Strength in Numbers or Quality over Quantity? Examining the Importance of Criterion Measure Selection to Define Validity Groups in Performance Validity Test (PVT) Research

Mirroring clinical guidelines, recent Performance Validity Test (PVT) research emphasizes using ≥ 2 criterion PVTs to optimally identify validity groups when validating/cross-validating PVTs; however, even with multiple measures, the effect of which specific PVTs are used as criterion measures remains incompletely explored. This study investigated the accuracy of varying two-PVT combinations for establishing validity status and how adding a third PVT or applying more liberal failure cut-scores affects overall false-positive (FP)/-negative (FN) rates. Clinically referred veterans (N = 114; 30% clinically identified as invalid) completing a six-PVT protocol as during their evaluation were included. Concordance rates were calculated across all possible two-and three-PVT combinations at conservative and liberal cutoffs. Two-PVT combinations classified 72–91% of valid (0–4% FPs) and 17–74% of invalid (0–40% FNs) cases, and three-PVT combinations classified 67–86% of valid (0–6% FPs) and 57–97% of invalid (0–24% FNs) at conservative cutoffs. Liberal cutoffs classified 53–86% of valid (0–15% FPs) and 39–82% of invalid (0–30% FNs) cases for two-PVT combinations and 46–75% of valid (3–27% FPs) and 60–97% of invalid (0–17% FNs) cases for three-PVT combinations. Irrespective of whether a two-or three-PVT combination or conservative/liberal cutoffs were used, many valid and invalid cases failed only one PVT (3–68%).Two-PVT combinations produced high FNs and were less accurate than three-PVTs for detecting invalid cases, though variable accuracy was found within both types of combinations based on the specific PVTs in the combination. Thus, both PVT quantity and quality are important for accurate validity classification in research studies to ensure reliability and replicability of findings. Applying more liberal cutoffs yielded increased sensitivity, but with generally higher FPs yielding problematic specificity, particularly for three-PVT combinations.     

Exploring Citizen Assessments of Unilateral Executive Authority

This study investigates the interaction between constitutional considerations and democratic context in evaluations of executive authority. An identical experiment is conducted using undergraduate and Mechanical Turk samples. A hypothetical article raising the question of executive power varies the (1) issue context, (2) expert assessment of constitutional authority, and (3) level of public support for proposed action. Measures of participants’ issue preferences and level of satisfaction with President Obama are also included in the analysis. Results indicate that participants think differently about the desirability and legitimacy of proposed executive action. Constitutional considerations and satisfaction with the President weigh most heavily in assessments of the appropriateness of executive conduct. Differences observed across samples demonstrate that institutional rules have the potential to constrain the influence of political factors in assessments legitimacy, but this is not inevitably the case. Feelings about the President may be especially important where experts agree that he lacks authority to take action. This could indicate that citizens will rally behind presidents they like, and think more critically of those they do not, in times of constitutional crisis.     

What Is a Terrorist Group? Conceptual Issues and Empirical Implications

Researchers increasingly conduct quantitative studies of terrorist groups, which is an important advance in the literature. However, there has been little discussion of what constitutes a “terrorist group,” regarding conceptualization or measurement. Many studies of terrorist groups do not define the term, and among those that do, definitions vary considerably. The lack of clarity leads to conceptual confusion as well as sample selection issues, which can affect inferences. To address these issues, this article offers an in-depth analysis of the term and its use. It explores definitions in the literature, and then discusses different samples used. Empirically, the article demonstrates how sample selection can affect variable values. It also shows that a non-representative sample, such as the U.S. Foreign Terrorist Organization list, can lead to inaccurate generalizations. Ultimately, I present a straightforward “inclusive” definition, and argue for its practicality. Other suggestions are made for a more effective and cohesive research program.     

Dynamics of Unfree Labour in the Contemporary Global Economy

This short introduction to the symposium sets the context for the collection of articles, locating them in debates about labour conditions in the global economy. It outlines the two central questions which animate the symposium. First, what forms do unfree labour take in the contemporary global economy, and what are the implications for the most vulnerable workers in diverse contexts? Second, which processes, conditions and dynamics generate and facilitate unfree labour, and which theoretical and analytical perspectives do we need in order to understand them? It summarises some of responses to these questions which emerge in the collected articles, and highlights their contributions to the task of advancing fresh ways of thinking about unfree labour.     

Teaching Experientially in the Undergraduate Community Psychology Classroom

Experiential learning is a useful teaching tool in the undergraduate community psychology classroom. In addition to improving student outcomes, experiential learning is particularly relevant for community psychology, as it aligns with several core values of the field and can prompt not only student learning, but also civic engagement, social justice, and community betterment. In this article, we provide an overview of the themed issue on “Experiential Teaching Practices in Undergraduate Community Psychology.” The issue contains a variety of experiential teaching examples that fall into three clusters: (a) individual and group service-learning exercises; (b) using community experiences to augment in-class learning outside of a service-learning context; and (c) ways of having students draw on prior out-of-class or in-class community experiences to increase student understanding.     

STATEWIDE INITIATIVES TO ENCOURAGE ALTERNATIVE DISPUTE RESOLUTION AND ENHANCE COLLABORATIVE APPROACHES TO RESOLVING FAMILY ISSUES

Over the past 27 years, since the concept of the multidoor courthouse was first introduced, methods for resolving family issues have increasingly focused on less adversarial and more collaborative approaches. Infrastructures have developed in a variety of ways in different states to initiate, support, and promote these approaches, and pilot projects have provided an invaluable avenue for testing and implementing changes. This article will describe some of the current statewide initiatives to develop infrastructure and implement change through creative pilot projects and will propose strategies to sustain these changes.