MENTAL HEALTH AND CRIMINALITY AMONG PSYCHIATRIC OFFENDERS IN SOUTHEASTERN ONTARIO

OBJECTIVES: (1) Describe the population of mentally ill offenders over whom Ontario Review Board (ORB) held jurisdiction. (2) Assess the influences of psychopathology and criminal factors on criminal career. METHOD: This study was a retrospective case series design that reviewed all offenders who were court ordered for psychiatric evaluation at Mental Health Services Site of Providence Care in Kingston, Ontario from 1993 to 2007 (N=347). Eighty five subjects were found not criminally responsible on the account of mental disorder and were included in statistical analysis (n=85). Bivariate associations between five key variables and two outcome variables, seriousness of crime and recidivism, were examined. Logistic regressions were conducted to test the role of the predictor variables on the outcome variables. RESULTS: Age and change in principal psychiatric diagnosis over time were shown to be associated with seriousness of crime. Timing of psychiatric onset, early signs of deviance and change in diagnosis were shown to be associated with recidivism. On the whole, study population did not markedly vary in their distribution of variables by the outcome variables. Regression model included timing of psychiatric onset; psychiatric history; existence of criminal associate; child abuse history; and early signs of deviance. Recidivism was shown to be predicted by early signs of deviance (OR=8.154, p<0.05). Existence of criminal associates was shown to have substantial values of odds ratio at marginal significance (OR=7.577, p=0.13). CONCLUSION: Seriousness of crime is a complex factor that could not be sufficiently predicted by any one or combinations of study variables. Recidivism is better predicted by criminality factors than psychopathology. In the future, an exploratory analysis that more broadly examines the psychopathology and criminal factors in Canadian forensic population is needed. Findings from this study have important clinical and legal implications.

The status of drama in education in an Ontario school board

Drama in education has been describea- as a valuable pedagogical medium and methodology, enriching child development in the cognitive, skill, affective, and aesthetic domains, and spanning all areas of curriculum ~ oontent. However, despite its considerable versatility and cost-effectiveness, drama appears to maintain low status within the education system of ontario. This thesis investigated teacher perceptions of both the value and status of drama in education in one ontario school board. Data were gathered in the form of an attitude questionnaire, which was devised for the purpose of this research and administered to a stratified cluster sample of 126 teachers employed in the board's elementary schools. These data were then used to examine teacher perceptions based on their knowledge, attitudes, and self-reported behaviour in the classroom. Teacher characteristics of gender, teaching assignment, years experience, and courses taken in drama were also analyzed as potential determinants of teacher attitudes towards drama in education. Results of the study confirmed apparent discrepancy between teacher perceptions of the value of drama and its current educational status. It was indicated that what teachers value most about drama is its capacity to enhance creativity, social skills, empathy, personal growth, and problem-solving ability among students. Teachers attribute its low status both to school and board priorities of time and resources, and to deficiencies in their knowledge and confidence in the planning, implementation, and evaluation of drama in the classroom. Teacher subgroup analysis revealed no significant differences in attitudes towards the status of drama in education; it did, however, suggest that both teachers who have studied drama and teachers with between ten and twenty years experience are most likely to value drama more highly than their colleagues. Recommendations proposed by the study include the provision of increased - time and resource allotment for drama within the elementary curriculum as well as increased teacher training at both faculty of education and board inservice levels.

Exploring the Design Process and Components of an Elementary Literacy Guide in an Ontario School Board Initiative

The skill to identify and use best practices in literacy to promote achievement for students of all abilities cannot be underestimated by elementary educators. This qualitative case study investigates 1 year of a literacy initiative for primary and junior educators organized by a southern Ontario school board. The goals of the initiative were to design a literacy guide for teachers while building teacher capacity with literacy practices. Data were culled and analyzed from an examination of the guide, the meetings’ field notes and artifacts, as well as interviews with the educators at the end of the year. Several themes from the results emerged. The educators perceived the design process as unclear but the collaborative components were deemed valuable. The guide’s incompletion led to mixed reactions from the educators about the guide and its structure. Overall, the first year of the 3-year initiative acted as a catalyst for professional learning on literacy. The findings of this study accentuated the value of training educators to use empirical research to support their practices and professional knowledge. Also, the significance of promoting strong leadership with a comprehensive layout consisting of coherent tangible goals for professional development is highlighted.

Memorandums of the Loyalty Review Board : [Nos. 1 through 78.]

Memorandum no. 53 includes the Statement, regulations and directives of the Loyalty Review Board as adopted December 17, 1947 and revised through March 1, 1950.

Report of Apollo 204 Review Board to the Administrator, National Aeronautics and Space Administration.

Report -- Appendix A. Board minutes -- App. B. Witness statements & releases -- App. C. Apollo operations handbook -- App. D. Panel reports -- App. E. Management and organization -- App. F. Schedule of physical evidence -- App. G. Addenda and corrigenda.

Democracy and public review; an analysis of the UAW Public Review Board,

Mode of access: Internet.

Report of the Compensation Review Board, State of Illinois.

Description based on: 1984.

ANNUAL REPORT OF THE CHILDREN'S FOSTER CARE REVIEW BOARD SYSTEM OF THE STATE OF SOUTH CAROLINA (Covering Period JUly 1, 1980 through June 30, 1981)

The South Carolina Foster Care Review Board at the Office of Executive Policy and Programs annually publishes a report with summary of programs, recommendations, demographic and statistical information, and directory of state board and staff.

ANNUAL REPORT OF THE CHILDREN'S FOSTER CARE REVIEW BOARD SYSTEM OF THE STATE OF SOUTH CAROLINA (Covering Period JUly 1, 1981 through June 30, 1982)

The South Carolina Foster Care Review Board at the Office of Executive Policy and Programs annually publishes a report with summary of programs, recommendations, demographic and statistical information, and directory of state board and staff.

ANNUAL REPORT OF THE CHILDREN'S FOSTER CARE REVIEW BOARD SYSTEM OF THE STATE OF SOUTH CAROLINA (Covering Period JUly 1, 1982 through June 30, 1983)

The South Carolina Foster Care Review Board at the Office of Executive Policy and Programs annually publishes a report with summary of programs, recommendations, demographic and statistical information, and directory of state board and staff.

ANNUAL REPORT OF THE CHILDREN'S FOSTER CARE REVIEW BOARD SYSTEM OF THE STATE OF SOUTH CAROLINA (Covering Period JUly 1, 1983 through June 30, 1984)

The South Carolina Foster Care Review Board at the Office of Executive Policy and Programs annually publishes a report with summary of programs, recommendations, demographic and statistical information, and directory of state board and staff.

ANNUAL REPORT OF THE CHILDREN'S FOSTER CARE REVIEW BOARD SYSTEM OF THE STATE OF SOUTH CAROLINA (Covering Period JUly 1, 1984 through June 30, 1985)

The South Carolina Foster Care Review Board at the Office of Executive Policy and Programs annually publishes a report with summary of programs, recommendations, demographic and statistical information, and directory of state board and staff.