Some prison managers assume that recruitment of correctional officers with postsecondary educational credentials promotes job satisfaction and offender rehabilitation. This assumption was tested using a sample of 218 officers. Results supported earlier findings that postsecondary education correlates with endorsement of rehabilitation and job dissatisfaction. However, university graduates were not more willing than less-educated officers to engage in offender treatment and there were no apparent effects of education on job performance, job involvement, and career development needs. The findings imply that education alone cannot enhance correctional outcomes and lead to the professionalization of correctional officers.

Career orientation and work values were examined as factors that may relate to support for rehabilitation among correctional staff. The study surveyed a representative sample of 332 correctional and case management staff from the five geographical regions of the Federal Correctional Service of Canada. Not surprisingly, correctional officers were found to be less supportive of rehabilitation than case management staff. Among correctional officers, possessing favorable attitudes toward the field of corrections, showing an interest in career development, preferring work that involves people, and desiring work that provides outlets for personal growth were all positive predictors of support for rehabilitation. A desire to work with people was the only significant predictor the authors identified in the smaller sample of case management officers. The results indicated that demographic variables were not helpful in understanding why some correctional workers are more supportive of programming than others. The findings are discussed in terms of the challenges inherent in creating an engaged correctional workforce that supports programming.

Children's use of a verbal-nonverbal consistency principle to infer truth and lying was investigated in 2 experiments. In Experiment 1, kindergarten (5-year-olds), second- (7-year-olds), and fourth-grade (9-year-olds) children judged the truthfulness of stimulus persons whose verbal communication and nonverbal communication varied in valence (positive, neutral, and negative). In Experiment 2, children from the same 3 grades were presented part of the verbal communications on audiotape and a similar set of general verbal communications. They were asked to predict what facial expression the speaker would show if he or she was telling the truth or lying. The findings yielded by both experiments indicated that the use of the verbal-nonverbal consistency principle increased with age. Use of that principle was demonstrated by fourth grade children who judged that telling the truth, as opposed to lying, was shown by a consistency between the affective valence of the verbal and the nonverbal communications.

Children's use of a verbal-nonverbal consistency principle to infer truth and lying was investigated in 2 experiments. In Experiment 1, kindergarten (5-year-olds), second- (7-year-olds), and fourth-grade (9-year-olds) children judged the truthfulness of stimulus persons whose verbal communication and nonverbal communication varied in valence (positive, neutral, and negative). In Experiment 2, children from the same 3 grades were presented part of the verbal communications on audiotape and a similar set of general verbal communications. They were asked to predict what facial expression the speaker would show if he or she was telling the truth or lying. The findings yielded by both experiments indicated that the use of the verbal-nonverbal consistency principle increased with age. Use of that principle was demonstrated by fourth grade children who judged that telling the truth, as opposed to lying, was shown by a consistency between the affective valence of the verbal and the nonverbal communications.

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