Measuring motivation to change in offenders

Abstract

Measuring motivation to change in offender populations is important both for selection into treatment programmes and for assessing progress in therapy. Two studies are reported in this paper, both looking at the psychometric properties of questionnaires designed to measure stage of change in therapy. The samples used were patients detained in special hospitals under the Mental Health Act (1983) classification of psychopathic disorder. The first study provides norms for this group on the stages of change in psychotherapy questionnaire, plus some additional information on its relationship with self-esteem and self-efficacy measures. The second study looked at a brief version of the stages of change questionnaire, concluding that its psychometric properties were such that further use was contra-indicated.     

青少年文本和视觉资料中的全球化因素(续完)

第三类:"性别暗示性"(正文有全球化因素,背页没有,20个样本) 在14-17岁学生中,这一类占子样本的21%:比较而言,这一类中女生比例多于男生(25%比15%).一种说明是,虽然这些文本中有全球化因素,主要的话语实际上是一种性别化的.以下是这类文本中的三个个案.     

Prison labor and recidivism

This study examines recidivism among inmates who participated in prison industry programs during confinement and a comparison group of inmates who were not employed in prison industry. Industry participants had lower recidivism rates than nonparticipants, but when differences between the groups on other characteristics associated with recidivism were controlled, the recidivism rates of participants and nonparticipants were virtually identical. A proportional hazards regression model was estimated that showed that, net of other variables, the effect of prison industry participation on the probability of postrelease felony arrest was small and insignificant. The findings are discussed in the context of existing correctional outcome research and recent developments in prison work programs.     

Parents' and teachers' beliefs about adolescents: Effects of sex and experience

Three studies examine beliefs that parents and teachers have about adolescents. A distinction is made between category-based beliefs (concerning adolescents as a group) and target-based beliefs (concerning individual adoles cents). In Study 1, 90 late elementary and junior high school teachers indicated degree of agreement with a set of category-based statements about adolescents. Parents of early adolescents in Study 2 (N=1272) responded to category- and target-based statements. Study 3 compares the responses of teachers in Study 1 and parents in Study 2. Both teachers and parents endorsed beliefs that adolescence is difficult, and that adults can have an impact. Compared to fathers, mothers believed more in difficulty and in the negative effects of biological change on behavior. Parents of daughters believed adolescence is more difficult than parents of sons. Among teachers, amount of experience with adolescents was positively associated with the belief that adolescence is a difficult period of life. For parents, the effect of amount of experience was mixed. Experience had a greater impact on the category-based beliefs of teachers than parents. Possible influences on the origins and modification of beliefs are discussed.Received Ph.D. in psychology from The University of Michigan. Research interests: adolescent development, effects of pubertal development on social development, hormones and behavior in early adolescence, and family processesCurrently on leave from The University of Michigan. Received Ph.D. in psychology from the University of California at Los Angeles. Research interests: development of self-concept, subjective task value, interests, and activity preferences, especially during early and middle adolescence. Dr. Eccles is also investigating the impact of school and family experiences on these constructs.Received Ph.D. in psychology from The University of Michigan. Research interests: the impact 6f family stress on adolescent development and family decision-making practices.Received Ph.D. in educatiqn from The University of Michigan. Research interests: adolescent development, middle years education, teacher beliefs, and classroom processes.Received M. A. in education from the University of Michigan. Research interests: adolescent development, classroom environments, and supporting beginning teachers.Received Ph.D. in social work and psychology from The University of Michigan. Research interests: family processes and development.Portions of this paper were presented at the 1987 biennial meetings of the Society for Research in Child Development. This research was made possible by grants from the National Institute of Mental Health (MH31724-04, -05) to Jacquelynne S. Eccles, and the National Institute of Child Health and Human Development (HD17296-01, -02, -03,S1) to Jacquelynne S. Eccles.