scholarly journals Advocating for the use of Restorative Justice Practices: Examining the Overlap Between Restorative Justice and Behavior Analysis

2021 ◽  
Author(s):  
Jeffrey Michael Pavlacic ◽  
Karen Kate Kellum ◽  
Stefan E. Schulenberg
Keyword(s):  
Behavior Analysis ◽  
Restorative Justice ◽  
Well Being ◽  
Resolution Process ◽  
Police Organizations ◽  
Current Review ◽  
Science Models ◽  
Behavior Analysts ◽  
Behavior Science ◽  
And Behavior

Broadly defined, Restorative Justice (RJ) is a set of procedures based in Indigenous peacemaking practices that reduces recidivism and guides the effective reparation of harm. RJ practices provide harm-affected parties an opportunity for engagement in the resolution process, which theoretically enhances community well-being. RJ practices overlap significantly with behavior-analytic principles. Implementing RJ practices from a context-focused, appetitive-based approach that focuses on classes of behaviors may address harmful behaviors within police organizations. RJ practices may also facilitate changes in contexts that support behaviors valued by the community. The current review discusses criminal and Restorative Justice, RJ processes and practices, the effectiveness of RJ in various contexts, how RJ overlaps with behavior-analytic principles and existing behavior science models more generally, research suggestions, and recommendations for behavior analysts implementing RJ within police organizations and communities to address officer misconduct.

scholarly journals A COMPARISON OF THE EXPLANATORY PRACTICES OF MENTALISM AND BEHAVIOR ANALYSIS

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Jay Moore
Keyword(s):  
Behavior Analysis ◽  
Scientific Method ◽  
Causal Explanation ◽  
Conceptual Level ◽  
Behavior Analysts ◽  
Prediction And Control ◽  
Behavioral Domain ◽  
And Behavior ◽  
And Control ◽  
Key Words Behavior

Mentalism is an orientation to the causal explanation of behavior in which the causes are inferred to be unobservable structures from a non-behavioral domain. Typically, the structures are held to underlie behavior, and the domain is that of “mind.” In some but not all cases, mentalism subscribes to traditional psychophysical or substance dualism. Arguments that mental explanations are at the theoretical or conceptual level fail to consider the source of the explanation in question. Behavior analysts oppose mentalism on pragmatic, rather than ontological grounds: mentalism impedes a genuine science of behavior contributing to prediction and control by misleading scientists and inducing them to accept ineffective explanations of their subject matter. Key words: behavior analysis, explanation, mentalism, scientific method, theory, verbal behavior. 

scholarly journals BEHAVIOR ANALYSIS AND PRAGMATISM

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Jay Moore
Keyword(s):  
Service Delivery ◽  
Behavior Analysis ◽  
Effective Action ◽  
Levels Of Analysis ◽  
Psychological Concept ◽  
Behavior Analysts ◽  
Prediction And Control ◽  
And Behavior ◽  
And Control ◽  
Practical Implications

For pragmatism, the meaning of a psychological concept or statement is found in its practical implications for human affairs. Absent is any assumption that the concept or statement represents the Truth about a metaphysical Reality that lies beyond human experience and behavior. Behavior analysts embrace pragmatism, and argue that an important consideration in psychology is the degree to which a psychological concept or statement contributes to effective action in the laboratory or in service delivery. The effective action commonly takes the form of prediction and control. Keywords: pragmatism, prediction and control, mentalism, levels of analysis, neuroscience 

Evidence-based practice in psychology and behavior analysis.

2006 ◽  
Vol 7 (3) ◽  
pp. 335-350 ◽  
Author(s):  
William O'Donohue ◽  
Kyle E. Ferguson
Keyword(s):  
Behavior Analysis ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
And Behavior

Temporal Focus

2020 ◽  
Author(s):  
Abbie J. Shipp
Keyword(s):  
Well Being ◽  
Psychology Research ◽  
The Past ◽  
Research Areas ◽  
The Future ◽  
Behavior Based ◽  
The Individual ◽  
And Behavior ◽  
Temporal Focus

Temporal focus is the individual tendency to characteristically think more or less about the past, present, and future. Although originally rooted in early work from psychology, research on temporal focus has been steadily growing in a number of research areas, particularly since Zimbardo and Boyd’s (1999) influential article on the topic. This chapter will review temporal focus research from the past to the present, including how temporal focus has been conceptualized and measured, and which correlates and outcomes have been tested in terms of well-being and behavior. Based on this review, an agenda for research is created to direct temporal focus research in the future.

scholarly journals Special Issue on Mental Health and Well-Being in Adolescence: Environment and Behavior

2021 ◽  
Vol 18 (6) ◽  
pp. 2975
Author(s):  
Javier Ortuño-Sierra ◽  
Beatriz Lucas-Molina ◽  
Félix Inchausti ◽  
Eduardo Fonseca-Pedrero
Keyword(s):  
Mental Health ◽  
Well Being ◽  
Psychological Problems ◽  
Special Issue ◽  
Children And Adolescent ◽  
Environment And Behavior ◽  
And Behavior ◽  
Health And Well Being

Psychological problems in children and adolescent populations range from 10% to 20% [...]

scholarly journals School-Based Mind–Body Interventions: A Research Review

Human Arenas ◽  
2021 ◽  
Author(s):  
Mauro Cozzolino ◽  
Deborah R. Vivo ◽  
Giovanna Celia
Keyword(s):  
English Language ◽  
Well Being ◽  
Third Graders ◽  
Research Review ◽  
Negative Effects ◽  
Twelfth Graders ◽  
School Based ◽  
Current Review ◽  
School Based Interventions ◽  
School Curricula

AbstractThis paper contains a narrative review of the literature in the field of school-based mind–body interventions (MBIs). The aim of the current review is to verify whether the school-based MBI programs implemented in primary and secondary schools over the past 5 years are effective in helping schoolchildren cope with stress-related, behavioral, and affective issues, as well as improve stress response and school performance. All articles were retrieved using a number of databases. Inclusion criteria comprised qualitative and quantitative, English language, and peer-reviewed studies among third graders (8–9 years old) to twelfth graders (17–18 years old), including special needs pupils. Qualitative studies were limited to pupils’ experience only. Ten studies meeting the criteria for this review were assessed. The school-based interventions included yoga-based programs and mindfulness training. Evidence was evaluated and summarized. Across the reviewed studies, we found support for MBIs as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren.

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