Joshua Phelps
I am a social psychologist generally interested in intergroup relations, language, communication, and ideology.At present I am especially interested in applying social psychology and new technology (body-worn video) to understand, improve, and at times challenge policing practices and training. Keywords for these interests are reflective practice, experiential learning, perspective-taking, decision-making, and police psychology. Some keywords representing my past research are majority-minority relations, integration, cultural diversity, globalization, and neo-liberalism. I employ mixed methods in my research which has varied from language change analysis of Norwegian media discourse to the construction and application of a psychometric scale that measures majority members' attitudes toward integration.
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study. Our investigation examines evaluation surveys for differences between an intervention and comparison group on reflection and experiential learning outcomes. Findings indicate that students in the intervention group self-reported more general learning outcomes from the course concerning decision-making and communication and that they could identify their own mistakes to a
greater degree. They also reported more learning outcomes as measured by the number of statements written about what they learned and would change to improve their performance on three different simulations. Moreover, the content of these statements
reflected the intervention as they involved communication and decision-making to a greater degree than students in the comparison group. Implications for the further use of body-worn video to encourage reflection and enhance experiential learning in professional police training and development are discussed.
study. Our investigation examines evaluation surveys for differences between an intervention and comparison group on reflection and experiential learning outcomes. Findings indicate that students in the intervention group self-reported more general learning outcomes from the course concerning decision-making and communication and that they could identify their own mistakes to a
greater degree. They also reported more learning outcomes as measured by the number of statements written about what they learned and would change to improve their performance on three different simulations. Moreover, the content of these statements
reflected the intervention as they involved communication and decision-making to a greater degree than students in the comparison group. Implications for the further use of body-worn video to encourage reflection and enhance experiential learning in professional police training and development are discussed.