Personality differences between women police recruits, their male counterparts, and the general female population

Presently police manager and their recruiting staff are using an increasing number of screening tools including psychological testing during the hiring processes. Prior research suggests that gender is often ignored in the review of testing results. This could lead to problems in the interpretation of results. This research investigates the existence, if any, in the pre-socialization personality differences between male and female police recruits as well as between female police recruits and the general population of females. Subjects (N=104) were from a multi-agency training facility in a southern state. Subjects completed the MMPI-2 at the beginning of their police academy training to control for any socialization effects the training may have. The diagnostic clinical scales, the content scales, and the gender scales of the MMPI-2 were subjected to independent discriminant function analyses to determine if differences between male and female recruits exist. Scale 5 (Mf), GM, and GF were analyzed via t-tests to determine if differences between the female recruits and women in the normative sample exist. All discriminant functions were significant at the .05 level. Scales that differentiated male and female recruits were: Ma (Scale 9), ASP, FRS, BIZ, Mf (Scale, 5), and GF. Female recruits differed from the female normative sample on only GF (recruits were lower). It is suggested that future research focus on the predictive power of the content scales for continuation in the police field. It is also suggested that future research investigate the flexibility of the gender constructs throughout the policing career. Author Notes: Send all enquires to Larry A. Gould, Ph.D., Dept. of Criminal Justice, Northern Arizona Univerity, Box 15005, Flagstaff, AZ 86011-5005. 1. A special thank you is given to Northern Arizona University for providing the funding of the parent project from which this research was accomplished. I also wish to extend my gratitude to those whose time and effort went into the collection and computer entry of the data—Dr. Larry Gould and Rachel Rowland. In addition, I would like to thank Dr. Clay Moore for the statistical “chats”.     

The Theory of Universal Human Rights: A Comment on Talbott

In this analysis of William Talbott’s important book, I note with appreciation his defense of universal moral principles and of moral justification as a “social project,” his focus on the critique of oppression, and his emphasis on empathic understanding in the account of human rights. I go on to develop some criticisms regarding: 1) Talbott’s traditional understanding of human rights as holding against governments and not also applying to nonstate actors; 2) his account of the interrelations among well-being, autonomy, claims for first person authority in moral judgment, and human rights; 3) his strongly rationalist and liberal individualist interpretation of moral judgment and autonomy; and 4) the lack of a role for intercultural dialogue about human rights, which nonetheless are held to apply to all human beings across cultures. In each case, I briefly consider what an alternative approach would look like.     

Disentangling the racial test score gap: Probing the evidence in a large urban school district

We examine the size and distribution of the gap in test scores across races within New York City public schools and the factors that explain these gaps. While gaps are partially explained by differences in student characteristics, such as poverty, differences in schools attended are also important. At the same time, substantial within‐school gaps remain and are only partly explained by differences in academic preparation across students from different race groups. Controlling for differences in classrooms attended explains little of the remaining gap, suggesting little role for within‐school inequities in resources. There is some evidence that school characteristics matter. Race gaps are negatively correlated with school size—implying small schools may be helpful. In addition, the trade‐off between the size and experience of the teaching staff in urban schools may carry unintended consequences for within‐school race gaps. © 2006 by the Association for Public Policy Analysis and Management.     

Development and Initial Evaluation of a Suicide Prevention Curriculum for Domestic Violence Hotline Workers

Despite evidence of an intersection between suicide risk and intimate partner violence (IPV), crisis hotlines tend to focus on callers at-risk for suicide or callers involved in IPV, but not both. In an effort to begin to address this gap, we developed and conducted an initial pilot test of a suicide prevention curriculum for hotline workers at the National Domestic Violence Hotline (NDVH), highlighting the intersection of these two public health issues. A mixed methods approach was used as a first step to assess the impact of the 3-h suicide prevention training for 42 domestic violence hotline workers. Results showed significant increase in knowledge regarding suicide risk from pre to post-training and a high degree of satisfaction among attendees. Focus groups conducted with hotline workers 3 months after training indicated a greater willingness to engage callers in suicide screening and prevention efforts. A 6-month follow-up focus group with NDVH managers revealed that suicide prevention had become more integrated in the agency culture, a finding that was consistent with an environmental scan of the workplace that showed an increase in displays of suicide prevention information. In sum, suicide prevention training can be feasibly incorporated into domestic violence hotline workers’ roles. Limitations and suggestions for future studies are discussed.     

Legalism and English Administrative Law: Comment on Sterett

In a recent issue of this journal (Volume 15, Number 4, Fall 1990), Susan Sterett examined the role of the Law Commission in the development of English administrative law. She suggested that the Commission mimicked a "peak association" and adopted an "idiom of legalism" in order to justify its reform proposals. This comment disagrees with Sterett on three grounds. First, the role and constitutional position of the Commission is far more complex than Sterett suggests, and this affects the way in which the Commission works. Second, judges and academic lawyers were central to the reform of substantive principles of judicial review in the 1960s and 1970s, making it unnecessary for the Law Commission to act in this field. Finally, it is wrong to ignore the fact that much administrative law occurs outside the judicial review procedure.     

SCIENTIFICALLY CRAFTED CHILD CUSTODY EVALUATIONS

This article proposes a model for the interdisciplinary colloboration of judges, attorneys, and evaluators prior to the writting of a court order for child custody evaluation in the formulation of specific psycholegal questions that guide the examination. These questions accurately reflect the concerns of the court, the attorneys, and the parties to the dispute while framing the evaluation questions within the behavioral sciences, suitable for evaluation by a mental health professional. Such a model best suits the court by providing information on specific, legally relevant areas of parenting, child development, and/or mental health useful to the trier of fact.     

NEVER PAINT BY THE NUMBERS

As the debate continues on ways of thinking about access between separated and never-married parents and their very young children, the authors suggest a way that child custody evaluators can integrate this discussion into their evaluations. They conclude that evaluators must pay attention to family dynamics and all of the research when making specific recommendations to parents and the courts regarding the access and residential arrangements of very young children.