Your search found 363 results.

Descriptors:
Guidelines; Ethics; Psychology; Psychologists; Criminology; Specialization; Professional Associations; National Standards; Best Practices; Responsibility; Competence; Relationship; Informed Consent; Conflict; Program Evaluation; Organizational Communication

Abstract:
In the past 50 years forensic psychological practice has expanded dramatically. Because the practice of forensic psychology differs in important ways from more traditional practice areas (Monahan, 1980) the "Specialty Guidelines for Forensic Psychologists" were developed and published in 1991 (Committee on Ethical Guidelines for Forensic Psychologists, 1991). These Specialty Guidelines for Forensic Psychology were developed by the American Psychology-Law Society (Division 41 of the American Psychological Association [APA]) and the American Academy of Forensic Psychology. They were adopted by the APA Council of Representatives on August 3, 2011. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Undergraduate Students; Majors (Students); Student Attitudes; Statistics; College Mathematics; Negative Attitudes; Positive Attitudes; Mixed Methods Research; Business Administration Education; Psychology; Criminology

Abstract:
Students' attitudes toward statistics were investigated using a mixed-methods approach including a discovery-oriented qualitative methodology among 684 undergraduate students across business, criminal justice, and psychology majors where at least one course in statistics was required. Students were asked about their attitudes toward statistics and the reasons for their attitudes. Five categories resulted for those with positive and negative attitudes and were separated on the basis of discipline. Approximately 63% of students indicated a positive attitude toward statistics. Business majors were most positive and were more likely to believe statistics would be used in their future career. Multiple methodological approaches have now provided data on the various domains of attitudes toward statistics and those implications are discussed. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intelligence Tests; Cognitive Ability; Intelligence; Older Adults; Intelligence Quotient; Generational Differences; Developing Nations; Criminology; Youth; Language Skills; Race; Gender Issues; Evaluation Problems; Social Environment; Trend Analysis; Children; Adults; Death; Punishment

Abstract:
The "Flynn effect" is a surprising finding, identified by James R. Flynn, that IQ test scores have significantly increased from one generation to the next over the past century. Flynn now brings us an exciting new book which aims to make sense of this rise in IQ scores and considers what this tells us about our intelligence, our minds and society. Are We Getting Smarter? features fascinating new material on a variety of topics including the effects of intelligence in the developing world; the impact of rising IQ scores on the death penalty, cognitive ability in old age and the language abilities of youth culture; as well as controversial topics of race and gender. He ends with the message that assessing IQ goes astray if society is ignored. As IQ scores continue to rise into the twenty-first century, particularly in the developing world, the "Flynn effect" marches on. (Contains 26 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interdisciplinary Approach; Peace; Criminology; Correctional Rehabilitation; Justice; Fundamental Concepts; Educational Strategies; Teaching Methods; Foreign Countries; Seminars; Conference Papers; Educational Attitudes

Abstract:
This article takes restorative justice as an example of an initiative that crosses disciplinary boundaries, and that has been usefully applied within educational contexts. Grounded in criminology, restorative justice also has roots in psychology, education, sociology, peace studies, philosophy and law. The article draws on an ESRC funded seminar series which investigated interdisciplinary perspectives on restorative justice and their applicability to education. The series found that the ways in which restorative justice is conceptualised and applied varies according to disciplinary norms and assumptions. It is this creative tension that the current article explores. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Crime; Qualitative Research; Data Analysis; Phenomenology; Criminology; Models; Program Descriptions; Data Interpretation; Juvenile Justice; Social Justice; Social Control; Critical Incidents Method; Research Methodology; Research Design; Social Change; Research Problems; Experimenter Characteristics

Abstract:
The critical and interpretive phenomenological approach is underutilized in the study of crime. This commentary describes this approach, guided by the question, "Why are interpretive phenomenological methods appropriate for qualitative research in criminology?" Therefore, the purpose of this paper is to describe a model of the interpretive phenomenological approach, illustrating its effectiveness in qualitative studies of criminology. The discussion illustrates the components of interpretive phenomenology approach and procedures of data analysis. These methods provide experiential data that highlight the effects of incarceration of juveniles as adults. Data can influence policymakers to reconsider criminal penalties for juveniles and toward enactment of more deterrent legislation. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Higher Education; Professional Development; Psychological Patterns; Well Being; Productivity; Academic Discourse; Faculty Publishing; Writing for Publication; Discourse Communities; Novices; Correctional Rehabilitation; Criminal Law; Criminology; Interprofessional Relationship; Social Support Groups; Feedback (Response)

Abstract:
The professional development needs of early career academics (ECAs) are increasingly subject to scrutiny. The literature notes writing groups can be successful in increasing research outputs and improving research track records--a core concern for ECAs. However, the pressure on ECAs to publish takes the pleasure out of writing for many. We argue writing groups, created by and for ECAs, can provide an environment for ECAs to (re)produce pleasure in writing and participation in the processes of academic review and debate. In addition, our experience of a writing group was that it provided a platform of social and emotional support contributing to our personal well-being and professional development. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Family Violence; Sexual Abuse; Homicide; Crime; Institutionalized Persons; Violence; Victims of Crime; African Americans; Planning; Socioeconomic Status; Data Analysis; Whites; Drinking; Predictor Variables; Antisocial Behavior; Adults; Criminology; Sociology

Abstract:
We examine what types of violent offenses tend to be planned using self-report data from a nationally representative sample of state and federal inmates. We find mixed support for the idea that predatory offenses are more likely to be planned than dispute-related offenses. As expected, robbery offenders are much more likely to report that they planned their crime ahead of time than homicide and physical assault offenders. However, sexual assault offenders are no more likely to report planning than homicide offenders. We also find mixed support for the idea that domestic violence--the supposed crime of passion--is less likely to be planned than violent offenses involving strangers. Finally, we find substantial demographic variation depending on type of crime. Robberies involving offenders of lower socioeconomic status and homicides and assaults involving African American offenders and victims are less likely to involve planning. (Contains 3 tables and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Grades (Scholastic); Academic Failure; Attendance; Foreign Countries; Criminology; Economic Climate; School Holding Power; Teaching Methods; Outcomes of Education; College Freshmen; Undergraduate Students; Evaluation; Correlation; Criminals; Justice

Abstract:
This paper discusses the findings of research concerned with analysing the relationship between student attendance to core first year undergraduate criminology and criminal justice modules and the grades they receive in their first summative assessed coursework task for these modules. The research took place against the background of a concern with improving student retention and minimising academic failure. The research found evidence of an association between student attendance and grade outcomes. But it also notes that this association was not as strong as perhaps would have been expected. The paper concludes that its findings reinforce the need to further consider other factors (such as entry qualifications, age, gender and personal circumstance) which may well influence the grades students achieve. However, most importantly, it is argued that the findings presented reinforce the need for teaching departments to proactively support first year criminology students as they make the transition into higher education, particularly given the current economic climate surrounding higher education funding in the United Kingdom. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sociology; Criminology; Theories

Abstract:
It is a truism to remind ourselves that scientific theory is a human product subject to many of the same social processes that govern other social acts. Science, however, whether social or natural, pretends to claim a higher mission, a more sophisticated methodology, and more consequential and reliable outcomes than human efforts arising from other spheres. The present paper examines the propagation, ascension, acceptance, and demise of twentieth century criminological theories in the United States. Data from publications in peer reviewed journals over the last 30 years suggest that several non-scientific factors are most influential in determining which theories are tested, cited, and discussed in criminological circles. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Undergraduate Students; Employment Potential; Critical Theory; Career Planning; Educational Principles; Education Work Relationship; Theory Practice Relationship; Political Influences; Discourse Analysis; Criminology; Political Power; Employment Opportunities; Foreign Countries; Creative Activities

Abstract:
This paper considers both the difficulties and the opportunities created by the mounting political pressures on UK universities to increase the "employability" of undergraduate students. Using the subject of criminology as an example, the paper considers tensions that can be created when practitioners are brought into the academy to contribute directly in the curriculum. The paper advocates that whilst such difficulties cannot be underestimated, academic engagement in this agenda can be beneficial. Using a brief example it will be argued that creative use of practitioner discourses not only empowers students in their career planning but can be used to facilitate student understanding of the links between critical theory and practice. Consideration is also given to the argument that staying out of the debate risks the marginalisation of academic influence. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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