Human dignity and vulnerable agency: An ethical framework for forensic practice

In this paper, we present an integrated ethical framework that covers the different levels of ethical tasks inherent in forensic and correctional work. First, we briefly give an overview of the ethical framework and its component notion of human dignity. Second we analyze in depth the concept of dignity and its relationship to normative theories and ethical concepts that are particularly relevant for forensic practitioners. Third, we explore the capacity of the conceptions of human dignity and vulnerable agency to integrate principles typically contained in ethical codes and practice, such as beneficence, autonomy, and justice. Fourth, we discuss how conflict between ethical codes or duties of station adhered to by practitioners can be effectively addressed in light of the model of dignity and agency outlined earlier. Fifth, we explain how individuals' specific ethical judgments and actions should proceed in light of our framework model.     

The ethics of punishment: Correctional practice implications

Correctional practitioners work within a context that is heavily influenced and constrained by punishment policies and practices. The overlap between the normative frameworks of punishment and offender rehabilitation creates a unique set of ethical challenges for program developers and therapists. In this paper we set out to briefly outline three major punishment theories and draw out their implications for correctional practitioners. First, we discuss the nature of punishment and the problems it poses for practitioners and all citizens in liberal democracies. Second, consequential, retributive, and communicative justifications of punishment are succinctly described and their clinical implications analyzed and some limitations noted. Finally we conclude with some suggestions for ethical practice in correctional settings.     

Consumer sophistication and the role of emotion on satisfaction judgments within credence services

• Evidence which demonstrates a link between the affective dimension and satisfaction in a tangible product based context is well documented. However, when placed in a credence service context the role of Affect becomes more complex. Previous research in this field has assumed consumer homogeneity when there is increasing evidence of consumer heterogeneity. This research attempts to address this by examining affective reactions to service encounters between two groups of respondents, one with the ability to make performance assessments about the service and one without. Findings suggest consumers of differing sophistication will vary in the way they form expectation and performance assessments about the technical, functional and affective components of credence services and that consumer sophistication may have a moderating influence on affective reactions evoked. This in turn has implications for the design and delivery of service offerings within such contexts.

Copyright © 2007 John Wiley & Sons, Ltd.     

Violence in the family—an attempt to apply contemporary theories of non-violent action and conflict resolution skills

Recognizing the influence of ideologies on approaches to violence in the family, the author has sought to set this violence in the context of a violent society. In this same society, however, there has also evolved in recent years a range of concepts related to non-violent problem-solving. Examining some of these concepts the author considers the possibility of applying them to family situations as a way of developing skills useful to the family but also relevant in other life conflicts.     

Learning with microcomputers: Training primary school children on a problem-solving program

This study investigated the effects of structured training at two informational levels on children's performance on a problem-solving computer program. An informed-training group (strategy training with detailed explanations) performed at a superior level to a blind-training group (strategy training with no explanations) and a control group. This superiority was maintained 3 weeks later on retest. The results are discussed in relation to the processes that mediate and facilitate training.