Unequal Justice Under Law

Article published in the Michigan State University School of Law Student Scholarship Collection

Inventory of legal knowledge: An examination of psychometric properties in an inpatient psychiatric setting

An estimated 60,000 forensic evaluations are conducted annually to determine if defendants meet the legal standard of competence to stand trial (CST); that is, if defendants have the ability to consult with their attorney, as well as if they have a rational and factual understanding of their charges. Estimated rates of feigning (i.e., faking or exaggerating of deficits or symptoms) in CST evaluations have ranged from 8% to 21%. Given this prevalence, it is necessary for forensic evaluators to have access to psychometrically sound instruments that can aid in the detection of feigning. Performance validity tests (PVTs) are designed to detect poor effort and response styles indicative of feigning. The Inventory of Legal Knowledge (ILK) is a PVT that was designed to detect feigned incompetence to stand trial. The current study examined the usefulness of the ILK in a psychiatric inpatient sample for the detection of feigning, with a focus on the instrument’s psychometric properties. Support was found for adequate reliability; however, evidence for construct and convergent validity were lacking. Several items that were long in length and had correct answers of “false” appeared to be difficult for the participants. Prior incarceration, having a forensic status, and a later onset of illness were related to higher ILK total scores. Future research recommendations, as well as concerns regarding the use of the ILK in inpatient settings were also addressed

Daily Hassles Among College Students: The Role of Spirituality on Risky Behaviors and Emotional Distress Indices

Stressful life events are correlated with a higher likelihood of engaging in maladaptive coping techniques (Boden et al., 2014; Kohn, Lafreniere, & Gurevich, 1990; Park, Armell, & Tennen, 2004). One type of maladaptive coping technique is engagement in risky behaviors (e.g., high-risk sports, risky sexual behaviors, illicit drug use; Fromme, Katz, & Rivet, 1997). College students are at an increased risk of engaging in these behaviors. Research demonstrates that stressful life events are also correlated with higher levels of depression and anxiety (Kohn, Lafreniere, & Gurevich, 1990). As college students are exposed to a more stressful environment, they are at an increased risk for developing symptoms of depression and anxiety compared to emerging adults not enrolled in college. There is limited research on what may moderate the relationship between stressful life events and engaging in risky behaviors and the relationship between stressful life events and emotional distress indices, (i.e., depression and anxiety). Utilizing adaptive coping techniques may decrease the likelihood of engaging in risky behaviors and experiencing depression and anxiety for someone experiencing stress. The objective of the current study was to examine the role of spirituality as a potential moderator between stressful life events and willingness to engage in risky behavior and emotional distress indices. We hypothesized a positive correlation between stressful life events and willingness to engage in risky behaviors, symptoms of depression, and symptoms of anxiety. We also hypothesized a negative correlation between spirituality and willingness to engage in risky behaviors, symptoms of depression, and symptoms of anxiety. Spirituality was hypothesized to serve as a moderator in the relationships between stressful life events and risky behaviors and depression and anxiety. Participants who report higher levels of stressful life events and higher levels of spirituality were predicted to report decreased risky behaviors and depression and anxiety symptoms, compared to those who report a higher levels of stressful life events and lower level of spirituality. Results of this study supported the first and second hypotheses; significant correlations were found in the expected directions. However, spirituality was not a significant moderator in these relationships in this study

Armchair by Kristen Campbell Hansen

http://deepblue.lib.umich.edu/bitstream/2027.42/69273/1/kchansen_1271820282_KCHansen_Final_Thesis.pd

Dewey, Bruner, and Seas of Stories in the High Stakes Testing Debate

This paper proposes that many of the questions surrounding high stakes testing being debated today are important, yet fall short of moving teachers, parents, students, administrators and legislators to think deeply about how optimal teaching and learning can be achieved in a high stakes testing environment. Finally, the high stakes testing debate is viewed, to borrow a term from Bruner, as a sea of stories in which the stakeholders see the same things, but come away with remarkably differing stories of what is happening (1996, p. 147). The principles of learning espoused by Dewey and Bruner put these seas of stories into a different light by offering alternative ways of perceiving learning and teaching

Resilience and Self-Control among Georgia Southern Students: A Comparative Study between ROTC Students and NonROTC Students

As American soldiers are coming home from fighting the War on Terror, we are seeing an increase in soldiers suffering from Post-Traumatic Stress Disorder (PTSD). Recently, there has been a shift from medical interventions to help those affected cope with the disorder, to prevention. The military has begun implementing resilience training programs for officers and leaders. These programs are designed to shed light on resilience and attempt to increase resilience. For instance, the Army’s Master Resilience Training program is designed to teach officers about resilience and leadership in a way that they can teach this information to their unit. Cadets in the ROTC program at a college or university complete specific courses and training to prepare for their position as officers upon graduation. Many of these courses focus on leadership and military knowledge. The purpose of this study was to explore resilience and self-control among ROTC cadets and nonROTC students at Georgia Southern University

Dewey, Bruner, and Seas of Stories in the High Stakes Testing Debate

This paper proposes that many of the questions surrounding high stakes testing being debated today are important, yet fall short of moving teachers, parents, students, administrators and legislators to think deeply about how optimal teaching and learning can be achieved in a high stakes testing environment. Finally, the high stakes testing debate is viewed, to borrow a term from Bruner, as a sea of stories in which the stakeholders see the same things, but come away with remarkably differing stories of what is happening (1996, p. 147). The principles of learning espoused by Dewey and Bruner put these seas of stories into a different light by offering alternative ways of perceiving learning and teaching

Building Will and Capacity for Improvement in a Rural Research-Practice Partnership

This study addresses two questions: (1) In what ways and to what extent does a research-practice partnership (RPP) using improvement-science (IS) based processes and tools impact educators’ will and capacity to engage in improvement efforts? and (2) What effect does this RPP have on targeted student outcomes? The RPP highlighted in this research was comprised of university researchers, professional developers, and elementary and junior-senior high school improvement teams including school leaders, teachers, and support staff in the two component schools of a rural district. The study provides evidence that the RPP helped build a district-wide commitment to continuous improvement processes oriented to shared goals, mechanisms for teacher collaboration focused on school-wide improvement, and competence in using IS-based processes and tools. Variable needs for scaffolding of IS-based processes and tools were noted in the two schools with implications for future rural RPP implementation as well as educational improvement theory