False confessions

 

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:

1. 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.
2. Prepare for the changes in available supports and legal protections that accompany the transition to adulthood⁶.
3. Center the transition plan around the interests and strengths of your child⁶.
4. 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.
5. Prepare your child to navigate higher education, employment, independent living, and other relevant aspects of adulthood⁶.
6. Encourage conversations about jobs that might be enjoyable and interesting.
7. Help your child map out strategies to tackle everyday tasks.
8. Teach self-care skills such as brushing teeth or showering without prompting at a young age.

 

For Service Providers/Educators:

1. Provide individualized supports focused on the changing aspects of the young adult’s social and physical environment rather than behavior change⁵.
2. Work directly with autistic individuals and their support networks to facilitate successful engagement with services.
3. Enable adults to manage their mental health needs.
4. Provide comprehensive or integrated services.
5. Improve communication between agencies.
6. Provide evidence-based tips and resource recommendations.
7. Offer informational handouts and activities for parents and young adults.
8. Use virtual reality to teach social skills such as dating and job interviews.

 

For Community Partners:

It is important for community partners to work together to provide comprehensive support for young adults with ASD as they transition to adulthood. This includes providing access to education, employment opportunities, healthcare services, social connectedness, and independent living arrangements.

 

In developing a transition plan for young adults with ASD, it is important to focus on building skills and establishing supports that will allow them to take advantage of all that adulthood has to offer. The overall outcome of the plan should be to increase independence, choice, and personal control in the lives of young adults with ASD.

 

 

 

 

Ethics is a set of moral principles that govern a person’s or group’s behavior. It is about what is right and wrong, and how we should treat each other. Ethics can be integrated into conflict resolution in a number of ways. For example, we can:

• 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.

I have integrated an ethical mindset in previous conflicts by:

• 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.

I have also failed to integrate an ethical mindset in previous conflicts. For example, I have:

• 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.

I am still learning how to integrate an ethical mindset into conflict resolution. I know that it is not always easy, but I believe that it is the right thing to do. When I do this, I am more likely to reach a mutually agreeable solution, and I am more likely to build positive relationships with the people involved.

Reference

• American Psychological Association. (2020). Ethical principles of psychologists and code of conduct. American Psychological Association. https://www.apa.org/ethics/code/index.aspx

The graph shows the number of conversational interactions initiated by each student during baseline and intervention phases. As you can see, all four students showed an increase in the number of conversational interactions after the intervention was implemented. This suggests that the intervention was effective in increasing generalized conversational interactions across students.

To answer your questions, here are my responses:

• 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

 

Reference

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.

Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349-367.

Sulzer-Azaroff, B., & Mayer, G. R. (1977). Behavior analysis for lasting change. Holt, Rinehart and Winston.

Horner, R. H., Dunlap, G., Koegel, R. L., Carr, E. G., Sailor, W., & Anderson, J. L. (1990). Toward a technology of generalization. Journal of the Association for Persons with Severe Handicaps, 15(2), 125-141.

Hughes, C., Harmer, M. L., Killian, D. J., & Nlarhos, F. (1995). The effects of multiple-exemplar self-instructional training on high school students’ generalized conversational interactions. Journal of Applied Behavior Analysis, 28(2), 201-213.

 

 

Overview of the Situation

I am a manager at a workforce development organization that helps businesses find and train qualified workers. Our industry is facing a number of challenges, including:

• 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.

Short-Term Problem

The most immediate challenge facing our industry is the shortage of skilled workers. This is due to a number of factors, including the aging population, the decline of manufacturing jobs, and the rise of the gig economy. As a result, businesses are struggling to find qualified workers to fill open positions.

Long-Term Problem

The long-term problem facing our industry is the changing nature of work. Automation and artificial intelligence are displacing jobs, and new skills are needed to succeed in the digital economy. This means that businesses need to be able to upskill and reskill their workforces in order to remain competitive.

Issues

The following are some of the issues that our industry is facing:

• 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?

Alternatives

There are a number of alternatives that our industry can consider in order to address these challenges. These include:

• 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.

Recommendation

I recommend that our industry focus on the following three areas in order to address the challenges that we are facing:

1. 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.
2. 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.
3. 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.

Action Plan

I have developed the following action plan to address the challenges facing our industry:

1. 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.
2. 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.
3. 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.

I believe that this action plan will help our industry to address the challenges that we are facing and to remain competitive in the global economy.

References

• 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.

 

 

 

A pleasant surprise:

I was once traveling with my family and we had a long flight delay. We were all exhausted and frustrated, and we were not looking forward to spending the night in the airport. However, when we arrived at our gate, we were greeted by a very friendly and helpful gate agent. She immediately offered us some snacks and drinks, and she helped us to find a comfortable place to sit. She also checked on us several times throughout the night to make sure that we were okay. Her kindness and compassion made a big difference in our experience, and we were very grateful for her help.

Not-so-great service:

Another time, I was dining at a restaurant with some friends. We had been waiting for a table for about 20 minutes, and when we finally got seated, our waiter was very rude and dismissive. He took our order and then disappeared for a long time. When he finally came back, he brought the wrong food. We tried to tell him that he had made a mistake, but he just rolled his eyes and said, “Whatever.” We ended up leaving without finishing our meal, and we have never been back to that restaurant since.

In both of these cases, the difference between a good and bad experience was the way that the staff interacted with us. In the first case, the gate agent was kind and helpful, which made us feel welcome and taken care of. In the second case, the waiter was rude and dismissive, which made us feel unwelcome and unimportant.

If the waiter in the second case had been more apologetic and helpful, we might have been willing to give the restaurant a second chance. However, his attitude was so off-putting that we decided to never go back.

I think that the most important thing for businesses in the hospitality industry is to remember that their customers are people. They should treat their customers with respect and kindness, even when the customers are frustrated or upset. If businesses can do that, they will be much more likely to create positive and memorable experiences for their customers.

Here are some specific things that the waiter in the second case could have done to improve the situation:

• 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.

If he had done any of these things, we might have been willing to overlook the mistake and give the restaurant another chance. However, his attitude was so off-putting that we decided to never go back.

 

 

Aristotle would say that Henry was not living the good life. The good life, according to Aristotle, is a life of eudaimonia, which is often translated as “happiness” but is more accurately understood as “human flourishing.” Eudaimonia is achieved through the exercise of virtue, and virtue is a disposition to act in accordance with reason.

Henry did not act in accordance with reason when he attended law school. He did it for the wrong reasons: to please his father and to get financial support. He did not do it because he thought it was the right thing to do, or because he thought it would lead to a life of happiness.

Aristotle would advise Henry to follow his own path and to do what he thinks is right. He would tell Henry that he should not be afraid to be different, and that he should not let other people’s expectations dictate his life.

Sue and Henry differed in their reasons for attending law school. Sue wanted to go to law school because she was interested in the law and she thought it would be a fulfilling career. Henry went to law school because he felt he had to, not because he wanted to.

Sue was acting in accordance with reason when she decided to go to law school. She was doing what she thought was right, and she was doing it because she thought it would lead to a life of happiness. Henry, on the other hand, was not acting in accordance with reason when he decided to go to law school. He was doing it for the wrong reasons, and he was not doing it because he thought it would lead to a life of happiness.

A person can be happy if the reason they do a task is for some other reason then itself, but only if the reason is good. For example, if Sue went to law school because she thought it would be a way to help people, then she could still be happy even if she did not enjoy the work itself. However, if Sue went to law school because she thought it would make her rich, then she would not be able to be truly happy unless she actually enjoyed the work.

In the end, Henry was able to find happiness by following his own path and doing what he thought was right. He was able to achieve eudaimonia, or human flourishing, by living a life of virtue.

 

 

Interviewer: Thank you for taking the time to speak with me today. I’m interested in learning more about the policies your school has implemented to address teacher-directed violence.

Teacher: Sure, I’m happy to talk about it. Yes, we have a number of policies in place to address teacher-directed violence. These policies are designed to prevent violence from happening in the first place, and to provide support for teachers who are the victims of violence.

Interviewer: Can you tell me about some of the specific policies that have been implemented?

Teacher: Sure. One of our main policies is to have clear expectations for student behavior. We have a student code of conduct that outlines what is considered acceptable behavior, and what the consequences are for breaking the rules. We also have a system for de-escalating conflict before it escalates into violence. This system involves using a variety of strategies, such as talking to students calmly, using positive reinforcement, and redirecting students’ attention.

Interviewer: What is the method of implementation used in teacher-directed violence and policy?

Teacher: The policies are implemented through a variety of methods. Some of the policies are written down in our student code of conduct, while others are communicated verbally to students and staff. We also have training sessions for staff on how to prevent and respond to teacher-directed violence.

Interviewer: Have you received any training or professional development related to addressing teacher-directed violence?

Teacher: Yes, I have received training on how to prevent and respond to teacher-directed violence. The training covered a variety of topics, including how to identify potential threats, how to de-escalate conflict, and how to respond to violence if it does occur.

Interviewer: Thank you for your time. I appreciate you sharing your insights on this important issue.

Teacher: You’re welcome. I’m glad I could help.

 

 

There are a number of circumstances that might induce a subject to offer a false confession during a custodial interrogation. These include:

• 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.

It is important to note that not all false confessions are the result of coercion or deception. In some cases, people may confess falsely because they are simply confused or scared. However, the factors listed above can all increase the risk of a false confession.

If you are ever involved in a custodial interrogation, it is important to remember your rights and to ask for an attorney. You should not feel pressured to confess to something you did not do.