Lay perceptions of interrogation techniques: Identifying the role of Belief in a Just World and Right Wing Authoritarianism

False confessions due to overtly coercive interrogation techniques have led to the development of more ethically‐minded alternative techniques. Several studies have surveyed the public about their perceptions of confession‐oriented techniques (e.g., Leo & Liu, 2009 ), although none have examined the use of information gathering and strategic interviewing techniques or individual differences in such perceptions. Thus, the current study assessed public perceptions of a wide variety of techniques by recruiting a total of 332 participants. Results indicated that our participants would rather risk releasing a guilty person than convicting an innocent. Overall, confession‐oriented techniques were rated the least acceptable and effective across participants. However, perceptions of these techniques varied as a function of Belief in a Just World (BJW; Lipkus, 1991 ) and Right Wing Authoritarianism (RWA; Zakrisson, 2005 ). Specifically, those higher in these two individual differences found confession‐oriented techniques to be both more acceptable and effective than those scoring lower on these measures. The results speak to the importance of individual differences and the potential for such differences to bias juror decision‐making when interrogation evidence is at stake.     

Facilitators and barriers to the implementation of motivational interviewing for bullying perpetration in school settings

Bullying is a perplexing and persistent problem with negative consequences for all involved. Schools are assigned considerable responsibility for the management of bullying because of its prevalence amongst youth. Despite considerable efforts over decades to curtail bullying through the use of anti-bullying policies and other school-based interventions, the rates of young people who frequently bully has not decreased significantly. Motivational Interviewing (MI) is a relational and affirming conversational method that strengthens an individual's motivation and commitment to change, overcoming ambivalence toward the problem. The aim of the current study was to provide preliminary insight into the feasibility of incorporating MI into student service repertoires for addressing bullying. Ten staff participants from six secondary schools, who had roles in bullying intervention within their respective schools, were offered training in MI and invited to use and monitor this method in their practice as an intervention for students who perpetrate bullying. Results indicated a number factors which influenced the uptake of MI in schools. Facilitators enabling the use of MI included practitioner's professional background, administrative support, training and implementation of MI. Barriers to the use of MI included time pressure and administrative expectations, school roles and system limitations, and preconceptions and the stigma of bullying.     

Making Positive Changes Counseling (MPCC) Program: A Creative Adaptation of Motivational Interviewing for Use with Children in School Settings

ABSTRACT

Motivational Interviewing (MI)-based counseling can be creatively adapted for working with elementary school students in disciplinary alternative education program (DAEP) settings. The purpose of this article is to describe the implementation of MI with elementary-aged students in the DAEP. The Making Positive Changes Counseling (MPCC) program is a six-session program, which addresses children’s readiness for change, exploration of values and goals and current behaviors, recognition of personal strengths, perspective taking, recognition for possible changes, and effective decision making. The program is an adaptation of the standardized MI approach utilizing visuals and age-appropriate materials that are easily adaptable to individualized (or even group) guidance format.