JoAnne Brewster

The effects of maternal incarceration on adolescent children

This study examined aspects of the school, community, and home adjustment of 58 adolescents between the ages of 13 and 20 whose mothers were incarcerated. High rates of school drop-out (36%) were observed. Dropping out was related to their mothers educational attainment. These adolescents were more than four times as likely to be out of school than a sample of their best friends; four times more likely to be suspended; three times more likely to be significantly absent from school and nearly four times as likely to be failing classes. More than half of these children required school visits for disciplinary reasons during the previous 12 months, and more than a quarter of them had been arrested. School problems and delinquent behavior might be related to the extent of maternal drug use. Although these adolescents initially experienced difficulty adapting to structured placements, those who were living in homes with rules and with family members had better educational outcomes, as did children who communicated frequently with their mothers.

Using the good cop/bad cop profile with the MMPI-2

The Minnesota Multiphasic Personality Inventory (MMPI) has been widely used in a variety of ways to screen candidates for law enforcement positions. This study extends the use of the MMPI Good Cop/Bad Cop (GC/BC) profile (Blau, Super, & Brady, 1993) to the MMPI-2. The MMPI-2 profiles of 39 veteran police officers were used to predict their performance (No Apparent Problems, Borderline, or Serious Problems Possible), and these predictions were compared with supervisors’ ratings of the officers’ actual performance. The MMPI-2 predictions were accurate for 46% of the officers, a rate that was significantly better than chance (p=.024). Based on the current data, the best selection outcome would be obtained by accepting officers whose MMPI-2 profiles place them in the No Apparent Problems or Borderline groups, and rejecting officers whose profiles suggest Serious Problems Possible. This could be accomplished simply by rejecting any officer who obtained a score above 65T on any of the clinical scales. This selection strategy would have resulted in the acceptance of 22 officers, 19 of whom were highly rated by their supervisors, and the rejection of 17 officers, 11 of whom were rated as borderline or poorer by their supervisors. It would also result in the erroneous rejection of 6 officers who were highly rated by supervisors.

The effectiveness of psychological profiles

Although psychological profiling of unknown offenders is becoming a popular media topic, there has been little research on the effectiveness of these profiles. In this study, surveys were sent to 95 police departments in the United States, asking participants to indicate if they use psychological profiles to solve crimes. The survey also asked whether the profile was helpful, and in what sense it was helpful. The results from this sample indicate that profiles are used mainly in cases of rape and homicide, and that police officers view profiles as an effective tool to guide interrogations of a suspect and to guide the criminal investigation but not necessarily to identify the suspect.

Teaching Abnormal Psychology in a Multimedia Classroom

This article describes techniques for teaching Abnormal Psychology in a 104-student multimedia classroom that includes two computers and a variety of audiovisual equipment. Presentation software allows flexibility of presentation of computer-generated text, as well as opportunities for heightening visual and auditory interest. Students respond anonymously to various questions via keypads mounted on desks, and they immediately view and discuss summaries of their responses. This article compares educational outcomes in the multimedia classes with outcomes in traditional classes.

Characteristics of Successful Undergraduate Psychology Programs

Scholarly writings provide guidance for delivery of an undergraduate program in psychology (e.g., APA, 2007; Halpern, 2010). Much of the emphasis in this literature has been on examination of the curriculum (e.g., McGovern, 1993; Stoloff et al., 2010), yet minimal research has been conducted to empirically link the overall undergraduate psychology major experience with outcomes. This article relates program characteristics (including curriculum, resources, and faculty engagement) to student success and satisfaction among students completing psychology major programs at 110 institutions in North America. It provides evidence that important factors that correlate with student success are an institutional focus on undergraduates, frequent experiential learning, and faculty engagement outside of the classroom. Students are more satisfied with programs in which they have more laboratory experiences and where they interact with faculty at student events. Adequate staffing of the psychology major program is important; beneficial activities may suffer when faculty are overwhelmed with too many students or competing obligations.

Use of Prehire Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF) Police Candidate Scores to Predict Supervisor Ratings of Posthire Performance.

We examined associations between prehire Minnesota Multiphasic Personality Inventory-2–Restructured Form (MMPI-2-RF) scores and posthire performance ratings for a sample of 131 male police officers. Substantive scale scores in this sample were meaningfully lower than those obtained by the test’s normative sample and substantially range restricted, but scores were consistent with those produced by members of the police candidate comparison group (Corey & Ben-Porath). After applying a statistical correction for range restriction, we found several associations between MMPI-2-RF substantive scale scores and supervisor ratings of job-related performance. Findings for scales from the emotional dysfunction and interpersonal functioning domains of the test were particularly strong. For example, scales assessing low positive emotions and social avoidance were associated with several criteria that may be affected by lack of engagement with one’s environment and other people, including problems with routine task performance, decision making, assertiveness, conscientiousness, and social competence. Implications of these findings for assessment science and practice are discussed.

EFFECTIVENESS OF CITIZEN POLICE ACADEMIES IN CHANGING THE ATTITUDES, BELIEFS, AND BEHAVIOR OF CITIZEN PARTICIPANTS

The purpose of this study was to determine whether the citzen police academies (CPA) in two cities were effective in changing participants’ attitudes, beliefs, and behavior toward police. Pre-and post-test questionnaires were used to obtain participants’ ratings of their attitudes and beliefs concerning police officers and their willingness to cooperate with police. Participants were also asked to indicate what cooperative behaviors they had actually engaged in before and/or during the CPA. At the end of the CPA, participants in both cities rated themselves as having more positive attitudes toward police, and more willingness to engage in behaviors that would help police. There was also an increase in actual performance of some cooperative behaviors during the CPA. These changes did not seem to be overly dependent on the jurisdiction (large versus small city), the demographics of the CPA participants, or the specific characteristics of the CPA curriculum.

Characteristics of Programs That Maximize Psychology Major Success

We conducted a national survey of psychology department chairs, and, based on their responses, we concluded that psychology programs differ in the number of students enrolled in various types of classes; the degree of focus on each of the goals recommended by the American Psychological Association (APA) Guidelines for an Undergraduate Psychology Education; the frequency of student participation in research, study abroad, and field placement; and the frequency of student–faculty interactions. We describe the percentage of psychology majors who have these program-relevant experiences. We also demonstrate that there are relationships between key high-impact activities and graduate school attendance, assessment test scores, and program completion rate. Based on the findings, we suggest how psychology programs may be able to help students to maximize their success.

Predicting aggression in police officers using the MMPI-2

This study attempted to determine if any of four MMPI-2 scales formulated to measure various forms of hostility or aggression is useful in predicting aggressive behavior among police officers. In our analysis of 80 officers from two police departments, we found that some scales predicted supervisor ratings of officer performance in one of the departments but not in the second department. In one department, officers with higher ANG scores or HOS scores, or lower O-H scores, were judged by supervisors to be more assertive. Officers from the same department with higher HO scores or lower O-H scores received moire justified citizen complaints. We discuss the importance of predicting aggression in police officers, the difficulty of making this prediction using MMPI-2 scores, and differences between the two departments that might have impacted the outcome of this research.

Characteristics of decredentialed agents in a military law enforcement agency.

We used archival data from 99 decredentialed agents, 52 non-decredentialed agents, and 46 agents who earned awards to examine whether information obtained at the time of selection would be useful in predicting problematic behaviors of federal law enforcement military personnel. We found that agents were decredentialed most commonly for inappropriate sexual behavior and behavior for personal gain; decredentialing tended to occur early in the agents career. In about a quarter of decredentialing cases, agents were deployed or were on temporary duty outside the country. We discuss implications of our findings for selecting, training, and supervising law enforcement agents within military organizations.