Association between Capacity of Problemsolving Court and Successful Program Completion : Implications for Korean Problem-Solving Court

교정담론 ◽  
2020 ◽  
Vol 14 (3) ◽  
pp. 241-275
Author(s):  
Woo-Jae Han ◽  
◽  
Shin-Young Lee
Keyword(s):  
Problem Solving ◽  
Program Completion ◽  
Successful Program

Mental Health Courts

Criminology ◽  
2019 ◽  
Author(s):  
Jason Matejkowski
Keyword(s):  
Mental Health ◽  
Problem Solving ◽  
Empirical Studies ◽  
The United States ◽  
Program Completion ◽  
Mental Illnesses ◽  
Mental Health Courts ◽  
Relative Paucity ◽  
Code Violations ◽  
And Function

Mental health courts (MHCs) are specialized dockets for defendants with mental illnesses that seek the adjudication of criminal charges and municipal code violations by using a problem-solving model. Modeled after drug treatment courts, MHCs provide an alternative to incarceration for individuals with mental illness charged with criminal offenses. Mental health courts are but one of an array of problem-solving courts (PSCs) that have proliferated over the past three decades (e.g., drug courts, veterans courts, co-occurring disorder courts) and, as such, share come commonalities with these other PSCs. The populations served by these PSCs often overlap with MHCs as do many of the courts’ approaches (e.g., the use of incentives and sanctions to motivate clients to engage in treatment and support services). This entry will focus on MHCs but, when necessary, also include references pertaining to PSCs. Although MHCs may differ somewhat in structure and function by jurisdiction, this entry begins with resources (including reports, theoretical manuscripts, and empirical studies) identifying counts, structural components, and operational approaches common to MHCs. The entry then highlights the peer-reviewed literature on MHC outcomes, including program completion, recidivism, cost analysis, as well as alternative outcomes. Given the relative paucity of literature on juvenile MHCs, this entry focuses primarily on adult MHCs. Literature on juvenile MHCs is covered near the end of this entry. Similarly, the overwhelming majority of published research and commentary on MHCs pertains to MHCs that operate in the United States. This entry reflects that current state of the research. Finally, the entry concludes with published critiques of the MHC model.

Registered Apprenticeship and Career Advancement for Low-Wage Service Workers

2019 ◽  
Vol 33 (2) ◽  
pp. 134-150 ◽  
Author(s):  
Daniel Kuehn
Keyword(s):  
Career Advancement ◽  
Technical Skills ◽  
Program Completion ◽  
Completion Rates ◽  
Service Workers ◽  
Factors Associated ◽  
The Past ◽  
Successful Program ◽  
Apprenticeship Programs ◽  
Program Characteristics

Registered apprenticeship is a time-tested approach to building technical skills through a combination of classroom and closely supervised on-the-job training. This study explores the growth of registered apprenticeship in service occupations over the past two decades and uses administrative data on registered apprentices to identify the factors associated with successful program completion and exit wage growth. Key program characteristics vary across different service occupations, but shorter apprenticeship programs operated by single employers working jointly with a union seem to be consistently associated with higher completion rates. Partnerships with community colleges fail to generate higher completion rates, although for many service occupations these partnerships are associated with higher exit wages.

Assessing the Delivery of the Thinking for a Change Program in Modified Formats: An Experimental Approach

2020 ◽  
pp. 0306624X2097515
Author(s):  
Eric G. LaPlant ◽  
Paul E. Bellair ◽  
Brian R. Kowalski ◽  
Dionne Addison ◽  
Stephanie Starr
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Social Problem Solving ◽  
Program Completion ◽  
Traditional Classroom ◽  
Thinking For A Change ◽  
Behavioral Program ◽  
Post Test ◽  
Cognitive Behavioral Program ◽  
Context Data

This paper evaluates whether participation in the Thinking for a Change cognitive behavioral program produces improvement in social problemsolving skills in a prison context. Data are derived from a randomized experiment, with a focus on whether improvement in social problemsolving skills varies across modified delivery formats, and whether improvements are attributable to program completion or program dosage. We find that there are significant improvements in social problem solving between the pre- and post-test, and that delivery of the curriculum using video conferencing technology or inmate co-facilitated formats produces equivalent outcomes relative to traditional classroom administration. On average, significant improvements accrue to participants who receive greater program dosage. However, program completion, commonly viewed as a primary marker of satisfactory program performance, is not associated with improvement in social problem solving. Implications of the findings for rehabilitation programming are discussed, including considerations in a pandemic context.

The effect of teaching method on endodontic problem solving

1982 ◽  
Vol 46 (9) ◽  
pp. 548-552 ◽  
Author(s):  
RW Mendel ◽  
JP Scheetz
Keyword(s):  
Problem Solving ◽  
Teaching Method

An application of the Patient-Oriented Problem-Solving (POPS) System

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  
Problem Solving

Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

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