Framing, Institutionalizing, and Nurturing Research in Psychology and Law

2018 ◽  
pp. 109-124
Author(s):  
Bruce D. Sales
Keyword(s):  
Personal Narrative ◽  
Training Programs ◽  
Integrative Model ◽  
Psychology And Law ◽  
Psychological Science

This chapter provides a personal narrative of the author’s role in the development of psychology and law as recognized subfield in psychology. The chapter considers his integrative model for combining the fields, including how his own work demonstrated the various types of possible interactions: psychological science studying law and law-related topics; psychologists aiding in the law’s administration; law affecting psychology science and practice; and using legal insights to improve psychology and create integrated psycholegal interventions. The chapter concludes by considering three approaches the author employed to institutionalize and nurture the field, including training programs, publication outlets, and convincing the psychological and legal communities of the importance of psychology and law as a newly emerging field of scholarship and practice.

scholarly journals A model for cognitively-based compassion training: theoretical underpinnings and proposed mechanisms

2019 ◽  
Author(s):  
Marcia Ash ◽  
Timothy Harrison ◽  
Melissa Pinto ◽  
Ralph DiClemente ◽  
Lobsang Tenzin Negi
Keyword(s):  
Health Behavior ◽  
Training Program ◽  
Interpersonal Skills ◽  
Training Programs ◽  
Belief Systems ◽  
Skill Development ◽  
Integrative Model ◽  
Social Wellbeing ◽  
Core Components ◽  
Underlying Mechanisms

AbstractAcross cultures and belief systems, compassion is widely considered to be beneficial for the development of personal and social wellbeing. Research indicates that compassion-training programs have broad health benefits, but how and why compassion-training programs are effective is still relatively unknown. This paper describes the theoretical underpinnings of a specific compassion-training program, CBCT® (Cognitively-Based Compassion Training), and proposes an integrative model that draws on existing health behavior constructs to identify CBCT’s core components and hypothesizes their directionality and interaction. The model includes two primary categories of skill development: (1) intrapersonal skills leading to greater resiliency, and (2) interpersonal skills leading to greater compassion. It is hypothesized that these two pathways are mutually reinforcing and both contribute to greater wellbeing. This model provides a foundation for theory-driven research on the underlying mechanisms in CBCT training. An understanding of CBCT’s mechanisms is a critical step towards optimizing and personalizing the intervention to meet the needs of specific populations.

scholarly journals Training Evaluation in Virtual Worlds: Development of a Model

2012 ◽  
Vol 5 (3) ◽  
Author(s):  
Richard N. Landers ◽  
Rachel C. Callan
Keyword(s):  
Virtual Worlds ◽  
Training Programs ◽  
Training Evaluation ◽  
Evaluation Research ◽  
Research Literature ◽  
Integrative Model ◽  
Organizational Level ◽  
Training Design ◽  
Evaluation Models ◽  
Evaluation Of Training

Many organizations have adopted virtual worlds (VWs) as a setting for training programs; however, research on appropriate evaluation of training in this new setting is incomplete. In this article, we address this gap by first exploring the unique issues relevant to evaluation faced by training designers working in VWs. At the macro-organizational level, the primary issue faced is an organizational culture unreceptive to or otherwise skeptical of VWs. At the micro-organizational level, two major issues are identified: individual trainees unreceptive to VWs and general lack of experience navigating VWs. All three of these challenges and their interrelationships may lead to poor reactions, learning, and transfer from VW-based training despite strong, pedagogically sound training design. Second, we survey the training evaluation research literature, identifying the most well-supported training evaluation models, discussing the suitability of each for evaluating VW-based training. Third, we propose a new integrative model based upon this literature, incorporating solutions to the unique issues faced in VWs with the most relevant portions of the models discussed earlier. Fourth, broad thematic implications of this model are identified and applied to prior VW literature. Finally, we provide specific recommendations to practitioners and researchers to evaluate their VW-based training fully.

Evidence-Based Assessment as an Integrative Model for Applying Psychological Science to Guide the Voyage of Treatment

2017 ◽  
Vol 24 (4) ◽  
pp. 331-363 ◽  
Author(s):  
Eric A. Youngstrom ◽  
Anna Van Meter ◽  
Thomas W. Frazier ◽  
John Hunsley ◽  
Mitchell J. Prinstein ◽  
...  
Keyword(s):  
Integrative Model ◽  
Evidence Based ◽  
Psychological Science

Comparing Two Training Strategies to Increase Competence in Solving Ethical Dilemmas

2009 ◽  
Vol 23 (4) ◽  
pp. 223-232
Author(s):  
Jorge Garcia ◽  
Robert Froehlic ◽  
Maureen McGuire-Kuletz ◽  
Nicole Rejiester
Keyword(s):  
Multicultural Counseling ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Training Programs ◽  
Ethical Dilemmas ◽  
Integrative Model ◽  
Training Models ◽  
Rehabilitation Professionals ◽  
Counseling Theory ◽  
Practical Implications

This study examined which of two training models delivered through the internet led to better cultural competence in resolving ethical dilemmas with a sample of rehabilitation professionals. One type of training involved teaching a transcultural integrative model of ethical decision-making while the other training involved using the same transcultural model plus providing additional multicultural counseling theory concepts. Results showed that while both models resulted in significantly higher competence in resolving ethical dilemmas over time, there was no difference in competence ratings between training programs. Theoretical and practical implications are provided.

Psychological Assumptions Underlying Credibility Assessments in Finnish Asylum Determinations

2021 ◽  
Author(s):  
Jenny Skrifvars ◽  
Veronica Sui ◽  
Jan Antfolk ◽  
Tanja van Veldhuizen ◽  
Julia Korkman
Keyword(s):  
Decision Making ◽  
Intercultural Communication ◽  
Practice Guidelines ◽  
Best Practice ◽  
Training Programs ◽  
Real Life ◽  
Decision Makers ◽  
Psychological Science ◽  
Best Practice Guidelines ◽  
Immigration Service

Current best-practice guidelines for credibility assessments in asylum procedures have been criticized for their susceptibility to subjectivity and bias. The current study investigated assumptions underlying credibility assessments in Finnish first-instance asylum procedures and how these assumptions fit with widely accepted psychological science. Following previous research, we categorized assumptions in 56 real-life asylum cases from the Finnish Immigration Service. We found that asylum officials held assumptions about how truthful applicants present their claims, the plausibility of individuals’ behavior in their home countries, and applicants’ knowledge about asylum procedures. The assumptions were only partially in line with psychological science on memory, trauma, intercultural communication, and decision-making. To improve decision-making, training programs for asylum officials should include relevant findings from psychological science. To increase the transparency and combat bias, the written determination letters should also include explicit information about the decision-makers reasoning processes.

scholarly journals Analysis of the basic professional standards involving the work of psychologists in difficult and legally significant situations

2016 ◽  
Vol 6 (2) ◽  
pp. 1-12 ◽  
Author(s):  
N.V. Bogdanovich
Keyword(s):  
Training Programs ◽  
Professional Standards ◽  
Educational Psychologist ◽  
Professional Activities ◽  
Social Sphere ◽  
Psychology And Law ◽  
Legal Psychology ◽  
The Social ◽  
Selection Of

In this article the analysis of professional standards in terms of the scope of work of the psychologist with clients in difficult life and legal situations. The criteria of analysis chosen: reflected in professional activities, the choice of grounds for the selection of professional activities that focus on a specific Department, selection of a particular direction of activity of the psychologist (prevention, support, rehabilitation). It is shown that all five of the analyzed standards imply such a situation, but only three of them ("educational psychologist", "Psychologist in the social sphere", "Specialist in rehabilitative work in the social sphere") describe the activities of the psychologist, and the remaining ("Expert of bodies of guardianship and guardianship concerning minors" and "Specialist in working with families") are more organizational in nature. The conclusion about compliance of the training programs developed by the Department of legal psychology and law and education, the requirements of professional standards, proposed improvements in these programs.

scholarly journals A model for cognitively‑based compassion training: theoretical underpinnings and proposed mechanisms

2020 ◽  
Author(s):  
Marcia Ash ◽  
Timothy A Harrison ◽  
Melissa Pinto ◽  
Ralph DiClemente ◽  
Lobsang Negi
Keyword(s):  
Health Behavior ◽  
Training Program ◽  
Interpersonal Skills ◽  
Training Programs ◽  
Belief Systems ◽  
Skill Development ◽  
Integrative Model ◽  
Social Wellbeing ◽  
Core Components ◽  
Underlying Mechanisms

Across cultures and belief systems, compassion is widely considered to be beneficial for the development of personal and social wellbeing. Research indicates that compassion-training programs have broad health benefits, but how and why compassion-training programs are effective is still relatively unknown. This paper describes the theoretical underpinnings of a specific compassion-training program, CBCT® (Cognitively-Based Compassion Training), and proposes an integrative model that draws on existing health behavior constructs to identify CBCT’s core components and hypothesizes their directionality and interaction. The model includes two primary categories of skill development: (1) intrapersonal skills leading to greater resiliency, and (2) interpersonal skills leading to greater compassion. It is hypothesized that these two pathways are mutually reinforcing and both contribute to greater wellbeing. This model provides a foundation for theory-driven research on the underlying mechanisms in CBCT training. An understanding of CBCT’s mechanisms is a critical step towards optimizing and personalizing the intervention to meet the needs of specific populations.

A pragmatist philosophy of psychological science and its implications for replication

2018 ◽  
Vol 41 ◽  
Author(s):  
Ana Gantman ◽  
Robin Gomila ◽  
Joel E. Martinez ◽  
J. Nathan Matias ◽  
Elizabeth Levy Paluck ◽  
...  
Keyword(s):  
William James ◽  
Mental Processes ◽  
Psychological Science ◽  
Behavioral Measurement ◽  
The World ◽  
Pragmatist Philosophy

AbstractA pragmatist philosophy of psychological science offers to the direct replication debate concrete recommendations and novel benefits that are not discussed in Zwaan et al. This philosophy guides our work as field experimentalists interested in behavioral measurement. Furthermore, all psychologists can relate to its ultimate aim set out by William James: to study mental processes that provide explanations for why people behave as they do in the world.

Replications can cause distorted belief in scientific progress

2018 ◽  
Vol 41 ◽  
Author(s):  
Michał Białek
Keyword(s):  
Real World ◽  
Scientific Progress ◽  
The Public ◽  
Psychological Science

AbstractIf we want psychological science to have a meaningful real-world impact, it has to be trusted by the public. Scientific progress is noisy; accordingly, replications sometimes fail even for true findings. We need to communicate the acceptability of uncertainty to the public and our peers, to prevent psychology from being perceived as having nothing to say about reality.

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