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How Metacognitive Awareness Relates to Overconfidence in Interval Judgments
Get PDFMaking judgments is an important part of everyday life, and overconfidence in these judgments can lead to serious consequences. Two potential factors influencing overconfidence are metacognitive awareness, or the awareness of one’s own learning, and the hard-easy effect, which states that overconfidence is more prevalent in difficult tasks while underconfidence is more prevalent in easy tasks. Overall, we hypothesized that participants’ metacognitive awareness would significantly relate to their overconfidence levels. Specific hypotheses were that those participants who display higher levels of metacognitive awareness will have lower levels of overconfidence, that harder questions will elicit higher levels of overconfidence and easy questions will elicit underconfidence (congruent with the hard-easy effect), and that the lower range and upper range will on average be equal, with the exact estimate as the midpoint. Participants (N = 49) completed a questionnaire containing a set of hard and easy general knowledge questions followed by the Metacognitive Awareness Inventory. The correlation between metacognitive awareness and confidence was negative for hard questions and positive for easy questions. Furthermore, the ranges for easy questions were smaller, resulting in more overconfidence, and the ranges for the hard questions were larger, resulting in underconfidence, thus, showing the opposite of our expected hypotheses
Training Culturally Competent Psychologists: The Effects Of A Doctoral Level Diversity Laboratory Course
No full textThe American Psychological Association (APA) requires clinical psychology graduate programs to take steps to prepare students to work with culturally diverse populations; however, there are no guidelines based on strong empirical research regarding the most effective way of teaching Multicultural Counseling Competence (MCC). This study sought to evaluate the impact of a Human Diversity laboratory at Pacific University School of Graduate Psychology, students are trained under a unique multicultural training model. The participants in this study were the students enrolled in either the Human Diversity course or the Human Diversity laboratory. This study utilizes an experimental pre-test post-test cohort design. MCC of graduate students was measured using Implicit Association Test-Race (Race-IAT) scores, Color-Blind Racial Attitudes Scale (CoBRAS) total scores, White Privilege Attitudes Scale (WPAS) total scores, and WPAS subscale scores. After completion of the Human Diversity course, students on average showed a decrease in implicit racial bias (d = .84). Students went from having a slight preference for White over Black faces to no preference. However, White students on average endorsed less White privilege awareness after completion of the Human Diversity course than at pre-test (d = 1.11). There were no significant findings at post-test for the Human Diversity laboratory. Taking a single didactic course on diversity may be more impactful on students’ awareness than previously believed. There also appears to be a consistent longitudinal change effect for implicit racial bias. Future research should continue to examine MCC through a developmental lens an
Use of an Interpreter as a Predictor of Length of Competency Restoration
No full textIn the United States, it is estimated that approximately 60,000 adult defendants undergo competency to stand trial (CST) evaluations each year (Bonnie & Grisso, 2000; Colewell & Gianesini, 2011; Mossman, 2007; Warren et al., 2006). CST evaluations examine a defendant’s current mental state to determine if they are capable of standing trial. In the United States the legal standard for competency to stand trial is outlined by Dusky v. United States, a Supreme Court landmark case from 1960 which found that a defendant must have “sufficient present ability to consult with his lawyer with a reasonable degree of rational understanding – and…a rational as well as factual understanding of the proceedings against him” (Dusky v. United States 362 U.S. 402, 1960, p. 1). If a defendant is found incompetent to stand trial (IST), the trial is put on hold while an attempt is made at restoring the defendant to competency, even if the defendant is pursuing, or plans to pursue, an insanity defense (Reich & Wells, 1985). In 1972, the Supreme Court outlined basic standards for restoration efforts in Jackson v. Indiana, noting “a defendant cannot be held more than the reasonable period of time necessary to determine whether there is a substantial probability that he will attain competency in the foreseeable future” (Jackson v. Indiana 406 U.S. 715, 1972, p. 11).
Although CST evaluations were designed to protect defendants’ constitutional rights, numerous concerns have been raised with regards to their impartiality. Specifically, the vague, minimal language in both Dusky v. the United States and Jackson v. Indiana leaves defining the standards for both adjudicative fitness and restoration procedures open to broad interpretations. Thus, individual states have adopted different guidelines for determining how competency is assessed and what qualifies as a ‘reasonable period of time’ for restoration efforts. Even decades after the original rulings, the challenges in interpreting both Dusky and Jackson continue to plague competency evaluations and restoration efforts.
In Oregon, when a defendant’s competency to stand trial is questioned by either the defendant or the prosecution, the court enlists the services of a mental health professional to decide whether the defendant’s competency level meets the minimum standards as outlined by Dusky and whether hospitalization is necessary to keep the defendant and others safe during the period of evaluation. The mental health provider then makes one of three determinations: (a) The defendant is competent to stand trial; (b) The defendant is IST and likely to be restored to competency in the near future; or (c) The defendant is IST and unlikely to be restored to competency in the near future. If the defendant is found IST and likely to be restored, the court decides whether the defendant will receive treatment in the community, as an inpatient in a psychiatric hospital, or in jail. In any case, the mental health provider in charge of the defendant’s care must update the court every 180 days on the defendant’s progress. However, no defendant in Oregon may be committed longer than three years or than the maximum sentence for the crime(s) of which they are accused (Determination of Fitness, 2015). If the defendant is still unfit for trial at the end of jurisdiction the case returns to the judge. The judge, with input from the mental health provider(s), then decides if the criminal case should be dismissed or if the defendant should be committed civilly (Disability Rights Oregon, 2012)
The Relationship Between Media Consumption and Perceptions of Police Use of Force
No full textMedia consumption has been shown to have significant relationships with one’s judgements and beliefs. These effects are present in the reporting of any group, idea, or aspect considered news worthy, especially crime and policing. Past research suggests that various individual factors such as racial and ethnic identity, socioeconomic status, age, and gender, affect an individual’s perceptions of police. The current research seeks to explore the potential relationships between media consumption and perceptions of police use of force and effectiveness. It was hypothesized that beliefs about police use of force and effectiveness are related to the type of media from which individuals receive their news and the frequency with which one consumes this media, and that these relationships are moderated by racial and ethnic identity, socioeconomic status, political affiliation, age, and gender. Results suggested that neither preferred media type nor media consumption were related to one’s perceptions of police use of force or overall efficacy. Additionally, only age and political affiliation were found to be related to media and perspectives about police use of force. Specifically, those who consumed more media than average and were older tended to view police more positively. Political affiliation moderated the relationship between media type and perceptions of police for those who identified as liberal and consumed internet based media compared to televised media. Additionally, political affiliation appeared to moderate the relationship seen between one’s media consumption and their beliefs about how responsible police are for misuse of force. Implications and directions for future research are discussed
Prevent Falls in Your Home
Get PDFThis patient education handout shares tips for changes that can be made around the home to help prevent falls
Sushi, STEM, or Goat Yoga: Successful Library Programming
Get PDFLlamas, Adulting 101, Henna Art, Raptors, and Trivia. Most people in Oregon typically would not think of these words in connection with their local library. Yet, all of these are programs that have been served up in our local libraries just in the past year alone. With hundreds of programs covering even more diverse topics than these, perhaps the more typical things people think about when it comes to programs are an author talk, storytime, or book talk in the library. These are still staple library programs, but with this Oregon Library Association Quarterly issue we will be sharing some unique ideas that you can replicate at your library. From coffee and conversations to build community relationships to llamas (yes, llamas!) to encouraging upcycling, the common thread of all of the programs in this edition of the Oregon Library Association Quarterly is that they are replicable and they come with “Here’s what worked, here’s what didn’t work,” feedback from your colleagues to hopefully help you jump-start your own ideas of what is possible at your library. Each community is unique, and most librarians typically know their own community and what may or may not work well.
The library as a community center has been a widespread concept for libraries in Oregon as well as on the national and international front for decades, and it is one of the myriad of reasons libraries are simply not going away. Most programs are tied to literacy while others serve to fit a niche or gap in the community served. Programming in libraries today includes a literacy aspect that fits the core tenet of the library as a place where learning and developing literacy take place side by side and most libraries also include STEM, art, and other cultural programs that are important for the community both educationally and holistically. More often than not, programs fill a gap that the community may not have an option for otherwise
Emotions, Practical Rationality, and the Self
Get PDFIn this paper I examine the relationship between emotions and practical rationality, arguing that emotions are incredibly useful in assisting us in making practical choices. However, this enthusiasm needs to be met with some caution as it not the case that every one of our emotions give us reasons we should be considering in order to make a rational choice, and there are times where if we did follow our hearts we would end up feeling ashamed or displeased with ourselves afterward. At the same time, we can feel guilty about a decision we made while purposefully ignoring our emotions when they tell us otherwise. It is ultimately those instances of reflexive shame or displeasure that tell us something about our agency. Our reflexive emotions show us what we should really care about and when we are failing to do so. And, since the purpose of making rational decisions is to properly attend to our goals and aspirations, part of being rational is to purse what we care about. Our reflexive emotions act as a guide to how well or how poorly we are doing just that
An Innovative Interprofessional Simulation: Preparing Students to Tackle the Challenge of Care Transitions
Get PDFINTRODUCTION Transitions of Care (TOC) are associated with communication breakdowns that contribute to medical errors, medication mistakes, and hospital re-admissions. The purpose of this one-day workshop was to teach interprofessional (IP) skills to healthcare students, focusing on verbal and written communication during a TOC of a standardized patient (SP).
METHODS Forty-seven students, representing six healthcare disciplines, worked in IP teams to plan a family meeting for a hospitalized SP who had recently experienced a stroke. Students were to communicate pertinent medical, social, and physical issues to the SP, as well as make discharge recommendations. Discharge summaries were entered into an electronic medical record and transmitted to IP teams simulating either a rehabilitation setting or ambulatory care. IP teams utilized these summaries in their family meeting with the SP. After each scenario, students debriefed, focusing on IP competencies.
RESULTS Significant improvements were found in nine of fourteen areas measured by the Attitudes Towards Healthcare Teams Scale. Significant improvements were found for confidence in writing an accurate and concise note as well as gleaning information from a discharge summary.
CONCLUSIONS This study demonstrated the effectiveness of a short workshop on improving IP verbal and written communication and confidence in TOC scenarios in acute care, rehabilitation, and ambulatory care
Ready2Learn Five Years Later
Get PDFIn July of 2013, the first Ready2Learn library card was issued in Eastern Oregon. At the time, Project Ready2Learn had the support of the Library Services and Technology Act, Governor Kitzhaber, Oregon College Savings Plan (OCSP), Greater Oregon Behavioral Health Inc. (GOBHI) and a committed team of librarians ready to prove that frequent library use is directly connected to success in school. Fast forward to today and what you have left is GOBHI, the librarians, and some pretty compelling evidence that what we are doing is working.
On paper, the purpose of Ready2Learn was to increase kindergarten readiness. However, the program had a larger goal: to demonstrate that the services already being provided in libraries for children ages 0–6 were giving kids a leg up when they entered kindergarten.
This article provides an overview of the program from its launch in 2013 to its evolution in 2016. As a longtime member of the Ready2Learn coalition, I will outline the struggles and successes of the program, concluding with the results of the Kindergarten Assessment conducted this fall