Antioch University

About: Antioch University is a education organization based out in Yellow Springs, Ohio, United States. It is known for research contribution in the topics: Mental health & Higher education. The organization has 685 authors who have published 767 publications receiving 8035 citations. The organization is also known as: AULA & Antioch.

Emotion in the Workplace: A Reappraisal

Abstract: Although the experience of work is saturated with emotion, research has generally neglected the impact of everyday emotions on organizational life. Further, organizational scholars and practitioners frequently appear to assume that emotionality is the antithesis of rationality and, thus, frequently hold a pejorative view of emotion. This has led to four institutionalized mechanisms for regulating the experience and expression of emotion in the workplace: (1) neutralizing, (2) buffering, (3) prescribing, and (4) normalizing emotion. In contrast to this perspective, we argue that emotionality and rationality are interpenetrated, emotions are an integral and inseparable part of organizational life, and emotions are often functional for the organization. This argument is illustrated by applications to motivation, leadership, and group dynamics.

Spirituality and Management

Abstract: Describes some of the challenges that face managers who try to integrate their spirituality with their work, focusing on values, tasks and problems that emerge in more than one spiritual tradition. Examines five such themes: compassion, right livelihood, selfless service, work as a form of meditation, and problems of pluralism.

Bias in Qualitative Research: Voices from an Online Classroom

Abstract: The issue of bias in qualitative research is an important one, and demands special attention and discussion in any qualitative research methods class. This reflective paper, written in the tradition of teacher-research, presents an analysis of how my students and I, working in an online classroom environment, learn together about the role researcher self and subjectivity play in designing and conducting qualitative research. While researcher bias and subjectivity are commonly understood as inevitable and important by most qualitative researchers, the beginners in qualitative research classes are generally not very comfortable with the idea of research that is not value-neutral. A systematic and reflective analysis of some of the teaching and learning activities, and of the online exchanges in these classes suggests that issues that require more critical thinking and reflection are dealt better using the power of written word. When students write down how their understanding of an issue is developing, the knowledge gained from the experience of putting the idea in comprehensible sentences is many times the knowledge gained when they make a verbal and often casual comment on the issue being discussed in the classroom. Since online instruction allows students to work at their own pace, factors such as differences in students' ability to communicate through verbal or written expression, and their level of understanding of the content can be better addressed in an online classroom. The students' and instructor's voices in this paper, and the unique framework in which they are organized convey their increased understanding of qualitative research as a process of self-discovery. Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. This article is available in The Qualitative Report: https://nsuworks.nova.edu/tqr/vol7/iss1/2 Bias in Qualitative Research: Voices from an Online

Empowered Participation: Reinventing Urban Democracy

Abstract: Empowered Participation: Reinventing Urban Democracy. By Archon Fung. Princeton: Princeton University Press, 2004. 336p. $39.50. The United States harbors the hope that participation can improve policy. In January 1865, Secretary of War Edwin Stanton discussed with General William Sherman how to resettle tens of thousands of freed people on the abandoned plantations of the Sea Islands, near Savannah. They included 20 African American religious and civic leaders in their deliberations that produced the short-lived 40-acres policy. Stanton suggested that the process of this decision, as well as its content, would “electrify the nation.” David Lilienthal suggested that the Tennessee Valley Authority was a brand new method of government in the manner in which it included the “grass roots” in the process of electrification. The War on Poverty brought with it an emphasis on maximum feasible participation that Daniel Moynihan explained was part third rail and part poorly devised policy.

The Organizational Context of Empowerment Practice: Implications for Social Work Administration

Abstract: During the past two decades, empowerment practice in the human services has emerged from efforts to develop more effective and responsive services for women, people of color, and other oppressed groups. The goal of this method of practice is to address the role powerlessness plays in creating and perpetuating personal and social problems. It can be distinguished by its focus on developing critical awareness, increasing feelings of collective and self-efficacy, and developing skills for personal, interpersonal, or social change (Bricker-Jenkins & Hooyman, 1991; Freire, 1973; Gutierrez, 1990; Pinderhughes, 1989; Rappaport, 1981; Solomon, 1976; Staples, 1991). Within our increasingly diverse society, empowerment has emerged as one perspective on practice that can be inclusive and supportive of diversity. The literature describing empowerment practice is based primarily on empowerment theory and case examples of empowerment practice. The focus of this literature has been on definitions of empowerment practice (Parsons, 1991; Rappaport, 1981; Simon, 1990; Staples, 1991; Swift & Levin, 1987) and the description of specific methods (Freire, 1973; Solomon, 1976) and outcomes (Gutierrez & Ortega, 1991; Maton & Rappaport, 1984; Zimmerman & Rappaport, 1988). Less attention has been paid to how the structure, culture, and management of human services organizations can support the empowerment of workers and consumers. Yet some have argued that if clients and consumers of services are to gain power, some modifications may be required in the administration of organizations that serve them (Gerschick, Israel, & Checkoway, 1989; Mathis & Richan, 1986; Pinderhughes, 1989; Sherman & Wenocur, 1983; Zimmerman, in press). This article begins to address this gap by identifying issues experienced by workers and administrators in organizations that focus on the empowerment of consumers. Empowerment Practice in Social Work The term "empowerment" is ubiquitous, used by presidents and poets alike, yet its meaning often seems hazy and undeveloped. In the field of social work, a similar lack of clarity prevails. The concept of empowerment has been unevenly developed and has been used in different ways. Some describe empowerment primarily as a goal, others as a process, others as a form of intervention. This lack of clarity has contributed to considerable confusion in the field regarding the use of the term "empowerment" and the degree to which empowerment represents a particular type of practice (Simon, 1990; Staples, 1991). Yet a review of the literature suggests that a working definition of empowering social work practice can be developed (Bricker-Jenkins & Hooyman, 1987; Gutierrez, 1990; Solomon, 1976). The goal of effective practice is not coping or adaptation but an increase in the actual power of the client or community so that action can be taken to change and prevent the problems clients are facing. Because the effects of powerlessness can occur on many levels, efforts toward change can be directed at any level of intervention or can include multiple levels of intervention. Most scholars would agree that the empowerment of a group or community is the ultimate goal and that this requires change on multiple levels. Research with practitioners concerning their definition of empowerment suggests ways in which this method is being integrated into practice. When asked to define empowerment, practitioners describe a psychological process of change. One critical element of this change is gaining awareness of the power that exists within any individual, family, group, or community. This focus on empowerment as a process is emphasized by practitioners involved in different levels of practice (for example, individual, group, or community work) and with different populations. The applicability of empowerment to varying foci of practice suggests an underlying unity to the concept: Although practitioners may work with individuals, groups, or communities that have different goals, empowerment is described as a method for developing personal and interpersonal power through a process of self-awareness. …