David B. Strohmetz

Comparison of DWI offenders with non-DWI individuals on the MMPI-2 and the Michigan Alcoholism Screening Test.

Two groups of driving-while-intoxicated (DWI) offenders with either one DWI offense or with repeat offenses were compared to a group of nonoffenders using the Minnesota Multiphasic Personality Inventory (MMPI-2) and the Michigan Alcoholism Screening Test (MAST). Demographic information was also collected regarding their prior legal history, family history, and blood alcohol level at the time of the DWI arrest. The results indicated both DWI groups had scored significantly higher than the comparison group on the K, Psychopathic Deviate (Pd) Scale, Over-Controlled Hostility (O-H) Scale, and MacAndrews Alcoholism Scale-Revised (MAC-R). The first offenders and multiple offenders did not differ significantly from one another. On the MAST, both DWI offender groups scored significantly higher than the nonoffenders. This time, however, the multiple offenders scored significantly higher than the first-offender group. Unexpectedly, the first offenders and multiple offenders did not differ with regards to blood alcohol level at the time of arrest. There were no significant differences noted with regard to prior legal history or family history of alcoholism for all three groups. These results are discussed with regard to assessment implications.

The impact of tipping recommendations on tip levels

Abstract Gently suggesting tip levels to your guests may result in steadier income for servers—without offending customers.

Perception of Risk for Subsequent Drinking and Driving Related Offenses and Locus of Control among First-Time DUI Offenders

It is estimated that approximately one third of first-time driving-under-the-influence (DUI) offenders are at risk for committing a subsequent offense. To reduce the risk of recidivism, most states require mandatory screening and counseling of convicted DUI offenders. Unfortunately, the majority of offenders are not receptive to either screening or recommendations for further interventions designed to reduce their level of risk. The current study examines the relationship between locus of control and receptivity to risk status. To test this hypothesis, both the Rotter Internal-External Locus of Control Scale (I-E) and the Drinking Related Internal-External Locus of Control Scale (DRIE) were administered to a group of convicted first DUI offenders. The results indicate that the offenders manifesting a more internal locus of control were more receptive to risk information compared to their external locus of control counterparts. Important clinical implications of these findings are discussed.

The Employable Skills Self-Efficacy Survey: An assessment of skill confidence for psychology undergraduates.

The American Psychological Association (APA) advocates for professional development within undergraduate psychology programs, emphasizing the development of several employable skills before graduation (APA, 2013). However, there are few resources to help psychology programs, or students themselves, monitor skill development. The Employable Skills Self-Efficacy Survey (ESSES) allows departments, faculty, and students to determine a baseline of skill efficacy, as well as monitor the development of skills throughout a psychology program or as a result of a particular experience. We assessed the psychometric properties of the ESSES. The scale has strong internal consistency (&agr; = .66 to .87) and test–retest reliability (r = .76 to .89), as well as convergent validity between particular skill domains and various professional self-efficacy measures. We discuss the ways departments, faculty, and students may use the ESSES as a tool for skill development.

What’s the point? Faculty perceptions of research methods courses.

Nearly every psychology major takes a course in research methods. While several studies have examined students’ perceptions of research methods courses (e.g., Rajecki, Appleby, Williams, Johnson, & Jeschke, 2005; Vittengl et al., 2004), few investigate faculty’s views on these courses. The current study explored faculty perceptions regarding course purpose, major course challenges for faculty and students, students’ achievement, skill development, and pedagogy. One hundred and one psychology faculty throughout the United States who had experience teaching research methods completed an online survey. Results indicate consensus about the purposes of the course, particularly the importance of teaching scientific thinking, and perceived student achievement of this goal. Faculty report a variety of challenges to teaching and student learning in a methods course, some of which focus on student-related, rather than course content issues. When examining teaching techniques, faculty indicate that having students conduct research is more of a conceptual teaching tool than it is a course goal. The findings also suggest a potentially missed opportunity for skill cultivation in the course. By learning what people think the purpose of the course is, faculty can make sure teaching practices align with those goals and more effectively accomplish them. The results of this study can also help faculty better communicate the “why” behind methods requirements, which may help students better see and appreciate the utility of methods, and improve students’ perceptions of the course.

Teaching end-of-life decision-making "Newlywed style".

ABSTRACT Teaching strategies for topics related to death and dying are often journaling, reflection, and group discussions. This study describes an innovative demonstration in which pairs of students made hypothetical medical decisions using a technique similar to the one used on the American game show, “The Newlywed Game.” One hundred students at a private mid-Atlantic University participated in a study evaluating the impact of this demonstration on raising students’ awareness of issues surrounding medical decision-making and the need to clearly communicate ones desires to others. This active demonstration helps students learn about difficult issues in a meaningful way.