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Field Theory in Social Science: Selected Theoretical Papers
01 Jun 1975-
About: The article was published on 1975-06-01 and is currently open access. It has received 916 citations till now. The article focuses on the topics: Field theory (sociology).
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TL;DR: In this paper, the contribution and potential of environmental psychology for understanding and promoting pro-environmental behaviour is discussed. But, the authors focus on four main factors underlying human behaviour patterns: identification of the behaviour to be changed, examination of the main factors behind this behaviour, design and application of interventions to change behaviour to reduce environmental impact, and evaluation of the effects of interventions.
3,297 citations
TL;DR: The authors define context as situational opportunities and constraints that affect the occurrence and meaning of organizational behavior as well as functional relationships between variables, and propose two levels of analysis for thinking about context, one grounded in journalistic practice and the other in classic social psychology.
Abstract: I argue that the impact of context on organizational behavior is not sufficiently recognized or appreciated by researchers. I define context as situational opportunities and constraints that affect the occurrence and meaning of organizational behavior as well as functional relationships between variables, and I propose two levels of analysis for thinking about context–one grounded in journalistic practice and the other in classic social psychology. Several means of contextualizing research are considered.
2,881 citations
TL;DR: The data show some evidence that interactive CME sessions that enhance participant activity and provide the opportunity to practice skills can effect change in professional practice and, on occasion, health care outcomes.
Abstract: ContextAlthough physicians report spending a considerable amount of time in
continuing medical education (CME) activities, studies have shown a sizable
difference between real and ideal performance, suggesting a lack of effect
of formal CME.ObjectiveTo review, collate, and interpret the effect of formal CME interventions
on physician performance and health care outcomes.Data SourcesSources included searches of the complete Research and Development Resource
Base in Continuing Medical Education and the Specialised Register of the Cochrane
Effective Practice and Organisation of Care Group, supplemented by searches
of MEDLINE from 1993 to January 1999.Study SelectionStudies were included in the analyses if they were randomized controlled
trials of formal didactic and/or interactive CME interventions (conferences,
courses, rounds, meetings, symposia, lectures, and other formats) in which
at least 50% of the participants were practicing physicians. Fourteen of 64
studies identified met these criteria and were included in the analyses. Articles
were reviewed independently by 3 of the authors.Data ExtractionDeterminations were made about the nature of the CME intervention (didactic,
interactive, or mixed), its occurrence as a 1-time or sequenced event, and
other information about its educational content and format. Two of 3 reviewers
independently applied all inclusion/exclusion criteria. Data were then subjected
to meta-analytic techniques.Data SynthesisThe 14 studies generated 17 interventions fitting our criteria. Nine
generated positive changes in professional practice, and 3 of 4 interventions
altered health care outcomes in 1 or more measures. In 7 studies, sufficient
data were available for effect sizes to be calculated; overall, no significant
effect of these educational methods was detected (standardized effect size,
0.34; 95% confidence interval [CI], −0.22 to 0.97). However, interactive
and mixed educational sessions were associated with a significant effect on
practice (standardized effect size, 0.67; 95% CI, 0.01-1.45).ConclusionsOur data show some evidence that interactive CME sessions that enhance
participant activity and provide the opportunity to practice skills can effect
change in professional practice and, on occasion, health care outcomes. Based
on a small number of well-conducted trials, didactic sessions do not appear
to be effective in changing physician performance.
2,384 citations
TL;DR: Everyday role transitions involving home, work, and other places is focused on boundary-crossing activities, where one exits and enters roles by surmounting role boundaries, spanning high segmentation to high integration.
Abstract: We focus on everyday role transitions involving home, work, and other places. Transitions are boundary-crossing activities, where one exits and enters roles by surmounting role boundaries. Roles can be arrayed on a continuum, spanning high segmentation to high integration. Segmentation decreases role blurring but increases the magnitude of change, rendering boundary crossing more difficult; crossing often is facilitated by rites of passage. Integration decreases the magnitude of change but increases blurring, rendering boundary creation and maintenance more difficult; this challenge often is surmounted by boundary work.
1,934 citations
01 Jan 2003
TL;DR: These “Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists” reflect knowledge and skills needed for the profession in the midst of dramatic historic sociopolitical changes in U.S. society, as well as needs of new constituencies, markets, and clients.
Abstract: Preface All individuals exist in social, political, historical, and economic contexts, and psychologists are increasingly called upon to understand the influence of these contexts on individuals’ behavior. The “Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists” reflect the continuing evolution of the study of psychology, changes in society at large, and emerging data about the different needs of particular individuals and groups historically marginalized or disenfranchised within and by psychology based on their ethnic/racial heritage and social group identity or membership. These “Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists” reflect knowledge and skills needed for the profession in the midst of dramatic historic sociopolitical changes in U.S. society, as well as needs of new constituencies, markets, and clients. The specific goals of these guidelines are to provide psychologists with (a) the rationale and needs for addressing multiculturalism and diversity in education, training, research, practice, and organizational change; (b) basic information, relevant terminology, current empirical research from psychology and related disciplines, and other data that support the proposed guidelines and underscore their importance; (c) references to enhance ongoing education, training, research, practice, and organizational change methodologies; and (d) paradigms that broaden the purview of psychology as a profession.
1,711 citations