What is the psychological experience of due process of the law and how does social identity moderate that experience?
Using surveys, observations, and experimental designs, I examine how decision audiences and makers experience decision-making processes to identify gaps between the groups. Additionally, I examine the role of social identity as a moderator of perceptions of decision-making processes and implementation of process-based decision making.
Ongoing Research and Evaluation
Children's Justice Programs Evaluations
See an example CJC and CJAE annual report here.
Social Identity Moderates Perceptions of Fairness
Much psychological and legal scholarship has examined what due process of the law, or fairness, means for those who interact with the legal system. However, little research has examined how decision makers (e.g., police officers, judges, case workers) perceive their own decision-making processes as compared to decision audiences or how their social identity and relative social power moderates those perceptions. My programs of research draw on both my psychological and legal expertise to examine how social identity, social power, and role influence how decisions are made, how they are perceived by both decision makers and decision audiences, and the consequences of those decisions for both groups’ well-being and case outcomes.
Fitchburg State University Police Academy: Pilot Evaluation
The pilot evaluation of the Fitchburg State University Police Program and Academy examines student, alumni, faculty, and professional perceptions, satisfaction, and experiences with the Police Program (PP). Using focus groups and surveys, we are examining the anecdotally and initially indicated gap between those who enroll in the PP and those who complete the PP as well as why students, specifically female and racial/ethnic minority students, leave the PP without attending the Academy. Additionally, we are examining stakeholders’ perceptions of the goals of the PP as well as their experiences with and perceptions of how well the program achieves these goals. The proposed pilot evaluation will result in a descriptive report and recommendations to be used for improving the PP curriculum, advising and recruiting PP students, enhancing racial and gender equity, and improving program retention rates.
⍦ Hazen, K.P., Paxton, M., Herzfled, A.L., & Brank, E.M. (Accepted) The Children's Justice Clinic: Ensuring high-quality legal representation for children through clinical legal education. Family Court Review.
⍦ Hazen, K.P. & Brank, E.M. (2023). Identifying and unpacking the role of social identity in moderating evaluations of police-civilian interactions. Journal of Police and Criminal Psychology. https://doi.org/10.1007/s11896-022-09559-x.
⍦ Hazen, K.P., & Brank, E.M. (2021). Do you hear what I hear?: A comparison of police officer and civilian fairness judgments through procedural justice. Psychology, Crime, and Law. doi: 10.1080/1068316X.2021.1900179. PDF.
⍦ Hazen, K.P., Carlson, M.W., Cartwright, M.L., Patnode, C.E, Cole-Mossman, J., Byrns, S., Hauptman, K., & Osofsky, J. (2021). The impact of Child-Parent Psychotherapy on child dependency court outcomes. Juvenile and Family Court Journal. 72(1), 21-46. doi: 10.1111/jfcj.12191. PDF.
⍦ Hazen, K.P., Carlson, M.W., Hatton-Bower, H., Fessinger, M.B., Cole-Mossman, J., Bahm, J., Hauptman, K., Brank, E.M., & Gilkerson, L. (2020). Evaluating the Facilitating Attuned Interactions (FAN) approach: Vicarious trauma, professional burnout, and reflective practice. Children and Youth Services Review. 112, doi: 10.1016/j.childyouth.2020.104925. PDF
⍦ Fessinger, M.B., Hazen, K.P., Bahm, J., Cole-Mossman, J., Heideman, R., & Brank, E.M. (2020). Mandatory, fast, and fair: Parents’ perceptions of procedural justice in a mandatory family drug court. Journal of Experimental Criminology, 16(1), 49-77, doi: 10.1007/s11292-019-09361-6. PDF
⍦ Wylie, L., Hazen, K.P., Hoetger, L.A., Haby, J., & Brank E.M. (2018). Four decades of the journal Law and Human Behavior: A content analysis. Scientometrics, 115(2), 655-693, https://doi.org/10.1007/s11192-018-2685-y. PDF
Wellman, A., Brank, E.M., & Hazen, K.P. (2017). Parental blame frame: An empirical examination of the media’s portrayal of parents and their delinquent juvenile. Whittier Journal of Child & Family Advocacy, 16(1), 87-130. PDF
Hazen, K.P. & Brank, E.M. (2017). Juvenile curfews. In Encyclopedia of Juvenile Delinquency and Justice. (Vol. 112). Wiley Blackwell.
Heideman, R., Cole-Mossman, J., Hoetger, L.A., & Hazen, K.P. (2016). Giving parents a voice: A case study of a family treatment drug court track in Lancaster County, Nebraska. The Court Review, 52(1). 36-42. PDF
⍦ Hoetger, L.A., Hazen, K.P., & Brank, E.M. (2015). All in the family: A retrospective study comparing sibling bullying and peer bullying. Journal of Family Violence, 30, 103-111. doi: 10.1007/s10896-014-9651-0. PDF
Brank, E.M., Hoetger, L.A., & Hazen, K.P. (2012). Bullying. Annual Review of Law and Social Science, 8, 213-230. doi: 10.1146/annurev-lawsocsci-102811-173820. PDF
⍦ indicates refereed journal
Publications in Preparation
Hazen, K.P., Miller-Smith, A., & Brank, E.M. The Summer of 2020: Its moderating effect on general and specific evaluations of police.