Positive Attitudinal Shifts Research Articles

Evaluation of Ongoing Crisis Intervention Team (CIT) Training for Law Enforcement Using the ECHO Model

Crisis Intervention Team (CIT) training aims to improve law enforcement officers’ (LEOs) ability to safely intervene in calls for service involving individuals with mental illness, as well as to increase LEOs’ ability to link these individuals to mental health services and divert them from the criminal justice system. However, most CIT training is delivered as a stand-alone class, and continuing education in CIT principles and best practices is limited. To address this problem, the Albuquerque Police Department, in partnership with the Department of Psychiatry and Behavioral Sciences at the University of New Mexico, developed CIT ECHO to provide continuing education in CIT best practices. The authors evaluated 113 weekly CIT ECHO sessions targeting LEOs in New Mexico, offered between 2017 and 2020. LEOs electronically completed a post-session survey after each didactic; additionally, a targeted follow-up survey was distributed to LEOs participating in at least three sessions. Surveys measured impact of CIT ECHO on knowledge, self-efficacy, and attitudes towards individuals with mental illness involved in the criminal justice system. After participating in CIT ECHO, LEOs reported increases in knowledge of didactic content and that they felt comfortable applying didactic content on the job. LEOs also evidenced positive attitudinal shifts towards individuals with mental illness and criminal justice involvement. Continuing education in CIT best practices appears to increase LEOs’ knowledge base and comfort in working with individuals with mental illness and criminal justice involvement, as well as results in positive attitudinal shifts towards this population.

Has COVID‐19 made rural areas more attractive places to live? Survey evidence from Northwest Missouri

COVID‐19 disruptions encouraged some rural regions to think about proactively attracting newly footloose residents—but would the pandemic make rural areas seem more attractive to potential return migrants? Using econometric analysis of survey data, we find that for natives who had left the study region, attitudes about living in rural areas during COVID were lower on average than for those who stayed. Interestingly, we do find that owning a business and having a stronger sense of belonging are both associated with positive attitudinal shifts towards rural living, which has practical implications for rural migration policy.

Low‐intensity environmental education can enhance perceptions of culturally taboo wildlife

AbstractTraditional cultural beliefs influence perceptions of animals and can result in persecution of wildlife. In Africa, stigmas against species associated with witchcraft can act as a barrier to the uptake of sustainable practices such as reducing crop damage through reliance on indigenous predators rather than pesticides to control rodent agricultural pests. One way of enhancing perceptions of wildlife to increase participation in ecologically based rodent management schemes is through environmental education. Low‐intensity programs can produce positive attitudinal shifts, but their impact has not been assessed for species strongly associated with witchcraft. We tested whether a presentation on the natural history of owls in the Limpopo Province of South Africa could improve perceptions of these species and increase willingness to participate in the installation of owl boxes to increase owl populations and reduce rodent populations and crop damage. We used a pre‐ and post‐survey to assess the perceptions of owls of 340 learners aged between 12 and 18 in four schools before and after listening to the presentation. Respondents that watched the presentation had more positive perceptions of owls than those that had not watched the presentation and were more willing to put up owl boxes near their home. Despite this shift, negative perceptions of owls still dominated responses due to cultural associations with the occult. These findings indicate that even low‐intensity programs can be effective at enhancing perceptions of taboo wildlife. We suggest that environmental education programs featuring culturally taboo species should adopt a culturally sensitive approach to focus on the benefits these species provide.

Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?

A large body of research shows that using interactive engagement pedagogy in the introductory physics classroom consistently results in significant student learning gains; however, with a few exceptions, those learning gains tend not to be accompanied by more expertlike attitudes and beliefs about physics and learning physics. In fact, in both traditionally taught and active learning classroom environments, students often become more novicelike in their attitudes and beliefs following a semester of instruction. Further, prior to instruction, men typically score higher than women on conceptual inventories, such as the Force Concept Inventory (FCI), and more expertlike on attitudinal surveys, such as the Colorado Learning Attitudes about Science Survey (CLASS), and those gender gaps generally persist following instruction. In this paper, we analyze three years of pre-post matched data for physics majors at Virginia Tech on the FCI and the CLASS. The courses were taught using a blended pedagogical model of peer instruction, group problem solving, and direct instruction, along with an explicit focus on the importance of conceptual understanding and a growth mindset. We found that the FCI gender gap decreased, and both men and women showed positive, expertlike shifts on the CLASS. Perhaps most surprisingly, we found a meaningful correlation between a student's post- CLASS score and normalized FCI gain for women, but not for men.

At War and at Home: The Consequences of US Women Combat Casualties

What are the consequences of women dying in combat? We study how women fighting on the frontlines of the military affects public attitudes toward (1) military conflict and (2) women’s equality. We demonstrate through a series of survey experiments that women dying in combat does not reduce public support for war. However, women’s combat deaths do shape perceptions of women’s equality. Women dying in combat increases support for gender equality, particularly in the public sphere of work and politics, but only among women respondents. The findings indicate that women’s combat deaths do not undermine leaders’ ability to garner support for war, but combat service—and indeed, combat sacrifice—alone is insufficient to yield women’s “first-class citizenship” among the general US public. The results highlight how major policy changes challenging traditional conceptions of gender and war can generate positive attitudinal shifts concentrated among members of the underrepresented community.

Outcome of School-Based Intervention Program in Promoting Personal Hygiene in Primary School Children of Mumbai, India

Personal hygiene plays an important role in preventing communicable diseases especially in children. In developing countries like India, the burden of communicable diseases is high which makes an awareness program imperative in school children. The objective was to study the outcome of school-based intervention program in promoting personal hygiene among the primary school children of Mumbai and Thane. This is a comparative study carried out from July 2015 to March 2016 between intervention and nonintervention groups before and after intervention. Using random sampling, 119 schools in Mumbai and 24 schools in Thane were selected. Our results suggest that knowledge, attitude, and practices were significantly different in end-line than baseline in the intervention group and had better effects as reflected in scores compared with comparison group. The findings reveal that a health education program clubbed with entertainment and interaction can bring positive attitudinal shift which is otherwise difficult to change.

Clinician attitudes towards borderline personality disorder: A 15-year comparison.

Stigma towards people with borderline personality disorder has been a common theme reported within mental health services staff. A longitudinal, mixed method design investigated attitudes of mental health staff working at the same public health service in 2000 and 2015. Participants from both the 2000 and 2015 samples completed a short 10-item version of the Attitude to Personality Disorders Questionnaire and identical qualitative questions. The 2015 sample also completed the Attitude to Deliberate Self-Harm Questionnaire and the Attitude and Skills Questionnaire. Qualitatively, the 2000 sample endorsed much more negative descriptions (e.g. 'attention seeking' and 'manipulative'), and the 2015 sample focused more on treatment approaches and skills (e.g. 'management plan' and 'empathy'). Quantitatively, the 2015 sample endorsed more positive attitudes than the 2000 sample. This positive attitudinal shift is an encouraging step in successful treatment of borderline personality disorder and may reflect a changing landscape of the mental health system and greater awareness and use of effective treatments. © 2018 John Wiley & Sons, Ltd.

Sliding doors: Did drama-based inter-professional education improve the tensions round person-centred nursing and social care delivery for people with dementia: A mixed method exploratory study

This educational intervention takes place when the population of older people with dementia is increasing. Health and Social care professionals must work jointly in increasingly complex contexts. Negative attitudes towards older people are cited as a contributor to poor care delivery, including the use of dismissive and/or patronising language, failing to meet fundamental needs and afford choice. ‘Sliding Doors to Personal Futures’ is a joint, drama-based, educational initiative between NHS Education Scotland and the Scottish Social Services Council, delivered using interprofessional education (IPE) towards encouraging person-centred health and social care.This paper considers whether ‘Sliding Doors’ had an impact on social work and nursing students' attitudes to older people, person-centred care and interprofessional collaboration. Two groups of third year students were studied; one from nursing and one from social work. A mixed methods approach was taken and attitudes and attitudinal shifts measured and discussed.Quantitative results demonstrated that social work students made positive attitudinal shifts in some questionnaire items and collectively the social work students were more person-centred than nursing students in their care approaches. The qualitative data however, drawn from focus groups, illuminated these results and highlighted the link between the ability for a professional to be person-centred and the conceptual view of risk within the particular profession. Risk acceptance, the theoretical position of social work, may facilitate person-centred care, whereas the perceived risk-averse nature of the nursing profession may inhibit it. Students' attempts to understand the quantitative results, without understanding the restrictions and parameters of each other's profession, led them to revert to stereotypes and negative views of each other as practitioners.The paper concludes that there is an important difference between nurses' and social workers' frames of reference. It is suggested that IPE in its current form will not impact positively on outcomes for older people, unless both professions can openly acknowledge the reality of their professional contexts and develop an understanding of each other's professional restrictions, opportunities and aspirations.

An Examination of the Relationship Between the Work–School Interface, Job Satisfaction, and Job Performance

This study provides a comprehensive examination of how the work–school interface relates to work outcomes such as task performance and job satisfaction. Additionally, this study builds upon past research by examining a range of work- and school-related resources and demands that collectively influence the work–school interface. Data were obtained from 170 working undergraduate students at multiple time points over the course of a semester, as well as from participants’ supervisors at the organizations in which the students work. The strongest antecedent of job satisfaction, interpersonal facilitation, and job performance was work–school facilitation. Demands in one role create pressures in the other. Contrary to expectations, job demands positively related to work–school facilitation, while school demands positively related to school–work facilitation. For practitioners, this study highlights the need to better understand the interplay between school and work roles for employees at a time when continuing education is emphasized. Employers benefit from the performance gains and positive attitudinal shifts that stem from experiences of facilitation between roles. From a theoretical perspective, this study reveals a unique pattern of results that adds to our understanding of the dynamics involved in the integrated work–school routines of working students. This is one of the first studies to investigate the relationships between four bi-directional forms of the work–school interface and subsequent multi-source assessments of organizational outcomes. As such, it offers an examination of how conflict and facilitation from both the work and school domains relate to work outcomes.

Students teach students: Alternative teaching in Greek secondary education

The students of a Greek junior high school collaborated to prepare the teaching material of a theoretical Computer Science (CS) course and then shared their understanding with other students. This study investigates two alternative teaching methods (collaborative learning and peer tutoring) and compares the learning results to the traditional learning context. A test was used to measure all participating students' learning results and a questionnaire was distributed to record participant student attitudes towards the alternative teaching conditions. The questionnaire was designed to evaluate each aspect in terms of perceived knowledge, experience, satisfaction, diversity, oddness and interest. The analysis explores potential differences of students' learning results between alternative and traditional teaching and also differences in the two aspects in relation to students' preferences. Results provide evidence that active-learning methods can promote positive attitudinal shifts and improve skills in creativity, teamwork, collaboration and communication. Students perceived higher levels of learning than with traditional teaching. Finally in terms of students' preferences, the majority wanted to have more courses taught with active-learning methods.

Evaluating an interprofessional disease state and medication management review model

There is lack of literature data reporting an incorporation of medication management reviews in students’ interprofessional education (IPE) and practice programs in aged care settings. This pilot study reports how an interprofessional disease state and medication management review program (DSMMR) was established in a residential aged care facility in Perth, Western Australia. Students from the professions of nursing, pharmacy and physiotherapy focused on a wellness check in the areas of cognition, falls and continence while integrating a medication management review. Students’ attitudes were explored using a pre- and post-placement questionnaire. Students indicated positive experience with the IPE DSMMR program which also resulted in their positive attitudinal shift towards IPE and practice. These findings indicated that aged care can be a suitable setting for student interprofessional programs focusing on DSMMR.

Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction

We report on a multi-year study of student attitudes measured with the Colorado Learning Attitudes about Science Survey (CLASS) in calculus-based introductory physics taught with the Modeling Instruction curriculum. We find that five of six instructors and eight of nine sections using Modeling Instruction showed significantly improved attitudes from pre to post-course. Cohen's d effect sizes range from 0.08 - 0.95 for individual instructors. The average effect was d = 0.45, with a 95% confidence interval of (0.26 - 0.64). These results build on previously published results showing positive shifts in attitudes from Modeling Instruction classes. We interpret these data in light of other published positive attitudinal shifts and explore mechanistic explanations for similarities and differences with other published positive shifts.

Talking about code

Given the increasing importance of soft skills in the computing profession, there is good reason to provide students with more opportunities to learn and practice those skills in undergraduate computing courses. Toward that end, we have developed an active learning approach for computing education called the Pedagogical Code Review (PCR). Inspired by the code inspection process used in the software industry, a PCR is a collaborative activity in which a small team of students, led by a trained moderator: (a) walk through segments of each other's programming solutions, (b) check the code against a list of best coding practices, and (c) discuss and log issues that arise. To evaluate the viability and effectiveness of this approach, we conducted a series of four mixed-method empirical studies of various implementations of PCRs in CS1 courses at Washington State University. The first study validated the viability of the PCR activity. Using a quasi-experimental design, the final three studies evaluated two alternative implementations of PCRs— face-to-face and online . Our results provide evidence that PCRs can promote positive attitudinal shifts, and hone skills in critical review, teamwork, and communication. Based on our findings, we present a set of best practices for implementing PCRs.

Attitudes towards patients with mental illness in Irish medical students

A positive attitude to patients with mental illness is important in all branches of medicine, as it can impact on the quality of care patients receive from doctors. Attitudes of preclinical medical students is an under researched area. This study aims to (1) assess the attitudes of preclinical and clinical medical students to patients with mental illness and (2) assess the effect of two modules taught using different teaching methods on students' attitudes to patients with mental illness. During the same academic year all students (N = 394) completing the year 3 preclinical psychiatry module and the final year psychiatry module completed an attitudinal questionnaire at the beginning and following completion of the module. Seventy-two percent of students completed both pre- and post-module questionnaires in full (n = 285). There was no significant difference in attitudes displayed by preclinical and clinical medical students prior to starting their respective modules. An association was found between female gender and more tolerant attitudes (r = 0.20, p = 0.02). Students who knew someone with experience of mental illness were associated with more tolerant attitudes (r = 0.32, p < 0.001). Final year students who completed the clinical module demonstrated a positive attitudinal shift (p < 0.001), and the attitudes of third and final year male students improved significantly following the module (p < 0.05). Given the high rates of physical illness in patients with mental health problems, specific educational initiatives to address medical student's attitudes to patients with mental health problems should be an educational priority in medical school.

Expanded Markers of Success in Introductory University Physics

As part of our Physics Education Research Group efforts to transform the physics instruction at Florida International University (FIU), we have focused attention on how to assess the reforms we implement. In this paper, we argue that the physics education community should expand the ways that it measures students' success beyond grades and conceptual inventory scores to include assessments of students' participation in a learning community and changes in their attitudes. We present case studies of three introductory undergraduate physics students' increasing participation in the physics learning community at FIU, which is a large, urban, Hispanic-serving institution. In previous work, we have reported gains in conceptual learning and attitudes about learning science in those students enrolled in the introductory courses at FIU taught with Modeling Instruction, which operates in a collaborative learning environment [Brewe, E., Kramer, L., & O'Brien, G. (2009). Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS. Physical Review Special Topics—Physics Education Research, 5(1). doi: 10.1103/PhysRevSTPER.5.013102]. This paper expands upon those results in considering the variety of opportunities for participating in the physics learning community and by closely examining three aspect of student participation: students' attitudes about learning physics, their ties within the physics classroom, and their relationships within the physics learning community. This provides a more comprehensive understanding of how students in underrepresented groups may become successful physics learners.

Positive attitudinal shifts with the Physics by Inquiry curriculum across multiple implementations

Recent publications have documented positive attitudinal shifts on the Colorado Learning Attitudes about Science Survey (CLASS) among students enrolled in courses with an explicit epistemological focus. We now report positive attitudinal shifts in classes using the Physics by Inquiry (PbI) curriculum, which has only an implicit focus on student epistemologies and nature of science issues. These positive shifts have occurred in several different implementations of the curriculum, across multiple institutions and multiple semesters. In many classes, students experienced significant attitudinal shifts in the problem-solving categories of the CLASS, despite the conceptual focus of most PbI courses.

Zoning: focused support: a trust wide implementation project

Applying pragmatic risk management procedures to facilitate the sharing of clinical knowledge in and across mental health teams. Abstract Zoning: focused support is pragmatic risk management support procedure that enhances adherence to operational policies, provides a forum in which staff can receive support and visually facilitates the sharing of clinical knowledge. This paper presents a 3-year multi-method management project that sought to introduce zoning principles into all teams of an inner city Mental Health NHS Trust. By changing the language and culture of the organization findings indicate that there has been a positive attitudinal shift in how the approach is perceived. It is considered to be of value to staff, service users and their families and 73% of teams are now using it routinely.

‘I can actually talk to them now’: qualitative results of an educational intervention for emergency nurses caring for clients who self‐injure

This Australian study evaluated the effectiveness of a solution-focused education intervention in extending and improving emergency nursing responses to patients who present because of self-injury. Emergency nurses commonly report lack of training and feeling unskilled in managing people who present because of self-harm. Most educational interventions have provided content knowledge, yet rarely have they focused on conveying the value of health promotion strategies such as proactive skills and coping strategies. A mixed method pretest-posttest group design was used. Nurses (n = 36) were interviewed to examine differences in professional identity, awareness of self-injury and clinical reasoning. The qualitative results are presented in this paper and these showed improvements in knowledge and understanding of self-harm, self-belief in nurses' capacity to positively influence clients and the value of health promotion skills. The intervention produced a positive attitudinal shift towards clients and an expressed intention to act in ways that were more person-centred and change oriented. The solution-focused education intervention appears to show promise as an intervention for enabling nurses to value their unique contribution to providing a health service that is more proactive and health-promoting. Interactive education bringing psychosocial skills to technical nursing staff builds confidence, competence and more person-focused care.

Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS

Among the most surprising findings in Physics Education Research is the lack of positive results on attitudinal measures, such as Colorado Learning Attitudes about Science Survey (CLASS) and Maryland Physics Expectations Survey (MPEX). The uniformity with which physics teaching manages to negatively shift attitudes toward physics learning is striking. Strategies which have been shown to improve conceptual learning, such as interactive engagement and studio-format classes, provide more authentic science experiences for students; yet do not seem to be sufficient to produce positive attitudinal results. Florida International University's Physics Education Research Group has implemented Modeling Instruction in University Physics classes as part of an overall effort toward building a research and learning community. Modeling Instruction is explicitly designed to engage students in scientific practices that include model building, validation, and revision. Results from a preinstruction/postinstruction CLASS measurement show attitudinal improvements through both semesters of an introductory physics sequence, as well as over the entire two-course sequence. In this Brief Report, we report positive shifts from the CLASS in one section of a modeling-based introductory physics sequence, for both mechanics $(N=22)$ and electricity and magnetism $(N=23)$. Using the CLASS results and follow up interviews, we examine how these results reflect on modeling instruction and the unique student community and population at FIU.

Diversity in a Global Era: The context and consequences of differences

Global challenges (e.g., hegemonic globalization, demographic shifts, poverty/famine, conflicts and wars, and environmental disasters) are bringing diverse populations into contact under conditions of rapid socio-technical changes, social upheaval, conflict, competition, uncertainty, and anger and resentment. These complex circumstances of interpersonal and national contact are associated with widespread psycho-social and socio-political problems. Powerful global efforts to reduce diversity conflicts by the hegemonic imposition of Western economic, political, and cultural systems is not a solution to the emerging diversity conflict issues. Rather, the “global monoculturalism” being promoted represents an exacerbation of the problem as evidenced by the growing radicalization of individuals, groups, and nations seeking to resist the homogenization pressures. This paper offers a series of recommendations for individual and collective solutions that may serve to promote and to sustain both diversity and solidarity via both policies and actions. The recommendations include world citizenship, global leadership, diversity education and training, positive attitudinal shifts, universal human rights, and the development of the full-functioning global citizen. Nobel Laureate Octavio Paz has noted: “Life is diversity, death is uniformity …. Every view of the world that becomes extinct, every culture that disappears, diminishes a possibility of life”. Clearly, diversity and unity are not opposites to be pursued independently, but rather manifestations of the same principle on which our universe was born and functions – fission and fusion – separation and connection. Diversity is life. Life is diversity.