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This paper offers theoretical development clarifying the structure and function of collective job satisfaction and uses meta‐analytic methods (k = 73) to examine the satisfaction–performance relationship when both constructs are construed at the work unit level. Overall, our results suggest that the relationship between unit‐level job satisfaction and unit‐level performance is significant (ρ= .34). Specifically, significant relationships were found between unit‐level job satisfaction and unit‐level criteria, including productivity, customer satisfaction, withdrawal, and organizational citizenship behaviors (OCB). Furthermore, the satisfaction‐performance relationship was moderated by the strength of unit consensus, performance criteria, industry type, and whether the sample was U.S. based. Although these moderators were identified, collective satisfaction positively predicted performance across all levels of moderators. In addition, results indicate that unit‐level OCB has a moderately strong relationship with unit‐level performance. Only limited support was found for the notion that OCB is a route through which satisfaction has an impact on performance. We elaborate on these findings and attempt to provide a more clear direction for future research in this area.

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In this chapter, we review the developmental science of “Children and the Law” and our understanding of the diverse and broad array of cognitive, social, and emotional factors that developmental scientists have studied. To allow children to participate as fully as their abilities allow in legal decisions affecting their lives, it is important to understand their capabilities and strengths, as well as their cognitive and social limitations. We review the developmental science that provides an appropriate evidence base to thus improve decision‐making and outcomes for children and families within many aspects of the legal system. Since the previous edition was published in 2006, research has become increasingly “convincing” to nonpsychologists because basic laboratory research has been complemented by methods that have clear ecological validity, yielding findings that are better understood, accepted, and applied in legal contexts. This knowledge thus permits scholars to offer useful suggestions to practitioners and foster a more complete understanding of developmental processes. We first review the developmental trajectories in the principal domains of development known or likely to affect children in legal contexts—neurophysiological development, memory and suggestibility, cognitive development, language development, social and emotional development, and the development of social relationships with parents and peers. Secondly, we turn attention to the implications of normative developmental processes for children in a variety of legal contexts—investigative interviews with alleged victims, witnesses, and suspects, as well as for those children who are the focus of actions in family and dependency court. The chapter ends with an examination of the key questions to which researchers should turn their attention to further our understanding and practices concerning children and the law.

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Available evidence suggests that changes in the funding of higher education have led to some students entering the sex industry in order to make ends meet. The current study comprises a sample of undergraduates (N=130) in the south of England, who completed a cross-sectional survey of their financial circumstances, health, psychological well-being, substance use, and lifestyle. A response rate of 74% was obtained. Data indicated that over 10% of all respondents knew of students engaged in sex work (defined as prostitution, escorting, lap dancing or stripping) in order to support themselves financially. Poor psychological well-being, drinking problems and financial circumstances were associated with sex work, and although no direct evidence was found linking this to an earlier history of sexual abuse, there was an indirect relationship through the impact of abuse on mental health. A logistic regression model incorporating, GHQ scores, alcohol problems and hours worked outside of study strongly predicted whether respondents knew of students engaged in sex work. For lap dancing in particular the model was very strong. This study provides further evidence of students' participation in sex work and its association with economic circumstances. Further longitudinal work is required to clarify the nature of these relationships