This study was designed to evaluate the ability of Mind Reading, a computerized program created for individuals with autism spectrum disorders, to improve the emotion recognition abilities of juvenile offenders. Emotion recognition is one component of empathy, a quality that has been shown to be deficient in juvenile offenders. Determining methods to help reduce offending, including investigating whether subcomponents of empathy can be impacted individually, is necessary to help improve the safety of society and to provide effective services to offenders. The study contributed to the body of knowledge related to impacting the behaviors of juvenile offenders. A sample of 13 juveniles offenders was divided into treatment and control groups. Both groups completed pretreatment assessments of empathy and emotion recognition. The treatment group used the Mind Reading program; the control group had treatment as usual. The two control groups were reevaluated after the intervention to determine if the Mind Reading program impacted either overall empathy or emotion recognition skills. The study results did not reach statistical significance as there was not enough power to detect changes. Although not statistically significant, the treatment group demonstrated a trend toward higher levels of emotion recognition, indicating the potential utility of the Mind Reading program and the need for larger studies to further investigate the program's utility. An individualized, computer-based education/treatment program could potentially provide support to a large number of difficult-to-reach youth.
|Commitee:||Faragher, J. Michael, Rentler, David|
|School:||The University of the Rockies|
|School Location:||United States -- Colorado|
|Source:||DAI-A 79/10(E), Dissertation Abstracts International|
|Subjects:||Experimental psychology, Personality psychology, Criminology|
|Keywords:||Emotion recognition, Empathy, Juvenile offenders, Mind reading|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be