[Book review] Psicologia Della Prova [Psychology of Proof]

Review of: Psicologia Della Prova [Psychology of Proof] edited by C. Cabras, Giuffré, Milano. 1996.

[Book review] Handbook of Psychology in Legal Contexts

Review of: Handbook of Psychology in Legal Contexts. Ray Bull and David Carson (eds.) Wiley-Blackwell. 1999.

Psychology and interventions for pupils at risk of underachievement and school exclusion: the year 10 effect

Findings are presented from a longitudinal study of over 1,500 adolescents. Some were engaged in interventions aimed at reducing social disaffection. Participants completed measures of social-identification, academic self-concept and motivation, and social, emotional and behavioural difficulties. Consistent with our previous research, developmental trends in identity and self-concept were found - adolescents became more negative about some school-based factors and more positive about aspects of identity. Trends were less clear in the 120 adolescents receiving interventions. Findings demonstrate the importance of psychology in work with young people. [Source: (2008) 'Invited Address, IUPsyS Invited Symposium, Invited Symposium, Symposium, Paper Session, Poster Session', International Journal of Psychology, 43:3, 348 - 527]

Practicum in Educational Psychology: comparative analysis between areas of knowledge

In this paper we present the process and results of an investigation in which, after reflecting on the concept of Practicum and, specifically, in the Practicum in Educational Psychology degree taught at the University of A Coruña, an assessment is made taking into account the opinion of the students who have studied this matter, as to the relevance that the planned objectives are given and subsequent achievement of these. The results differ considering the area that the teacher who has tutored belongs to. Methodologicaly, it is a descriptive research, survey type, which involved a significant sample of students in their final year of the degree in the year 2012/13 through a questionnaire which validity (Teaching and content) and reliability (internal consistency) have been properly set (judgment of experts and a pilot experience for the calculation of Cronbach's alpha). The results show that the Practicum program has a good development of most of the objectives, especially those related to skills, where the average of the highest rated goals exceed the rating of 4. This suggests clear lines for innovation and improvement in the areas of conceptual and attitudinal level.

The structure of the Statistics Anxiety Rating Scale: A confirmatory factor analysis using UK psychology students

This study aimed to examine the structure of the statistics anxiety rating scale. Responses from 650 undergraduate psychology students throughout the UK were collected through an on-line study. Based on previous research three different models were specified and estimated using confirmatory factor analysis. Fit indices were used to determine if the model fitted the data and a likelihood ratio difference test was used to determine the best fitting model. The original six factor model was the best explanation of the data. All six subscales were intercorrelated and internally consistent. It was concluded that the statistics anxiety rating scale was found to measure the six subscales it was designed to assess in a UK population.

Once a Criminal, Always a Criminal?: ‘Redeemability’ and the Psychology of Punitive Public Attitudes

Several studies have sought to link punitive public attitudes to attribution style and/or lay theories of crime. This research finds that those who believe criminal acts are the result of freely chosen and willful behavior are more likely to be punitive than those who feel crime is the result of external circumstances and constraints. These analyses focus on only one dimension of attributions: locus of control (internal/external). In this analysis, we include a second dimension, thought to be a better predictor of attitudes in social psychological research: stability/instability. In addition to measuring lay theories of crime causation, we also test for “belief in redeemability” (or beliefs about the ability of deviants to change their ways). Our hypothesis is that this other dimension of personal attributions (stability/instability) may be as critical in explaining support for highly punitive criminal justice policies as beliefs about criminal responsibility. We find evidence supportive of this model in an analysis of data from postal survey of residents of six areas in England.

Right-wing authoritarianism, social dominance orientation and prejudice against threatening and competitive ethnic groups

This research rests on the assumption that individual differences approaches to prejudice benefit from all integration of intergroup factors. Following Duckitt (2001), we assumed that two prominent individual differences variables, right-wing authoritarianism (RWA) and social dominance orientation (SDO), would differentially predict majority members' levels of ethnic prejudice depending on specific factors of the intergroup context: RWA as all index of motivational concerns about social cohesion, stability and security should drive prejudice against outgroups perceived as socially threatening, and SDO as an index of concerns about ingroup superiority and dominance should predict prejudice against outgroups perceived as potential competitors for power-status. Across two studies (Ns = 82, 176), using between-participants and within-participants experimental designs, the effects of RWA on prejudice were particularly powerful when the outgroup was manipulated to be socially threatening, but the effects of SDO on prejudice appeared not to increase when the outgroup was manipulated to be competitive. In Study 2, presenting the outgroup as having low status also increased the effect of RWA, but not the effect of SDO. These results support the differential prediction assumption for RWA, but not for SDO. Implications for the conceptualisation of RWA and SDO are discussed. Copyright (C) 2008 John Wiley & Sons, Ltd.

The Library of Essays on Law and Privacy

Privacy has now become a major topic not only in law but in computing, psychology, economics and social studies, and the explosion in scholarship has made it difficult for the student to traverse the field and identify the significant issues across the many disciplines. This series brings together a collection of significant papers with a multi-disciplinary approach which enable the reader to navigate through the complexities of the issues and make sense of the prolific scholarship published in this field.

The three volumes in this series address different themes: an anthropological approach to what privacy means in a cultural context; the issue of state surveillance where the state must both protect the individual and protect others from that individual and also protect itself; and, finally, what privacy might mean in a world where government and commerce collect data incessantly. The regulation of privacy is continually being called for and these papers help enable understanding of the ethical rationales behind the choices made in the sphere of regulation of privacy.

The articles presented in each of these collections have been chosen for the quality of their scholarship and their utility to the researcher, and feature a variety of approaches. The articles which debate the technical context of privacy are accessible to those from the arts and humanities; overall, the breadth of approach taken in the choice of articles has created a series which is an invaluable and important resource for lecturers, researchers and student.

Politeness and social signals

In the literature, politeness has been researched within many disciplines. Although Brown and Levinson’s theory of politeness (1978, 1987) is often cited, it is primarily a linguistic theory and has been criticized for its lack of generalizability to all cultures. Consequently, there is a need for a more comprehensive approach to understand and explain politeness. We suggest applying a social signal framework that considers politeness as a communicative state. By doing so, we aim to unify and explain politeness and its corresponding research and identify further research needed in this area.

Social Identity and Youth Aggressive and Delinquent Behaviors in a Context of Political Violence

The goal of the current study was to examine the moderating role of in-group social identity on relations between youth exposure to sectarian antisocial behavior in the community and aggressive behaviors. Participants included 770 mother-child dyads living in interfaced neighborhoods of Belfast. Youth answered questions about aggressive and delinquent behaviors as well as the extent to which they targeted their behaviors toward members of the other group. Structural equation modeling results show that youth exposure to sectarian antisocial behavior is linked with increases in both general and sectarian aggression and delinquency over one year. Reflecting the positive and negative effects of social identity, in-group social identity moderated this link, strengthening the relationship between exposure to sectarian antisocial behavior in the community and aggression and delinquency towards the out-group. However, social identity weakened the effect for exposure to sectarian antisocial behavior in the community on general aggressive behaviors. Gender differences also emerged; the relation between exposure to sectarian antisocial behavior and sectarian aggression was stronger for boys. The results have implications for understanding the complex role of social identity in intergroup relations for youth in post-accord societies.

Promoting Harmonious Relations and Equitable Well-Being: Peace Psychology and “Intractable” Conflicts

The chapter explores Bar-Tal’s legacy in relation to key concepts, perspectives, and findings that comprise the growing field of peace psychology, specifically the promotion of sustainable peace through the indivisible constructs of harmonious relations and equitable wellbeing. Analyzed through a peace psychology lens, Bar-Tal’s work highlights both the barriers to and bridges for achieving sustainable peace. Central concepts from his work, such as fear, insecurity, and an ethos of conflict, demonstrate key obstacles to fostering harmonious intergroup relations based on social justice. Bar-Tal’s work also identifies processes that can overcome these barriers, which is consistent with peace psychology’s emphasis on the development of constructive responses to violence and conflict. For example, the chapter outlines how confidence-building mechanisms, mutually respectful identities, and reconciliation processes, may help foster an ethos of peace that can be embedded in the structure of societies through peace education. The chapter concludes with implications and suggestions for future research, with a focus on the role of young people in settings of prolonged intergroup division and generational approaches to peacebuilding, as conceptualized through a peace psychology lens.

Exploring inequities in child welfare and child protection services: Explaining the ‘inverse intervention law’

Attempts to record, understand and respond to variations in child welfare and protection reporting, service patterns and outcomes are international, numerous and longstanding. Reframing such variations as an issue of inequity between children and between families opens the way to a new approach to explaining the profound difference in intervention rates between and within countries and administrative districts. Recent accounts of variation have frequently been based on the idea that there is a binary division between bias and risk (or need). Here we propose seeing supply (bias) and demand (risk) factors as two aspects of a single system, both framed, in part, by social structures. A recent finding from a study of intervention rates in England, the 'inverse intervention law', is used to illustrate the complex ways in which a range of factors interact to produce intervention rates. In turn, this analysis raises profound moral, policy, practice and research questions about current child welfare and child protection services.

Research by Peaceful Means: Methodologies in Peace Psychology

Methodologies in Peace Psychology (Bretherton & Law, 2016) offers a multidisciplinary perspective on the relation between research and methodologies, making it a useful read not only for those interested in peace psychology, but also for all researchers and practitioners interested in mixed and participative methods. The edited volume offers a multifaceted approach to the topic, incorporating global authors with different backgrounds and perspectives who are at diverse stages of their academic careers. Thus, it complements a traditional Western-focused approach, making a unique contribution to the literature.

Children’s Friendships and Learning in School: Cognitive Enhancement Through Social Interaction?

Background. Recent literature has identified that children's performance on cognitive (or problem-solving) tasks can be enhanced when undertaken as a joint activity among pairs of pupils. Performance on this ‘social’ activity will require quality relationships between pupils, leading some researchers to argue that friendships are characterized by these quality relationships and, therefore, that friendship grouping should be used more frequently within classrooms. Aims. Children's friendship grouping may appear to be a reasonable basis for cognitive development in classrooms, although there is only inconsistent evidence to support this argument. The inconsistency may be explained by the various bases for friendship, and how friendship is affected by cultural contexts of gender and schooling. This study questions whether classroom-based friendship pairings will perform consistently better on a cognitive task than acquaintance pairings, taking into account gender, age, and ability level of children. The study also explores the nature of school-based friendship described by young children. Sample. 72 children were paired to undertake science reasoning tasks (SRTs). Pairings represented friendship (versus acquaintance), sex (male and female pairings), ability (teacher-assessed high, medium, and low), and age (children in Years 1, 3, and 5 in a primary school). Method. A small-scale quasi-experimental design was used to assess (friendship- or acquaintance-based) paired performance on SRTs. Friendship pairs were later interviewed about qualities and activities that characterized their friendships. Results. Girls' friendship pairings were found to perform at the highest SRT levels and boys' friendship pairing performed at the lowest levels. Both boy and girl acquaintance pairings performed at mid-SRT levels. These findings were consistent across Year (in school) levels and ability levels. Interviews revealed that male and female friendship pairs were likely to participate in different types of activity, with girls being school-inclusive and boys being school-exclusive. Conclusion. Recommendations to use friendship as a basis for classroom grouping for cognitive tasks may facilitate performance of some pairings, but may also inhibit the performance of others. This is shown very clearly with regard to gender. Some of the difference in cognitive task performance may be explained by distinct, cultural (and social capital) orientations to friendship activities, with girls integrating school and educational considerations into friendship, and boys excluding school and educational considerations.

Enhancing Student Learning Experiences in Sport Psychology Modules Using Practical Activities

The University of Worcester states in its most recent strategic plan (2013 – 2018) a set of enduring values that guide and direct the activities of the institution. The first listed, and perhaps the most important value is the striving to be “an outstanding university at which to be a student”. This is further supplemented by values such as “to inspire our students to reach their full potential through excellent, innovative teaching, scholarship and research” (University of Worcester 2013: p.4). One of the many ways in which the institution strives to provide this outstanding educational experience is through regular engagement, both formal and informal, with students at a number of points in each semester. Regular experiences of collating formal and informal feedback has led to the identification of a common theme amongst Higher National Diploma (HND) students in the Institute of Sport and Exercise Sciences (ISES), where they consistently request ‘more practicals’. The ISES modules however are designed to incorporate a high degree of interaction, practical activities and tasks. This is especially important for those studying at HND level as research suggests differences in learning preferences exist when compared to undergraduate students, the former preferring a more tactile style of learning (Peters et al. 2008). Using an introductory Sport Psychology HND module as an example, practical activities and tasks are fully embedded in the taught sessions to enable contextual links to be made between the learning outcomes and their subsequent use. Examples of these include: a. interviewing athletes to produce a performance profile (Butler & Hardy 1992); b. completing psychometric instruments such as the Competitive State Anxiety Inventory-2 (CSAI-2) to measure competitive anxiety in sport (Martens et al. 1990) and demonstrate data collection and construct measurement; c. performing relaxation interventions on the students to demonstrate how specific techniques (in this instance, decreasing somatic anxiety) might work in practice; d. demonstrating how observational learning facilitates skill acquisition by creating experimental conditions that the students participate in, in teaching a new skill. Nevertheless owing to the students' previously stated on-going requests for more practical activities, it became evident that assumptions about what students consider an effective means of experiential or active learning in the context of sport-related disciplines of study needed to be investigated. This is where the opportunity to undertake an action research project arose, this being a practical method commonly employed in pedagogical enquiry to aid reflection on teaching and assessment practice for the purposes of working towards continuous improvement.