PSY Research Publications

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    Assessing the relative contribution of Moral Foundation Theory, Right-Wing Authoritarianism, and Social Dominance Orientation in the prediction of political orientation
    (Sociedad Interamericana de Psicologia, 2023-12) Ballout, Mouhamad Houssein; Briggs, Amy; Armstrong, Jacob D.; Clark, Charles B.
    Right-Wing Authoritarianism (RWA) and Social Dominance Orientation (SDO) are two constructs which have been demonstrated to explain differences in political orientation as well as opinions concerning how society should be structured. More recently, Moral Foundations Theory (MFT) has demonstrated its ability to also delineate between political and social groups. Past research, however, has presented an unclear image of how RWA, SDO, and MFT interact with their influence on political orientation. In order to provide firmer grounding, this study examined the relationship between these three constructs as well as their ability to predict political orientation and perceived threat towards immigrants in a student sample (N = 300). Large correlations were found between SDO, RWA, and MFT. A path analysis was conducted to determine the relationship between political orientation, perceived threat towards immigrants with SDO, RWA, and MFT. Basic demographics were also considered. Several models were assessed, the model containing SDO, RWA, as well as MFT best fit the data. Furthermore, MFT demonstrated significant pathways with both political orientation and perceived threat towards immigrants. Our finding suggest that MFT contributes to the explanation of political orientation beyond the variance accounted for by SDO and RWA.
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    Examining the use of interactive video-based simulators in law enforcement human performance research: A scoping review
    (Springer Science and Business Media B.V., 2023-12) Scott, Dakota; Blake, David; Suss, Joel
    Objectives: The purpose of this study was to identify, synthesize, and discuss interactive video-based simulator usage and operationalization of performance in law enforcement performance research. Methods: Eleven databases were searched following the PRISMA-ScR guidelines. The databases included the social, behavioral, forensic, and ergonomic sciences. Eligibility criteria included studies with performance metrics, law enforcement officers as participants, and contextual scenarios. Results: Critical aspects of simulator usage (i.e., scenario selection, handling the branching aspect of scenarios) were underreported which brings to question the generalizability of law enforcement performance research. A disproportionate amount of research favors shoot scenarios to don't-shoot scenarios which may unintentionally prime officers to expect the use of deadly force in an unrealistic manner. Performance metrics included cognitive, judgment and decision-making, marksmanship, psychophysiological, and process. Conclusions: Researchers could improve transparency and generalizability of their research by considering the findings from the current study and following the checklist we developed.
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    Supporting the Chronically Bullied Child: A Competency-Based Framework for Elementary School Teachers
    (Routledge, 2023-12) Gregus, Samantha J.; Smith, Sarah L.; Cavell, Timothy A.
    Described is an effort to develop and gather feedback on a competency-based framework designed to assist elementary school teachers in their support of children who are chronically bullied. Drawing from extant research, we identified 25 potential competencies to construct a guiding framework organized by knowledge, attitudes, and skills. In Study 1, we gathered feedback on the clarity, comprehensiveness, and usability of the framework from focus groups of elementary school teachers (N=26). In Study 2, we gathered feedback from subject-matter experts who study school bullying (N=14) to assess the degree to which identified competencies reflected the current state of the science. Both teachers and experts viewed the framework positively and agreed it offers a potentially useful guide for practicing teachers. Feedback was also used to refine the competency framework. Discussed are the potential implications this framework has for school staff seeking to support persistently bullied children.
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    Open-Science Guidance for Qualitative Research: An Empirically Validated Approach for De-Identifying Sensitive Narrative Data
    (SAGE Publications Inc., 2023-11) Campbell, Rebecca; Javorka, McKenzie; Engleton, Jasmine; Fishwick, Kathryn; Gregory, Katie; Goodman-Williams, Rachael
    The open-science movement seeks to make research more transparent and accessible. To that end, researchers are increasingly expected to share de-identified data with other scholars for review, reanalysis, and reuse. In psychology, open-science practices have been explored primarily within the context of quantitative data, but demands to share qualitative data are becoming more prevalent. Narrative data are far more challenging to de-identify fully, and because qualitative methods are often used in studies with marginalized, minoritized, and/or traumatized populations, data sharing may pose substantial risks for participants if their information can be later reidentified. To date, there has been little guidance in the literature on how to de-identify qualitative data. To address this gap, we developed a methodological framework for remediating sensitive narrative data. This multiphase process is modeled on common qualitative-coding strategies. The first phase includes consultations with diverse stakeholders and sources to understand reidentifiability risks and data-sharing concerns. The second phase outlines an iterative process for recognizing potentially identifiable information and constructing individualized remediation strategies through group review and consensus. The third phase includes multiple strategies for assessing the validity of the de-identification analyses (i.e., whether the remediated transcripts adequately protect participants' privacy). We applied this framework to a set of 32 qualitative interviews with sexual-assault survivors. We provide case examples of how blurring and redaction techniques can be used to protect names, dates, locations, trauma histories, help-seeking experiences, and other information about dyadic interactions.
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    Links between Children's COVID-19 Fear and Parents' Parenting Stress, Overprotective Parenting, Inconsistent Discipline, and COVID-19 Communication
    (Springer, 2023-11) Faith, Melissa A.; Boone, Dianna M.; Stromberg, Sarah; Fritz, Alyssa; Rodriguez, Juventino Hernandez; Gregus, Samantha; Healy, Ashly
    The COVID-19 pandemic has disrupted many aspects of daily life for U.S. parents and their children; however, research regarding parenting styles during the pandemic has been limited. We used a cross-sectional design to evaluate parents' perceptions of overprotective parenting, inconsistent discipline, COVID-19 communication, and children's COVID-19 fear. We surveyed 595 United States parents recruited via Amazon Mechanical Turk in May 2020. We found that parents' overprotective parenting was associated with greater parenting stress and children's greater COVID fear. Conversely, we found that parents' overprotective parenting was related to parents' reduced COVID-19 communication with their children. We also found that parents' inconsistent discipline was positively related to parents' parenting stress and children's COVID-19 fear. Our findings suggest parents may benefit from additional supports through the COVID-19 pandemic and that further research is needed to evaluate the nature of parents' COVID-19 communication to their children.
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