A prospective comparative evaluation of a Criminal Justice Liaison and Diversion Service in Belfast

There is continued interest in the planning, development and implementation of services designed to identify, detainees with mental illness and connect them to health and social services. However, currently little is known about how best to configure, organise and deliver these services. The study employed a prospective follow-up design with a comparator group to describe and evaluate a police mental health liaison service based in Belfast. Participants were recruited from two neighbouring police stations, only one of which provided a mental health liaison service. Outcomes including mental health status, drug and alcohol misuse, risk-related behaviour and ‘administrative’ outcomes were assessed at the time of arrest and six months later. The service was successful in identifying and assessing detainees though there appeared to be similar between-group levels of mental health problems over time. Results highlight a need to develop firmer linkages and pathways between criminal justice liaison / diversion services and routine health and social services. 

Mesures du périmètre crânien dans les troubles envahissants du développement : une étude comparative entre adultes

Un nombre significatif d’enfants autistes ont une macrocéphalie. Malgré plusieurs études du périmètre crânien en autisme, peu d’études ont été faites sur des adultes. Aussi, les références actuelles en périmètre crânien (PC) adulte datent d’environ 20 ans. Les objectifs de cette étude étaient de construire une échelle de référence du PC adulte, et de comparer les taux de macrocéphalie entre un groupe d’adultes autistes et un groupe d’adultes neurotypiques. Dans cette étude, 221 sujets masculins adultes étaient recrutés de différents milieux afin de déterminer le meilleur modèle prédictif du PC et de construire l’échelle de référence. La hauteur et le poids étaient mesurés pour chaque participant afin de déterminer leur influence sur les dimensions crâniennes. Pour la partie comparative, 30 autistes et 36 sujets neurotypiques, tous adultes, étaient recrutés à partir de la base de données du laboratoire de recherche. Pour l’échelle de référence, les résultats démontraient des corrélations positives entre le PC avec la hauteur et le poids. Après analyse, la corrélation conjointe de la hauteur et du poids sur le PC a été déterminée comme étant le modèle qui offre les résultats les plus significatifs dans la prédiction du PC. Pour la partie comparative, les taux de macrocéphalie atteignaient 10,00% chez les autistes contre 2,56% chez les neurotypiques selon la formule de régression linéaire obtenue du modèle. Cependant le test d’exactitude de Fisher n’a révélé aucune différence significative entre les 2 groupes. Mes résultats suggèrent qu’il est nécessaire de considérer la hauteur et le poids en construisant une référence du PC et que, même en utilisant la nouvelle référence, les taux de macrocéphalie demeurent plus élevés chez les autistes adultes que chez les adultes neurotypiques en dépit de l’absence de différences significatives.

Learning and Adjustment Outcomes in Socialized and Unsocialized Newcomers : An Ex- Post-Facto Comparative Study

Les restructurations et les mutations de plus en plus nombreuses dans les entreprises font évoluer la trajectoire de carrière des employés vers un cheminement moins linéaire et amènent une multiplication des changements de rôle (Delobbe & Vandenberghe, 2000). Les organisations doivent de plus en plus se soucier de l’intégration de ces nouveaux employés afin de leur transmettre les éléments fondamentaux du fonctionnement et de la culture qu’elles privilégient. Par contre, la plupart des recherches sur la socialisation organisationnelle portent sur les « meilleures pratiques », et les résultats qui en découlent sont mixtes. Cette étude comparative cherche à déterminer si et sur quelles variables les nouveaux employés socialisés par leur entreprise diffèrent des nouveaux employés « non socialisés ». Premièrement, cette étude vise à comparer ces deux groupes sur 1) les résultantes proximales (la maîtrise du contenu de la socialisation organisationnelle et la clarté de rôle) et 2) les résultantes distales (l’engagement organisationnel affectif, la satisfaction au travail et l’intention de quitter) du processus de socialisation organisationnelle, ainsi que sur 3) les caractéristiques des réseaux sociaux d’information, en contrôlant pour la proactivité. Dans un second temps, cette étude a pour objectif d’explorer si le processus de socialisation organisationnelle (les relations entre les variables) diffère entre les nouveaux employés socialisés ou non. Cinquante-trois nouveaux employés (moins d’un an d’ancienneté) d’une grande entreprise québécoise ont participé à cette étude. L’entreprise a un programme de socialisation en place, mais son exécution est laissée à la discrétion de chaque département, créant deux catégories de nouveaux employés : ceux qui ont été socialisés par leur département, et ceux qui n’ont pas été socialisés (« non socialisés »). Les participants ont été sondés sur les stratégies proactives, les résultantes proximales et distales et les caractéristiques des réseaux sociaux d’information. Pour le premier objectif, les résultats indiquent que les nouveaux employés socialisés maîtrisent mieux le contenu de la socialisation organisationnelle que les nouveaux employés non socialisés. En ce qui a trait au deuxième objectif, des différences dans le processus de socialisation organisationnelle ont été trouvées. Pour les nouveaux employés « non socialisés », la recherche proactive d’informations et la recherche de rétroaction sont liées à certaines caractéristiques des réseaux sociaux, alors que le cadrage positif est lié à la satisfaction au travail et à l’intention de quitter, et que la clarté de rôle est liée uniquement à la satisfaction au travail. Les nouveaux employés socialisés, quant à eux, démontrent des liens entre la maîtrise du contenu de la socialisation organisationnelle et chacune des résultantes distales (l’engagement organisationnel affectif, la satisfaction au travail et l’intention de quitter). Globalement, l’intégration des nouveaux employés non socialisés serait plutôt influencée par leurs stratégies proactives, tandis que celle des nouveaux employés non socialisés serait facilitée par leur maîtrise du contenu de la socialisation organisationnelle. De façon générale, cette étude comparative offre un aperçu intéressant des nouveaux employés rarement trouvé dans les recherches portant sur les « meilleures pratiques » de la socialisation organisationnelle. Des recommandations pour la recherche et la pratique en suivent.

What do patients want to know about their medicines, and what do doctors want to tell them?: a comparative study

A two phase study is reported. In the first phase, we asked a number of doctors to rate a list of information categories (identified by Berry, Gillie and Banbury 1995) in terms of how important they felt it was for the items to be included in an explanation to a patient about a drug prescription. In the second phase, we presented a large sample of people with a scenario about visiting their doctor and being prescribed medication, together with an explanation about the prescription which was said to be provided by the doctor. Four different explanations were compared, which were either based on what people in our earlier study wanted to know about drug prescriptions or on what the doctors thought it was important lo tell them. We also manipulated whether or not the explanations conveyed negative information (e.g. about the possible side effects of the medication). The results showed that people 'preferred' the explanations based on what the participants in the earlier study wanted to know about their medicines, rather than those based on what the doctors thought they should be told. They also 'preferred' the explanations that did not convey negative information, rather than those that did convey some negative information. In addition, the inclusion of negative information affected ratings of likely compliance with the prescribed medication.

Time to decide? Simplicity and congruity in comparative judgment

What is the relationship between magnitude judgments relying on directly available characteristics versus probabilistic cues? Question frame was manipulated in a comparative judgment task previously assumed to involve inference across a probabilistic mental model (e.g., “which city is largest” – the “larger” question – versus “which city is smallest” – the “smaller” question). Participants identified either the largest or smallest city (Experiments 1a, 2) or the richest or poorest person (Experiment 1b) in a three-alternative forced choice (3-AFC) task (Experiment 1) or 2-AFC task (Experiment 2). Response times revealed an interaction between question frame and the number of options recognized. When asked the smaller question, response times were shorter when none of the options were recognized. The opposite pattern was found when asked the larger question: response time was shorter when all options were recognized. These task-stimuli congruity results in judgment under uncertainty are consistent with, and predicted by, theories of magnitude comparison which make use of deductive inferences from declarative knowledge.

'The witness who saw, /He left little doubt' : a comparative consideration of expert testimony in mental disability law cases in common and civil law systems

The question of how courts assess expert evidence - especially when mental disability is an issue - raises the corollary question of whether courts adequately evaluate the content of the expert testimony or whether judicial decision making may be influenced by teleology (cherry picking evidence), pretextuality (accepting experts who distort evidence to achieve socially desirable aims), and/or sanism (allowing prejudicial and stereotyped evidence). Such threats occur despite professional standards in forensic psychology and other mental health disciplines that require ethical expert testimony. The result is expert testimony that, in many instances, is at best incompetent and at worst biased. The paper details threats to competent expert testimony in a comparative law context - in both the common law (involuntary civil commitment laws and risk assessment criminal laws) and, more briefly, civil law. We conclude that teleology, pretextuality, and sanism have an impact upon judicial decision making in both the common law and civil law. Finally, we speculate as to whether the new United Nations Convention on the Rights of Persons with Disabilities is likely to have any impact on practices in this area. Copyright © 2009 John Wiley & Sons, Ltd.

Vision and rationalisation : a study of the school psychology profession within the Victorian Government school system

Since its origins in the 19th century, modern schooling has been a continuously contested domain within nation states. Underlying this contestation dynamic lie competing value systems about the social purpose of education; competing values around which are generated different discourses, and which in turn generate inherently contradictory social and organisational structures. As reflected in other areas of society, the 20th century expansion of state-provided schooling has essentially developed around variations of a bureaucratic model Thus, organisational cultures based around bureaucratic values have come to permeate the enterprise of schooling on a world wide scale. Concomitantly, the value for education to be fundamentally associated with human emancipation from psychological, social, political, or economic states of being, persists as a recurring theme in modern schooling. Premised on these understandings, the thesis argues that the development of the practices of school psychology as a profession, like education in general, and special education in particular, has similarly been influenced by tensions between different and competing constellations of values. It is argued that throughout the 20th century, the pervasiveness of formal schooling systems suggest that schooling may be understood as a modernist cultural archetype. As a socially constructed reality, the phenomenon of schooling has become unproblematic the apparent cultural inevitability of formal schooling in the modern era can also be understood as a premise of a systemised way of looking at the world; that of bureaucratic consciousness. Dialectically, bureaucratic consciousness persists in influencing every manifestation of schooling; structurally through its organisational forms, and epistemologically through the institutionalization of teaching and learning. A particular illustration of the dialectical relationship between bureaucratic consciousness and the social forms and social practices of schooling is the school psychology profession which has developed as a part of school systems. The thesis argues that the epistemic archeology of psychology as a knowledge discipline can be traced through an earlier European intellectual and cultural tradition, but in the 20th century, has come to develop a symbiotic yet contradictory relationship with compulsory schooling in the modern nation state. The research study employs historical and fieldwork methods in a study of the development of the school psychology services within the Victorian Education Department, particularly between 1947 and 1987. The thesis also draws upon several usually distinct literatures; the philosophical and theoretical discourse of modernity and post modernity, the history and development of modern schooling, the ethnography of schooling, the international comparative literature on the school psychology profession, and the literature on action research in education practice and curriculum development, As a case study of Victorian school psychology, the research eschews a quantitative statistical approach in favour of qualitative investigatory genres, which have in turn been guided by the values of action research in education, as well as those of critical theory. The important focus of the thesis is its investigation of some aspects of the development and transformations within the Victorian state education bureaucracy, and the dialectical relationship that has persisted between the evolution of change processes and the shifting conceptions of school psychology practices in the 20th century. A history of the organisational development of school psychology services in Victoria constitutes an important part of the thesis. This is complemented by specific illustrations of how some school psychologists have been influenced by and have contributed towards paradigm shifts within the profession, shifts relating to how the changing nature of their work practices have come to be understood and valued by teachers and by school administrators. The work of J. R. MacLeod from the 1950s is noted in this regard. Particular attention is also drawn to the dialectical relationship between bureaucratic consciousness and school psychology's professional orientation in the 1980s. As a means of providing field data to explore this relationship, ethnographic case studies with two school communities are included as part of the fieldwork of the thesis, and are based upon the author's own work in the mid 1980s. These case studies provide a basis for conceptually refraining the school psychologist's professional experience within schooling systems, and an opportunity to examine how competing value systems impact upon the work of the school psychologist. The thesis concludes with some observations about bureaucratic transformations within educational organisations, and about the future relationship of the school psychology profession with schooling systems, as framed by the theoretical parameters of the modernist /post modernist debate. The issue of competing value systems within the administration of public education is re-examined as is the value of promoting human empowerment in the ongoing work of the school psychologist. Finally, some scenario building with reference to the future of school psychology in Victoria in is undertaken.

Comparative neurophysiology of spatial luminance contrast sensitivity

The luminance contrast sensitivity function has been investigated using behavioral and electrophysiological methods in many vertebrate species. Some features are conserved across species as a shape of the function, but other features, such as the contrast sensitivity peak value, spatial frequency contrast sensitivity peak, and visual acuity have changed. Here, we review contrast sensitivity across different classes of vertebrates, with an emphasis on the frequency contrast sensitivity peak and visual acuity. We also correlate the data obtained from the literature to test the power of the association between visual acuity and the spatial frequency of the contrast sensitivity function peak.

Polarity correspondence in comparative number magnitude judgments

When asked which of two digits is greater, participants respond more quickly if physical size corresponds to number magnitude, such as in 3 7, than when the two attributes contradict each other, such as in 3 7. This size congruence effect in comparative number judgments is a well-documented phenomenon. We extended existing findings by showing that this effect does not depend on physical size of the number alone but can be observed with number symmetry. In addition, we observed that symmetric numbers are judged as being smaller than asymmetric numbers, which renders an interpretation of the number symmetry congruence effect in terms of physical size implausible. We refer to the polarity correspondence principle (Proctor & Cho, 2006) to explain the present findings.

Cognitive Comparative Advantage and the Organization of Work: Lessons from Herbert Simon's Vision of the Future

In a marvelous but somewhat neglected paper, 'The Corporation: Will It Be Managed by Machines?' Herbert Simon articulated from the perspective of 1960 his vision of what we now call the New Economy the machine-aided system of production and management of the late twentieth century. Simon's analysis sprang from what I term the principle of cognitive comparative advantage: one has to understand the quite different cognitive structures of humans and machines (including computers) in order to explain and predict the tasks to which each will be most suited. Perhaps unlike Simon's better-known predictions about progress in artificial intelligence research, the predictions of this 1960 article hold up remarkably well and continue to offer important insights. In what follows I attempt to tell a coherent story about the evolution of machines and the division of labor between humans and machines. Although inspired by Simon's 1960 paper, I weave many other strands into the tapestry, from classical discussions of the division of labor to present-day evolutionary psychology. The basic conclusion is that, with growth in the extent of the market, we should see humans 'crowded into' tasks that call for the kinds of cognition for which humans have been equipped by biological evolution. These human cognitive abilities range from the exercise of judgment in situations of ambiguity and surprise to more mundane abilities in spatio-temporal perception and locomotion. Conversely, we should see machines 'crowded into' tasks with a well-defined structure. This conclusion is not based (merely) on a claim that machines, including computers, are specialized idiots-savants today because of the limits (whether temporary or permanent) of artificial intelligence; rather, it rests on a claim that, for what are broadly 'economic' reasons, it will continue to make economic sense to create machines that are idiots-savants.

The history of technology in education. A comparative study and forecast

Area, launched in 1999 with the Bologna Declaration, has bestowed such a magnitude and unprecedented agility to the transformation process undertaken by European universities. However, the change has been more profound and drastic with regards to the use of new technologies both inside and outside the classroom. This article focuses on the study and analysis of the technology’s history within the university education and its impact on teachers, students and teaching methods. All the elements that have been significant and innovative throughout the history inside the teaching process have been analyzed, from the use of blackboard and chalk during lectures, the use of slide projectors and transparent slides, to the use of electronic whiteboards and Internet nowadays. The study is complemented with two types of surveys that have been performed among teachers and students during the school years 1999 - 2011 in the School of Civil Engineering at the Polytechnic University of Madrid. The pros and cons of each of the techniques and methodologies used in the learning process over the last decades are described, unfolding how they have affected the teacher, who has evolved from writing on a whiteboard to project onto a screen, the student, who has evolved from taking handwritten notes to download information or search the Internet, and the educational process, that has evolved from the lecture to acollaborative learning and project-based learning. It is unknown how the process of learning will evolve in the future, but we do know the consequences that some of the multimedia technologies are having on teachers, students and the learning process. It is our goal as teachers to keep ourselves up to date, in order to offer the student adequate technical content, while providing proper motivation through the use of new technologies. The study provides a forecast in the evolution of multimedia within the classroom and the renewal of the education process, which in our view, will set the basis for future learning process within the context of this new interactive era.