Peter Alexander Creed

The Use of Legal Coercion in the Treatment of Substance Abusers: An Overview and Critical Analysis of Thirty Years of Research

Drug and alcohol use presents a serious social problem for most countries in the world. Of particular concern is the well-documented relationship between substance use and crime, which has contributed to an increased popularity and willingness to utilize more forceful means to pressure substance users into treatment. Although compulsory/legally mandated treatment is appealing, it has been one of the most fiercely debated topics in the addiction field, raising a number of issues including ethical concerns and motivational considerations. In this context, the most important question to be answered is whether or not compulsory treatment is effective in the rehabilitation of addicted offenders. Regrettably, three decades of research into the effectiveness of compulsory treatment have yielded a mixed, inconsistent, and inconclusive pattern of results, calling into question the evidence-based claims made by numerous researchers that compulsory treatment is effective in the rehabilitation of substance users. The present paper provides an overview of the key issues concerning the use and efficacy of legal coercion in the rehabilitation of substance users, including a critique of the research base and recommendations for future research.

The relative effects of deprivation of the latent and manifest benefits of employment on the well-being of unemployed people

This study investigated the relative contributions of the individual latent and manifest benefits of employment to well-being in a sample of 248 unemployed people. Participants completed measures of well-being and the latent (time structure, activity, status, collective purpose, and social contact) and manifest (financial strain) benefits of employment. Significant associations were found between the latent benefits and well-being and between the manifest benefits and well-being. Both latent and manifest benefits contributed significantly to the prediction of well-being, with the manifest benefit accounting for the largest proportion. Although all latent benefits contributed significantly, status emerged as the most important contributor, followed by time structure and collective purpose. Results are discussed in the context of M. Jahodas (1982) latent deprivation model and D. Fryers (1986) agency restriction model.

Internal and External Barriers, Cognitive Style, and the Career Development Variables of Focus and Indecision:

One hundred and thirty final year high school students were administered scales tapping optimism/pessimism, self-esteem, external career barriers, career decision-making self-efficacy, career focus and career indecision. It was hypothesised, first, that cognitive style (optimism/pessimism) would predict both internal (self-esteem) and external career-related barriers, second, that internal barriers would interact with external barriers and impact on career decision-making self-efficacy, and third, the previously mentioned variables would subsequently predict career focus and career indecision. Results demonstrated that cognitive style was influential in determining the perception of internal barriers (for females and males) and external barriers (females only). Internal and external barriers, along with optimistic/pessimistic cognitive style, were found to predict career decision-making self-efficacy (in males, but not in females). There was no evidence that internal and external barriers interacted to predict career decision-making self-efficacy. Last, it was found that career decision-making self-efficacy, internal and external barriers, and optimistic/ pessimistic cognitive style were able to predict career focus (males and females) and career indecision (males only). Results are discussed in the context of Carver and Scheiers (1981) control theory.

Predicting Two Components of Career Maturity in School Based Adolescents

Three hundred and sixty-seven secondary school students across five year levels (8-12) were assessed for levels of career maturity (attitude and knowledge), work commitment, work value, career decidedness (indecision and certainty), career decision-making self-efficacy and self-esteem, and indicated their age, gender, socioeconomic status, school achievement and work experience. Using two multiple regression analyses, the predictor variables were able to account for 52% of the variance of career maturity attitude, and account for 41% of the variance of career maturity knowledge. Self-efficacy, age, career decidedness (certainty) and work commitment were the main predictors of career maturity attitude. Age, gender, career decidedness (certainty), work commitment and career decidedness (indecision) were the main predictors of career maturity knowledge. Results demonstrated the importance of examining two aspects of career maturity (attitude and knowledge), and were discussed in the context of Supers (1957, 1990) theory of career development.

A longitudinal examination of adolescent career planning and exploration using a social cognitive career theory framework.

This study used social cognitive career theory (Lent, Brown, & Hackett, 1994), as a framework to investigate predictors of career choice actions, operationalised as career planning and career exploration. The model was tested cross-sectionally and longitudinally with 631 high school students enrolled in Grades 10-12. Students completed measures of self-efficacy, outcome expectations, goals, supports and personality. Results of the hierarchical regression analyses indicated strong support for self-efficacy and goals predicting career planning and exploration across all grades at T1, and predicting change in career planning and exploration from T1 to T2. Whilst support for pathways among other predictor variables (personality, contextual influences and biographic variables) to choice actions was found, these pathways varied across grades at T1, and also from T1 to T2. Implications for social cognitive career theory, career counselling practice and future research are discussed.

Leaving High School: The Influence and Consequences for Psychological Well-Being and Career-Related Confidence.

This paper examines the well-being and career decision-making self-efficacy (CDMSE) of adolescents before and after leaving school, and tests for the changes in these variables as a result of leaving school. While at high school, 309 students were assessed on levels of school achievement, well-being (psychological distress, self-esteem, life satisfaction) and CDMSE. Nine months after leaving school, 168 of these students completed the above surveys and measures of their access to the latent (e.g. social contact, time structure) and manifest (i.e. financial) benefits of employment, and work commitment. At T2, 21% were full-time students, 35% were full-time students who were also working part-time, 22% were employed in full-time jobs, and 21% were in the labour market but not employed full-time. These groupings were differentiated at T2 on aspects of well-being, self-efficacy, and access to the latent and manifest benefits of work, and at T1 on aspects of well-being and confidence. Leaving school improved well-being and confidence for some. One group was disadvantaged by having poorer well-being while at school, which predisposed them to disadvantage in the labour market. Results are discussed in relation to models of well-being and drift/social causation.

Cross-Cultural Equivalence of the Career Decision-Making Self-Efficacy Scale-Short Form: An Australian and South African Comparison:

The present study examined the reliability, content and construct validity, and cultural equivalence of the short form of the Career Decision-Making Self-Efficacy Scale-Short Form (CDMSE-SF). In response to calls to conduct studies using the measure with high school-age samples, data were gathered from two samples of high school students, one from Australia and one from South Africa. The findings were in accord with earlier studies in that they failed to find five factors. Three factors were found with each sample; however, these factors were different in each sample and different from those reported in samples of U.S. college students, suggesting cross-cultural differences in the construct. The authors suggest that a more parsimonious version of the CDMSE-SF is possible, the CDMSE-SF does not adequately reflect its theoretical origins, and cultural equivalence cannot be assumed.

Medical specialty prestige and lifestyle preferences for medical students.

In the context of doctor shortages and mal-distributions in many Western countries, prestige and lifestyle friendliness have emerged as significant factors for medical students when they choose a medical specialty. In this study, we surveyed two samples of Australian medical students and had them rank 19 medical specialties for prestige (N = 530) and lifestyle friendliness (N = 644). The prestige rankings were generally consistent with previous ratings by physicians, lay people and advanced medical students, with surgery, internal, and intensive care medicine ranking the highest, and public health, occupational, and non-specialist hospital medicine ranking lowest. This suggests that medical students have incorporated prevailing prestige perceptions of practicing doctors and the community. Lifestyle rankings were markedly different from prestige rankings, where dermatology, general practice, and public health medicine were ranked the most lifestyle friendly, and surgery, obstetrics/gynaecology and intensive care were ranked least friendly. Student lifestyle rankings differed from physician and author-generated rankings, indicating that student preferences should be considered rather than relying on ratings created by others. Few differences were found for gender or year of study, signifying perceptions of prestige and lifestyle friendliness were consistent across the students sampled. Having access to and understanding these rankings will assist career counsellors to aid student and junior doctor decision-making and aid workforce planners to address gaps in medical specialty health services.

The Relationship Between Career Variables and Occupational Aspirations and Expectations for Australian High School Adolescents

This study surveyed 925 Australian high school students enrolled in grades 8 through 12 on measures of occupational aspirations, occupational expectations, career status aspirations, and career status expectations; it tested the association between these variables and career maturity, career indecision, career decision-making self-efficacy, and career barriers. Adolescents generally aspired to or expected to work within a small range of RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, or Conventional) occupational categories. One third of students reported occupational aspiration and expectation discrepancies. These differed across gender and across age for female students but not for male students. Students who demonstrated both occupational and status aspiration and expectation discrepancies reported more career indecision, were less confident about making a career-related decision, and were less career mature. Students generally held higher occupational status aspirations than expectations, and male students were more likely to choose professional occupations than were female students. Age differences were found for status expectations but not for status aspirations.

Improving mental health status and coping abilities for long-term unemployed youth using cognitive-behaviour therapy based training interventions

This paper reports on immediate and long-term well-being outcomes for a group of long-term unemployed youth who attended specially devised training courses based on the cognitive-behaviour therapy (CBT) model. The courses were aimed specifically at improving the mental health of participants, and providing them with coping skills to deal better with the negative consequences of prolonged unemployment. Results for participants were compared with a waiting-list, control group. Outcomes investigated were well-being (psychological distress, self-esteem, positive and negative affect), and coping behaviours (social support, self care, recreation, and cognitive coping strategies). Behavioural plasticity effects were also examined by comparing outcomes for participants who had higher distress scores prior to the course with participants who reported lower scores at that time. Immediate benefits were identified for both mental health and coping behaviours, and many of these benefits persisted into the long term. Participants with higher levels of pre-course psychological distress improved more than their low distressed counterparts, supporting the behavioural plasticity hypothesis. Copyright