualism and collectivism was developed to address critical methodological issues in this field of cross-cultural psychology. This new measure the “Auckland Individualism and Collectivism Scale” defined three dimensions of individualism: (a) Responsibility (acknowledging one's responsibility for one's actions), (b) Uniqueness (distinction of the self from the other) and (c) Compete (striving for personal goals is one's prime interest); and two dimensions of collectivism: (d) Advice (seeking advice from people close to one, before taking decisions), and (e) Harmony (seeking to avoid conflict). The AICS avoids the need for measuring horizontal and vertical dimensions of collectivism and individualism, and the confounding effect of familialism on the collectivism-individualism constructs. The second study investigated the relationship between collectivism and individualism and various response sets that have been reported relating to the way in which individuals respond to Likert-type scales. Using structural equation modelling, the Collectivism-Individualism Model of Response Bias was developed. This model suggests two types of response sets: (a) the Impression-Response Bias which includes response sets such as social desirability and context, that affect the first four stages of responding to questions, namely receiving and retrieving data and making decisions; and (b) the Expression-Response Bias which includes response sets such as the extreme response set and the neutral response set that relate to the application of the responses, namely the actual answer chosen by the respondent. Collectivism is negatively correlated with context and with self deception enhancement whereas individualism is positively correlated with context and self deception enhancement and impression management. Context is positively correlated with extreme response set and negatively correlated with neutral response set. The Collectivism-Individualism Model of Response Bias suggests that collectivist and individualist attributes directly affect the Impression-Response Bias response sets and indirectly affect the Expression-Response Bias response sets. It was concluded that attributes of collectivism and individualism affect the decision made by the respondents and therefore lead to different responses to Likert-type questionnaires. Nevertheless, the effect of collectivism and individualism on the magnitude of the responses would be limited as it is mediated by the Impression-Response Bias response set. / Subscription resource available via Digital Dissertations only.