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Suspicious or autistic? evaluating responses to a behavioral analysis interview
Get PDFThe Behavioral Analysis Interview (BAI) of the Reid Interrogation technique (Inbau, et al., 2013) consists of 15 questions to identify deception or truthfulness. Research indicates these cues are unreliable and trained officers are no better than chance at detecting deception (Kassin, Meissner & Norwick, 2005; Meissner & Kassin, 2002). This study aimed to examine how innocent autistic individuals’ response to the BAI in a mock arson case were perceived. College psychology students (n=218) rated the truthfulness/deceptiveness reading one of the two responses, with half informed of the diagnosis. Overall, the responses were rated as more deceptive when the suspect was not identified as autistic. Undisclosed autism led to higher ratings of deception, particularly when response contained nonverbal cues like long pauses or lacking eye contact. This research highlights the need for interview criteria adjustments for individuals with autism to prevent misinterpreting their innocent responses
Perceived Organizational Support Through a Lens of Racial Tension and Challenging Times
Get PDFThe degree to which employees believe their organization cares about them and their well-being – also called perceived organizational support (POS) – has important downstream impacts on employee work behaviors, their orientation toward their organization, and their well-being (Eisenberger et al., 2020). Furthermore, when one’s organization shows support for its employees, this elicits norms of reciprocity between organizations and employees (Eisenberger et al., 2020). This study expands POS knowledge by investigating the linkages between POS and important outcomes during turbulent social and challenging economic times. During 2021, there was extremely high racial tension with the creation of various movements (i.e., Black Lives Matter) in response to social injustice. Additionally, economic crises and COVID-19 created unique challenges and a high degree of uncertainty for many United States citizens. These tensions and crises led to organizational support’s increased salience; therefore, understanding the role of POS under these circumstances is crucial. Participants completed online self-report surveys across two time points – September 2021 and May 2023. Our sample includes 170 part- and full-time employees in the United States (Mage = 46.5, 62.4% White, 56.5% female). We measured three aspects of POS – coworker support, supervisor support, and inclusion climate, and three outcomes of POS – affective organizational commitment (AOC), burnout, and intention to resign. We hypothesize the following: Hypothesis 1. Perceived coworker support will be (a) positively related to AOC, (b) negatively related to intention to resign, and (c) negatively related to burnout. Hypothesis 2. Perceived supervisor support will be (a) positively related to AOC, (b) negatively related to intention to resign, and (c) negatively related to burnout. Hypothesis 3. Inclusion climate will be (a) positively related to AOC, (b) negatively related to intention to resign, and (c) negatively related to burnout. To test the above hypotheses, we will utilize path analysis. We are currently analyzing the data, and results will be available in time to present if accepted. This work will contribute practical implications for organizations to aid them in preparing for and understanding the importance of POS, particularly during trying societal times, and mitigating adverse outcomes (i.e., turnover). This work also contributes novel insights into how inclusion climate is related to perceived organizational support, serving as a foundation for future research
Perceived vs. Actual: Bridging the gap in the understanding of psychology majors’ skills
Get PDFAbstract Introduction Psychology undergraduates gain various knowledge, skills, and abilities (KSAs) from their curriculum as outlined in the American Psychological Association’s (2023) “Guidelines For the Undergraduate Psychology Major”, but what is preventing them from understanding and expressing these KSAs to employers? These KSAs acquired in the psychology curriculum are some of the most sought-after characteristics employers are looking for in candidates (National Association of Colleges and Employers, 2016). This study will help illuminate the paradox of how psychology is one of the most popular fields of study among undergraduate students while yielding one of the highest underemployment rates in the country by exploring the potential disconnect between the perceived and actual competencies undergraduate psychology students gain over their college career. Methods To identify the specific areas in which this disconnect potentially occurs, this study will seek input from undergraduate psychology majors at Appalachian State University regarding their perceptions of career readiness. To collect this information, a self-administered online questionnaire employing Qualtrics will be utilized. The questionnaire will be designed to clarify the potential gap between a student’s perceived KSAs and the KSAs they actually obtain from their undergraduate curriculum. The main focus of the questions will be to identify students’ perceived KSAs followed by supplemental questions focused on measuring potential contributing factors such as students’ awareness of career development opportunities, awareness of careers in psychology outside of graduate school, and students’ commitment to their prospective career path. Expected Results & Implications The findings of this research will serve as a valuable resource for addressing and narrowing the perceived-versus-actual skills gap prevalent among psychology undergraduates. Once this gap is understood, psychology undergraduate students will be able to better understand and communicate their actual KSAs leading to more accurate marketability of skills and therefore more professionally fulfilling employment opportunities. These findings will also help employers to better understand the capabilities of psychology undergraduates. Additionally, universities and their professors can use these findings to curate their curriculums to better prepare psychology majors for the workforce
Minding the Intergenerational Gap: The Impact of Age on Knowledge Hiding and Organizational Justice
Get PDFIntergenerational workplaces contain multiple generations (Iweins et al., 2013) contributing to an organization’s climate with unique challenges as employees learn to work together despite generational barriers. With employees having increased career lengths and average lifespans, intergenerational workplaces are more prevalent, and the benefits of an age-diverse workplace cannot be understated (e.g., increased creativity, Backes-Gellner et al., 2011, increased decision-making capabilities Wegge et al., 2008). Knowledge management research has considered knowledge sharing within intergenerational teams, suggesting that age may be an important factor when considering employee’s knowledge sharing (Fasbender & Gerpott, 2021), but not explicitly knowledge hiding. Further, given there are many routes that age can have an influence on workplace processes, there have yet to be studies to consider the relationship between intergenerational contact and knowledge hiding. The current study investigates the moderating role of intergenerational contact between perceptions of organizational justice, age, and knowledge hiding. Additionally, we examine how knowledge hiding may subsequently impact exit, voice, loyalty, and neglect (EVLN). This study aims to address how issues arise in age-diverse organizations and how knowledge is effectively transferred to develop healthier age-diverse workplaces. This study considers the role of age, organizational justice, and intergenerational contact as predictors of knowledge hiding facets: playing dumb, evasive hiding, and rationalized hiding. Additionally, intergenerational contact, a subfactor of the workplace intergenerational climate scale (WICS) is expected to moderate the relationship between organizational justice and knowledge hiding. Further, the impact of knowledge hiding on EVLN is considered as differing knowledge hiding facets may impact these behaviors differently. For instance, evasive hiding may lead to increased neglect and rationalized hiding may lead to more loyalty. Data will be collected in a cross-sectional survey with a sample of 500 full-time workers obtained via CloudResearch’s Connect. Measures will include chronological age, WICS (King & Bryant, 2016), organizational justice (Colquitt, 2001), knowledge hiding (Connelly et al., 2012), and EVLN factors (Rusbult et al., 1982; Hirschman, 1970). Moderated mediation will be used. If the proposed model is accepted, the theoretical implications will situate more than chronological age within the knowledge management space by suggesting that age-diverse climates should be considered in knowledge management behaviors. Subsequently, the current study will identify facets of knowledge hiding that could warn employers about different workplace outcomes, like turnover. For practice, there may be ways to promote intergenerational contact within the workplace and alleviate knowledge hiding to provide recommendations for helping different aged workers
Exploring the Benefits of Hiring Individuals with Disabilities in the Workplace.
Get PDFThis qualitative study examined the impact of hiring people with intellectual disabilities (ID). The research questions were: What defines a disability? What accommodations are needed to ensure the success of a person with a disability? As a leader, what benefits do people with intellectual disabilities bring to the organization? What are the benefits of hiring people with intellectual disabilities in retail organizations? Moreover, how might people with intellectual disabilities contribute to the organizational culture of retail organizations? A narrative strength approach was used as a theoretical framework to guide the discussion and uncover the benefits of hiring individuals with intellectual disabilities in various retail organizations. Using 15 qualitative interviews, the following themes emerged: diversity and inclusion, accommodations, organizational culture, motivation, and customer service. These findings put to rest some negative stereotypes and perceptions of persons with ID as being unemployable or unable to perform tasks when employed, showing instead that persons with ID can work efficiently when given necessary work accommodations and support in an enabling organizational culture
Swipe: The Science Behind Why We Disengage (and don’t finish what we start)
Get PDFWhy is it that some organizations attract and retain the best and brightest, yet others seem to struggle attracting talent, retaining top performers, and creating an environment in which their people choose to engage? And why is it that we leave organizations we were once so excited to be a part of? Working from a database of over 50 million employee survey responses—the largest of its kind—we discovered some of the answers to these questions. Interestingly, we also found that the same factors prompting us to engage (or disengage) in our work are the reasons we disengage in other areas of our lives. Each day we wake up determined to engage with life—to overcome work challenges, engage in our job, excel in school, reach fitness goals, or repair strained relationships. Despite our best intentions, we fall short. Drawing on disciplines from psychology to neurobiology to business, this session will focus on understanding the reasons we disengage in our work—and our lives—and how to address them through increased awareness of: - “MAGIC”- Meaning, Autonomy, Growth, Impact, and Connection—The five “keys” required for us to engage in what we do - The Swipe— the mental act of reflexively dismissing an uncomfortable or disturbing present in the hope that something better is easier is just around that corner (think “The Great Resignation”) - Current research on the state of employee engagement (Hint: Do you really think that 80% of employees are disengaged in their jobs?)—The intersection of science and practice - The connection between culture, our environment (the organizations to which we belong), our relationships (managers, coworkers, friends, family) and our desire to engage or disengage in our work - Why our engagement matters to the organization, to those around us, and to each of us personally - How to create working environments in which our teams will choose to engage - How we can personally re-engage (and why it matters) While focused on workplace engagement, attendees will find that the workplace concepts from this session apply to engaging in our personal pursuits as well—and finishing what we start
Barriers in immigrant mental healthcare: women, children and fathers
Get PDFThe American Psychological Association has identified immigrant families as a vulnerable population, whose access to mental healthcare is impacted by numerous barriers (DeAngelis, 2023). Within these communities there is a need for mental health resources, but due to the many barriers these communities face they are often left without care. In this literature review, I will identify the mental health needs, and the barriers that each member of the family (e.g., mothers, children, and fathers) uniquely faces. The discussion will review how these barriers are currently being addressed, specifically looking at changes within practices, use of logotherapy, and changing the point of access can have an impact on removing barriers of access. The conclusion will give recommendations as to how current work can be improved, as well as considering underutilized resources that can assist in connecting these individuals to the available resources. Through recognizing these barriers, steps can be made to remove and address the barriers within the community
Gerrymandering in a selection of central Alabama school districts
Get PDFSchool district gerrymandering, the process of drawing district lines that intentionally steep the demographics to create a more homogeneous student population, has been a significant factor in cementing Alabama’s reputation as being academically underperforming. This is especially true in central Alabama’s Jefferson County, where forced integration and shifting area demographics have resulted in a significant number of unusual school district secessions. In this paper, I argue that school districts within Jefferson County, Alabama, have created boundaries that put certain students at an educational disadvantage, which has had significant impacts on third grade reading achievement in struggling districts. I perform a statistical analysis to research the following question: To what extent is third-grade student achievement correlated with the percentage of low-income students attending either the local school or local educational agency? Using the Pearson Correlation Coefficient, r, to establish a relationship, I find that there is a highly significant relationship between a school’s third grade reading achievement and the percentage of students enrolled in free and reduced lunch (r=-0.94). I reject the null hypothesis, which states there is no statistical correlation between student socio-economic class and third grade reading achievement. Rather, I accept the alternative hypothesis, stating that there is a statistical correlation between student socio-economic class and third grade reading achievement. I then discuss factors contributing to the observed achievement gap through analyzing extreme variation in defining characteristics, including racial demographic, median household income, per-pupil spending, per-pupil expenditures, teacher credentials, and teacher-to-student ratio. This data is presented alongside a legal discussion of how these districts have been able to uphold segregative school district secessions
University of Tennessee at Chattanooga Faculty handbook, 2022 August 1
Get PDFGovernance, policies, guidelines, services, and resources managed by and for the faculty at the University of Tennessee at Chattanooga
The effects of virtual reality on mental health software user satisfaction and retention
Get PDFMental health issues have become increasingly important in today\u27s society. With that being said, researchers and consumers are looking for new ways to manage and treat mental health using new technologies in labs and the consumer space. This innovation has led to the presence of mobile self-help mental health applications, applications for peoples’ phones that are used to manage symptoms of mental health problems, such as depression and anxiety, track goals, meditate, and more. However, mobile mental health applications, and mobile applications in general, have a problem concerning user satisfaction and overall user retention – studies have shown that 95% of mobile apps downloaded are abandoned by users within a month (Gu et al., 2022). Virtual reality is a relatively new and blossoming technology that provides the illusion of being physically present in virtual environments, opening an entirely new realm of possibilities across many industries. Virtual reality has already been shown to be effective in treating mental health due to its immersive nature, yet few applications exist for mental health self-help in VR. This thesis aims to answer the question of whether an immersive VR application for consumer VR systems, such as the Meta Quest 2, can have a positive effect on user satisfaction and potential user retention when compared to mobile applications