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Article
Publication date: 1 June 2011

Ciara Staunton and Sean Hammond

The Guilty Knowledge Test (GKT) is a psychophysiological questioning technique that can be used as part of a polygraph examination which purports to assess whether suspects…

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Abstract

The Guilty Knowledge Test (GKT) is a psychophysiological questioning technique that can be used as part of a polygraph examination which purports to assess whether suspects conceal “guilty knowledge” by measuring their physiological responses while responding to a series of multiple choice questions. The present study sets out to consider a number of key issues in relation to the GKT paradigm. Specifically, the following questions were considered: Does response mode matter? Does motivation influence outcome? Are combined physiological measures better than single ones? Does gender have an effect on physiological responsivity during a polygraph examination? Results demonstrated real variations between the physiological measures used. Gender differences were also observed in polygraph response patterns. These findings are discussed in relation to the validity of the Guilty Knowledge Test.

Details

Journal of Criminal Psychology, vol. 1 no. 1
Type: Research Article
ISSN: 2009-3829

Keywords

Article
Publication date: 28 April 2010

Gary Byrne, Sean Hammond and Philip Moore

With the increased need for quantitative measures of accountability and effectiveness in the therapeutic setting, standardised outcome measures have come to the fore. This study…

Abstract

With the increased need for quantitative measures of accountability and effectiveness in the therapeutic setting, standardised outcome measures have come to the fore. This study aimed to assess the psychometric quality of the Clinical Outcomes in Routine Evaluation (CORE‐OM) used with an Irish population of adult victims of childhood abuse. The study indicated that the outcome measure was a useful tool in a forensic therapeutic setting, despite issues regarding the CORE's factor structure. The study also found that the service assessed matched the benchmarks laid down by the CORE systems group regarding levels of change brought about by therapeutic interventions, further indicating the benefits of CORE. The study discusses these issues and possible recommendations for aiding better integration of CORE's findings within therapy and broader clinical practice.

Details

The British Journal of Forensic Practice, vol. 12 no. 2
Type: Research Article
ISSN: 1463-6646

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Article
Publication date: 1 December 1997

Barbel Pee and Sean Hammond

Reports on two small‐scale qualitative studies evaluating video‐based health promotion programmes, one aiming to encourage testicular self‐examination (TSE) among adolescent boys…

848

Abstract

Reports on two small‐scale qualitative studies evaluating video‐based health promotion programmes, one aiming to encourage testicular self‐examination (TSE) among adolescent boys, the other aiming to promote positive attitudes towards and intention to use cervical screening services. Studies were part of a larger investigation aimed at developing a health education programme to promote TSE. Reports that TSE significantly increased at six weeks following the programme. However, sections of both programmes caused extreme embarrassment. This resulted in clear negative effects, which were particularly evident on girls’ intentions to adopt future screening. Suggests that adolescents perceive video‐based health education programmes ambivalently and that such programmes may have detrimental effects on positive action in the long term. Boys and girls preferred different media for the presentation of sensitive issues of health care. Boys preferred private access to media such as interactive computing, written information and home videos, while girls had a preference for group talks from health‐care professionals. Describes lessons to be drawn from these studies which may be helpful when developing health promotion programmes to promote TSE, and discusses these in terms of an emotional framework of fear and embarrassment experienced by adolescents.

Details

Health Education, vol. 97 no. 6
Type: Research Article
ISSN: 0965-4283

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Article
Publication date: 6 June 2016

Margaret O'Rourke, Sean Hammond, David O'Sullivan, Ciara Staunton and Siobhan O'Brien

LifeMatters is a cognitive behavioural coaching programme that provides tools and techniques for developing and applying five areas of life skill competency: taking care of the…

Abstract

Purpose

LifeMatters is a cognitive behavioural coaching programme that provides tools and techniques for developing and applying five areas of life skill competency: taking care of the body, feeling positive, thinking wisely, acting wisely, and taking care of the spirit. The purpose of paper is to evaluate the viability of the LifeMatters programme with a cohort of secondary school students (12-15 years) in Ireland.

Design/methodology/approach

Open-ended feedback obtained from 196 participants who completed an open-ended questionnaire. These responses were subjected to a thematic analysis. Subsequent quantitative analysis of the resulting categorical data were carried out using correspondence analysis.

Findings

Categorical analysis produced statistically significant sex and age differences showing that males and females differed in their experience of the programme. Girls benefited more from a focus upon stress and self-confidence whereas boys benefited more from a focus on relationship building.

Originality/value

This study demonstrates the viability of the LifeMatters programme for secondary school students as an aid to develop life skills. It highlights the different needs of boys and girls in this area.

Details

International Journal of Mentoring and Coaching in Education, vol. 5 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 12 March 2014

Ciara Staunton, Sean Hammond, Derek Perkins and Sharon Lambert

The purpose of this paper is to review the status of biosignal measures of female sexual arousal with a view to examining the feasibility of such procedures in a forensic context…

Abstract

Purpose

The purpose of this paper is to review the status of biosignal measures of female sexual arousal with a view to examining the feasibility of such procedures in a forensic context. Although adult women represent the minority of sexual offenders, female perpetrated sexual abuse has been gaining increasing attention in the forensic psychological literature as criminal justice is confronted with female offending populations to a greater extent than previously recognised.

Design/methodology/approach

Psychological assessments of sex offenders have tended to be over-dependent on the use of self-report measures (i.e. an individual's appraisal and report of their emotional state of sexual arousal). There is a dearth of empirical knowledge concerning the psychophysiological assessment of female sexual interest in general and especially so for female sex offenders. Physiological measures are those that rely on directly observable physiological responses of the individual in order to identify patterns of sexual interest or arousal.

Findings

Because deviant sexual interest (in children or the use of violence) as assessed by penile plethysmography, has been established as one of the strongest predictors of recidivism in male sex offenders (and as a viable alternative to self-report methodologies), an analogue measurement approach for female sex offenders is desirable. This paper considers: first, theoretical problems (e.g. what does female physiological arousal mean in terms of sexual arousal/desire?; second, technical measurement problems (e.g. reactivity of the measure in within subject designs); and third, procedural/ethical problems (e.g. invasiveness of the application).

Originality/value

While a number of physiological assessment devices are considered in this paper, the paper discusses the labial photoplethysmograph as a promising method for female sexual offender populations.

Details

Journal of Criminal Psychology, vol. 4 no. 1
Type: Research Article
ISSN: 2009-3829

Keywords

Content available
Article
Publication date: 1 October 2002

88

Abstract

Details

Aircraft Engineering and Aerospace Technology, vol. 74 no. 5
Type: Research Article
ISSN: 0002-2667

Keywords

Abstract

Details

Safer Communities, vol. 3 no. 4
Type: Research Article
ISSN: 1757-8043

Open Access
Article
Publication date: 7 December 2023

Sean S. Warner

There is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM…

Abstract

Purpose

There is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM) collegians is tied to early their teaching and learning experiences in Mathematics. This paper describes an National Science Foundation (NSF) funded project (NSF #2151043) whose goal is to attract, prepare and retain math teachers of color in high need school districts ensure that those teachers remain in the field long enough to make a meaningful impact on the minds and hearts of BIPOC students who are often, extrinsically, and intrinsically, discouraged from pursuing careers in STEM professions.

Design/methodology/approach

This mixed-methods study, which began in the summer of 2023, seeks to recruit, prepare, support and retain nineteen (19) Black and Brown math teachers for two (2) high need urban school districts. The expectancy value theory will be used to explain the performance, persistence, and choices of the teachers, while grounded theory will be utilized to understand the impact of the intensive mentorship and wellness coaching that applied over the first year of their preservice preparation and subsequent in-service years.

Findings

Measures of project efficacy won’t begin until 2025 and as such there are no findings or implications to draw from for the study at this time.

Originality/value

The intention of this paper is to augment the body of knowledge on recruiting and retaining Black and Brown math teachers for urban schools where the need for quality STEM teachers is critical.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Article
Publication date: 9 September 2022

Stephanie Lynn Craig, Sean J. Smith and Bruce B. Frey

This paper examines instructional coaching as a means to support teachers at all levels in primary and secondary schools in implementing new and innovative practices using the…

Abstract

Purpose

This paper examines instructional coaching as a means to support teachers at all levels in primary and secondary schools in implementing new and innovative practices using the Universal Design for Learning (UDL) framework as a design guide.

Design/methodology/approach

This mixed-methods study compared the impact of an instructional coaching intervention around the implementation of the UDL framework on educators versus the UDL implementation efforts of educators who did not receive the coaching intervention. Coached participants shared their experiences with the coaching cycle. These qualitative data were collected through teacher interviews, self-assessments, and observations. The data assisted in the interpretation of the quantitative findings from a quasi-experimental pre-test–post-test comparison group design.

Findings

The results of this study revealed positive outcomes for teachers in knowledge and application of UDL, although not at statistically significant levels. The qualitative data collected supported the positive gains and revealed that teachers valued and changed their practices from the use of coaching as they navigated the implementation of UDL in their learning environments.

Research limitations/implications

One limitation to be noted includes the district site that participated in this study had used the UDL framework for several years and maintained high expectations for teachers to increase their UDL-aligned practices each year. Therefore, all teachers who participated in this study were under the same district evaluative expectations to participate in professional development at some level to increase proficiency with UDL implementation, whereas a district in the beginning stages of UDL implementation might serve as a better gauge of growth. Additionally, the control participants were self-identified and not randomly assigned.

Originality/value

This study is one of the first conducted that investigates the effect of instructional coaching on teachers' increased understanding and implementation of the UDL framework. This study examines instructional coaching as a stand-alone professional development in supporting teachers' use of UDL in design-inclusive classrooms. Written into US law, the UDL framework is a scientifically valid framework that supports teachers with the design of flexible and accessible classrooms for an increasingly diverse population of students.

Details

International Journal of Mentoring and Coaching in Education, vol. 11 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Book part
Publication date: 4 December 2023

Gregory J. Benner, Sean Slade, Lisa Strycker and Erica O. Lee

The Whole Child Initiative (WCI) was developed over the past 15 years as a blueprint to promote long-term development and success of all children, as well as their families and…

Abstract

The Whole Child Initiative (WCI) was developed over the past 15 years as a blueprint to promote long-term development and success of all children, as well as their families and communities. This chapter describes three aspects of the WCI model: (a) the need for a public health approach to sustainable, communitywide change targeting the whole child; (b) a clear, future-oriented vision for equipping educators, caregivers, and service providers with the skills and attitudes required to deliver high-quality instruction; and (c) the infusion of social and emotional learning practices to transform environments in which youth live and play. We provide examples of how schools, communities, and families can come together to create a common culture fostering stable and nurturing relationships essential for enhancing youth well-being. We close with recommended “super strategies” – low-cost, simple, and effective practices that can be broadly implemented to keep every child healthy, safe, engaged, supported, and challenged in the community at large.

1 – 10 of 45