False confessions
Under what circumstances might a subject be induced to offer a false confession during a custodial interrogation?
Civility in the workplace is about how we relate to others with respect, courtesy, politeness, consideration, and awareness. It involves addressing the root causes of incivility, learning the costs and rewards of civility, and practicing workplace etiquette and political correctness. Civility creates a positive work environment that is conducive to productivity and innovation.
Workplace incivility has been defined as low-intensity deviant behavior with ambiguous intent to harm the target. Uncivil behaviors are characteristically rude and discourteous, displaying a lack of regard for others. There are many tools available to measure workplace civility, such as surveys and assessments. These tools can help organizations understand the level of civility in their workplace and identify areas for improvement.
It's important for organizations to promote civility and address any instances of incivility in the workplace. Incivility can have negative effects on employee well-being, job satisfaction, and productivity. Managers can take steps to promote civility by setting clear expectations for behavior, providing training on civility, and addressing any instances of incivility in a timely and effective manner.
References
Clark, C. M., Sattler, V. P., & Barbosa-Leiker, C. (2018). Workplace Civility Index (WCI) [Database record]. PsycTESTS1
Leiter, M. P., Day, A., Oore, D. G., & Spence Laschinger, H. K. (2012). Getting better and staying better: Assessing civility, incivility, distress, and job attitudes one year after a civility intervention. Journal of Occupational Health Psychology, 17(4), 425–4342
Transitioning to adulthood can be a challenging time for young adults with Autism Spectrum Disorder (ASD). According to Dr. Peter Gerhardt, who has worked in the autism field for 37 years, families should always be looking five years ahead, asking themselves where they would like their loved one to be in five years, and teaching them accordingly¹. Here are some suggestions for parents, service providers, educators, and the community at large to help young adults with ASD transition to adulthood:
For Parents:
- Initiate the transition planning process and engage your child, their family and friends, the school’s professional staff, and representatives from adult service systems as members of your child’s transition team⁶.
- Prepare for the changes in available supports and legal protections that accompany the transition to adulthood⁶.
- Center the transition plan around the interests and strengths of your child⁶.
- Equip your child with the self-determination skills they need to advocate for themselves, problem-solve, set goals, and develop a plan for their own future⁶.
- Prepare your child to navigate higher education, employment, independent living, and other relevant aspects of adulthood⁶.
- Encourage conversations about jobs that might be enjoyable and interesting.
- Help your child map out strategies to tackle everyday tasks.
- Teach self-care skills such as brushing teeth or showering without prompting at a young age.
- Provide individualized supports focused on the changing aspects of the young adult’s social and physical environment rather than behavior change⁵.
- Work directly with autistic individuals and their support networks to facilitate successful engagement with services.
- Enable adults to manage their mental health needs.
- Provide comprehensive or integrated services.
- Improve communication between agencies.
- Provide evidence-based tips and resource recommendations.
- Offer informational handouts and activities for parents and young adults.
- Use virtual reality to teach social skills such as dating and job interviews.
- Be honest and transparent. This means being truthful about our intentions and actions, and not trying to deceive or manipulate the other party.
- Be respectful of the other party's rights and dignity. This means listening to their concerns, and not trying to impose our own views on them.
- Seek to find a mutually agreeable solution. This means being willing to compromise, and not just trying to get our own way.
- Listening to the other party's perspective. This helped me to understand their point of view, and to see the conflict from their perspective.
- Being open to compromise. I was willing to give a little in order to reach a mutually agreeable solution.
- Being honest and transparent. I told the other party what I was thinking and feeling, and I didn't try to deceive them.
- Been too quick to judge the other party. I have made assumptions about their motives, without really trying to understand their point of view.
- Been too focused on winning. I have been unwilling to compromise, and I have tried to get my own way at all costs.
- Been dishonest or manipulative. I have lied to the other party, or tried to take advantage of them.
- American Psychological Association. (2020). Ethical principles of psychologists and code of conduct. American Psychological Association. https://www.apa.org/ethics/code/index.aspx
- Question 1: True. A socially valid measure of mastery is generalization across environments, because it shows that the client can use the skill in real-world settings.
- Question 2: False. Generalization does not automatically happen after we teach a new skill. It is important to explicitly teach generalization skills and to provide opportunities for the client to practice the skill in different environments.
- Question 3: True. The definition of generalization is learning something in one environment and doing it in another.
- Question 4: The following are all factors that should be considered when evaluating generalized behavior change:
- Different people
- Different settings
- Different tasks
- Different materials
- Different time intervals
- The global skills gap is widening. According to the World Economic Forum, by 2030, there will be a shortage of 85 million skilled workers worldwide.
- The nature of work is changing. Automation and artificial intelligence are displacing jobs, and new skills are needed to succeed in the digital economy.
- The workforce is becoming more diverse. Businesses need to be able to attract and retain workers from a variety of backgrounds and cultures.
- How can we attract and retain skilled workers in a competitive labor market?
- How can we upskill and reskill our workforces to meet the demands of the digital economy?
- How can we make our workforce more diverse and inclusive?
- Partnering with educational institutions to provide training and certification programs.
- Developing apprenticeship programs to give workers on-the-job training.
- Creating online learning platforms to make training more accessible.
- Investing in research and development to identify new skills that will be in demand in the future.
- Attracting and retaining skilled workers. We need to make our industry more attractive to skilled workers by offering competitive salaries and benefits, as well as opportunities for professional development. We also need to create a culture of diversity and inclusion that welcomes workers from all backgrounds.
- Upskilling and reskilling our workforces. We need to provide our workforces with the training and skills they need to succeed in the digital economy. This can be done through partnerships with educational institutions, apprenticeship programs, and online learning platforms.
- Investing in research and development. We need to invest in research and development to identify new skills that will be in demand in the future. This will help us to ensure that our workforces are prepared for the jobs of tomorrow.
- Attracting and retaining skilled workers. We will develop a marketing campaign to promote our industry to skilled workers. We will also offer competitive salaries and benefits, as well as opportunities for professional development.
- Upskilling and reskilling our workforces. We will partner with educational institutions to provide training and certification programs. We will also develop apprenticeship programs and create online learning platforms to make training more accessible.
- Investing in research and development. We will invest in research and development to identify new skills that will be in demand in the future. We will also work with educational institutions to develop new curriculums that will prepare workers for these jobs.
- World Economic Forum (2016). The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution. Geneva: World Economic Forum.
- Frey, C. B., & Osborne, M. A. (2017). The future of employment: How susceptible are jobs to computerisation? Technological Forecasting and Social Change, 114, 254-280.
- McKinsey Global Institute (2017). Jobs lost, jobs gained: What the future of work looks like. New York: McKinsey Global Institute.
- He could have apologized for the mistake and offered to bring us the correct food.
- He could have been more attentive and checked on us more often to make sure that we were enjoying our meal.
- He could have been more friendly and welcoming, making us feel like we were valued customers.
- Coercion: The use of physical or psychological pressure to force a confession. This can include threats of violence, promises of leniency, or long periods of isolation.
- Deception: The use of false or misleading information to convince the subject that they are guilty. This can include presenting fabricated evidence, telling the subject that other people have already confessed, or making it seem like the evidence against them is overwhelming.
- Misinformation: The presentation of inaccurate information to the subject, which can lead them to believe that they are guilty. This can include giving the subject false details about the crime, or telling them that they have been seen at the scene of the crime.
- Mental health issues: People with mental health issues may be more susceptible to making false confessions. This is because they may be more suggestible, have difficulty distinguishing between reality and fantasy, or be more likely to comply with authority figures.
- Age: Children and adolescents are more likely to make false confessions than adults. This is because they may not fully understand their rights, be more easily intimidated by authority figures, or be more likely to give in to pressure to confess.
- Intellectual disability: People with intellectual disabilities may be more susceptible to making false confessions. This is because they may have difficulty understanding the interrogation process, be more easily intimidated by authority figures, or be more likely to give in to pressure to confess.