Showing papers on "Situational ethics published in 2006"

The personal and professional selves of teachers: stable and unstable identities

Abstract: In much educational literature it is recognised that the broader social conditions in which teachers live and work, and the personal and professional elements of teachers' lives, experiences, beliefs and practices are integral to one another, and that there are often tensions between these which impact to a greater or lesser extent upon teachers' sense of self or identity. If identity is a key influencing factor on teachers' sense of purpose, self‐efficacy, motivation, commitment, job satisfaction and effectiveness, then investigation of those factors which influence positively and negatively, the contexts in which these occur and the consequences for practice, is essential. Surprisingly, although notions of ‘self’ and personal identity are much used in educational research and theory, critical engagement with individual teachers' cognitive and emotional ‘selves’ has been relatively rare. Yet such engagement is important to all with an interest in raising and sustaining standards of teaching, particularly in centralist reform contexts which threaten to destabilise long‐held beliefs and practices. This article addresses the issue of teacher identities by drawing together research which examines the nature of the relationships between social structures and individual agency; between notions of a socially constructed, and therefore contingent and ever‐remade, ‘self’, and a ‘self’ with dispositions, attitudes and behavioural responses which are durable and relatively stable; and between cognitive and emotional identities. Drawing upon existing research literature and findings from a four‐year Department for Education and Skills funded project with 300 teachers in 100 schools which investigated variations in teachers' work and lives and their effects on pupils (VITAE), it finds that identities are neither intrinsically stable nor intrinsically fragmented, as earlier literature suggests. Rather, teacher identities may be more, or less, stable and more or less fragmented at different times and in different ways according to a number of life, career and situational factors.

Conflict and Control Gender Symmetry and Asymmetry in Domestic Violence

Abstract: Four types of individual partner violence are identified based on the dyadic control context of the violence. In intimate terrorism, the individual is violent and controlling, the partner is not. In violent resistance, the individual is violent but not controlling; the partner is the violent and controlling one. In situational couple violence, although the individual is violent, neither the individual nor the partner is violent and controlling. In mutual violent control, the individual and the partner are violent and controlling. Evidence is presented that situational couple violence dominates in general surveys, intimate terrorism and violent resistance dominate in agency samples, and this is the source of differences across studies with respect to the gender symmetry of partner violence. An argument is made that if we want to understand partner violence, intervene effectively in individual cases, or make useful policy recommendations, we must make these distinctions in our research.

Relational Interdependence Between Social and Individual Agency in Work and Working Life

Abstract: A greater acknowledgment of relational interdependence between individual and social agencies is warranted within conceptions of learning throughout working life. Currently, some accounts of learning tend to overly privilege social agency in the form of situational contributions. This de-emphasises the contributions of the more widely socially sourced, relational, and negotiated contributions of both individual and social agency. As these accounts fail to fully acknowledge the accumulated outcomes of interactions between the individual and social experience that shape human cognition ontogentically and that also act to remake culture, they remain incomplete and unsatisfactory. In response, this article proposes a consideration of the role for individual agency (e.g., intentionality, subjectivity, and identity), the ways in which it is socially shaped over time and serves to be generative of individuals' cognitive experience, and its role in subsequently construing what is experienced socially. This agency...

Individual and situational influences on the development of self‐efficacy: implications for training effectiveness

Abstract: We proposed a model that included individual and situational antecedents of self-efficacy development during training. Initial performance and self-efficacy levels, achievement motivation, and choice were examined as individual variables. Constraints, operationalized at both the individual and aggregate levels of analysis, were examined as situational influences. Mid-course efficacy was hypothesized to have positive linear relationships with training reactions and subsequent performance, and an interactive relationship with performance when training reactions were considered as a moderator. Survey data were gathered at two points in time from 215 students enrolled in 15 eight-week long university bowling classes. All of the hypothesized antecedents of mid-course self-efficacy were significant except aggregate and individual situational constraints, although both constraints related negatively to training reactions. Time 2 self-efficacy exhibited significant positive influences on training reactions and subsequent performance, but the hypothesized moderated relationship was not supported.

An Identity‐Centered Approach to Understanding Museum Learning

Abstract: This paper advances the thesis that museum visitors' identities, motivations and learning are inextricably intertwined. All individuals enact multiple identities, many of which are situational and constructed in response to a social and physical context. Identity influences motivations, which in turn directly influence behavior and learning. Visitors to museums tend to enact one or various combinations of five museum-specific identities, described here as: explorer; facilitator; professional/hobbyist; experience seeker; and spiritual pilgrim. Preliminary findings suggest that these identity-specific motivational categories might help to explain the long-term learning impacts of a museum visit.

How Does It Feel? Teachers' Emotions in a Context of Change.

Abstract: This exploratory study examines how teachers perceive their work within the current context of educational reform. A cognitive social-psychological approach to emotions offers the theoretical framework for understanding what teachers have at stake within the context of the reforms. Six Dutch secondary school teachers with strongly differing professional orientations were interviewed. The results show the ways in which teachers appraise the relations between their professional orientations and the situational demands they face.

Applying situational principles to sexual offenses against children

Abstract: Explanations of sexual offending against children have traditionally focused on the intrapsychic forces that are assumed to drive the offender’s deviant behavior. The situational crime prevention perspective, on the other hand, examines the immediate behavioral setting to identify factors that encourage or permit sexual abuse. Empirical evidence increasingly indicates that sexual offences against children are significantly mediated by opportunities and other environmental conditions. It is argued in this chapter that the primary prevention of the sexual abuse of children may be effected by systematically identifying and altering these problematic environmental elements. This chapter outlines the case for applying a situational prevention model to sexual offenses against children. It examines evidence for the situational bases of these offenses, describes a situational typology of sexual offenders against children, outlines the settings in which their offending occurs, and proposes situational strategies for preventing these offenses. Regular readers of the Crime Prevention Series will be familiar with the principles of situational crime prevention. However, we are hoping that this volume will attract researchers and practitioners in the sexual offender treatment field who may not normally read articles on situational crime prevention. Therefore, we will begin by briefly reviewing the key elements of situational prevention.

Researching researchers: lessons for research ethics

Abstract: There is widespread debate about ethical practice in social research with most social researchers arguing that situational relativist approaches are appropriate for resolving the ethical issues tha...

Motivation in Adult Education: A Problem Solver or a Euphemism for Direction and Control?.

Abstract: Adults' motivation to participate in continued education is of immediate interest, as lifelong learning is now considered as the solution to the pressing problems of increased levels of unemployment, not least among unskilled workers. Many theories concerning motivation and adult education maintain that individuals are innately motivated to learn, and conclude that motivation problems result from various dispositional, situational and structural impediments. If such barriers are removed, adults will be naturally motivated to educate themselves. This article argues against these theories and maintains that motivation should not be regarded as something residing within the individual. It is rather a construct of those who see it lacking in others. A critical reading of the literature shows how motivation theory stigmatizes people held ‘unmotivated’ in that the theories ascribe motivation problems to the individual, while assuming the basis upon which the problem is formulated for granted, and making those who formulate the problem invisible. Instead of a problem solver, motivation becomes a euphemism for direction and control. This article suggests that motivation should be seen as a relational concept, rather than as residing within the individual. Adults' motivation, or lack of this, is best understood in relation to those who formulate the problem. Instead of asking what motivates adults to study, research should focus on who states that this is a problem, and why, and the reasons for this conclusion. This approach makes the operations of power visible, and demonstrates how the discourse of lifelong learning, as a necessary political response to economic and technological determinism, constructs adults as inadequate.

How Doctors Think: Clinical Judgement and the Practice of Medicine.

Abstract: Kathryn Montgomery's new book, How Doctors Think, addresses the thorny question of clinical judgement: of how doctors bring their knowledge and reasoning to bear on the problems of an individual patient, and how, even in this most technological of times, it remains essential to good medical practice. She explores what it is, how it is formed and taught, and the consequences of ignoring it in favour of a simplistic belief in medicine as merely another positivist science. She succeeds in bringing what Eric Cassell has called `steel' to the task, and she succeeds brilliantly. If the outsider sees more of the game, then Kathryn Montgomery, who describes herself as a licensed trespasser on clinical territory, has a ringside seat. A literary scholar who has worked in medical schools all of her professional life, for the last twenty years as professor of medicine and director of the medical humanities program at North-western University, she has been observing doctors and doctoring for all that time. Throughout her book she uses her literary skill to show us what we do and how we do it and how that affects patients, families and ourselves. And always there are the stories; the narratives that bring her themes into sharp focus. Thus the opening section `Medicine as a Practice' draws heavily upon her own account, as the mother of a 28-year-old daughter diagnosed as having an invasive ductal carcinoma of the breast, to show how the limits of the knowledge we possess makes medicine, in so far as it is applied individually to single cases, more of a social than an exact science. Narrative too plays a crucial role in the two central sections of her book, `Clinical Judgement and the Idea of Cause' and `The Formation of Clinical Judgement'. Using doctors' aphorisms, maxims and rules of thumb, as well as patients' often inchoate `histories', she shows us how physicians arrive at a clinical judgement about the person in front of them; how they negotiate ambiguous alternatives and tolerate uncertain, or at least incomplete, answers and how reluctant they are to burden the vulnerable seeking certainty with the imprecision of their own knowledge. The book's closing section, `Clinical Judgement and the Nature of Medicine', is perhaps the most challenging. Here Montgomery shows, with example after example, just why we should see medicine, not so much as a science but rather as situational reasoning serving a practical end; an endeavour based upon, but distinct from, medical science; the practical ability to select those pieces of knowledge that will determine what is best for this individual patient. Here, as she did in Doctors' Stories, she shows us just how discerning a skilled listener can be when faced with even the most seemingly trivial. This is a book that will be read with pleasure by anyone interested in how medicine is done and it is a book that should be required reading for all students starting their clinical training.

The role of emotional intelligence and other individual difference variables in predicting emotional labor relative to situational demands.

Abstract: This study found a significant positive relationship between emotional intelligence (MSCEIT) and deep acting (making an effort to feel emotions that are required in interpersonal interactions) in a sample of service workers. Surface acting (faking displayed emotions and hiding personal feelings) was positively associated with emotional awareness. Emotional intelligence did not add to the prediction of variance in emotional labor beyond situational demands, nor did it moderate the relationship between situational demands and emotional labor. Thus, workers' level of emotional intelligence did not appear to influence the nature of the emotional labor that was performed given situational demands. Rather, the key role of emotional intelligence seemed to be as a predictor of the perceived situational demands, which, in turn, predicted the nature of emotional labor that was performed. Workers with higher levels of emotional intelligence were found to be more likely to perceive the need to frequently display emotions as part of their work role and perform deep acting in response to these situational demands.

Classroom Management: Creating a Successful K-12 Learning Community

Abstract: Preface. 1. Understanding Management and Discipline in the Classroom. A Community of Learners. What Is Classroom Management? Order in the Classroom. Areas of Responsibility. Understanding Misbehavior. Misbehavior in Context. Types of Misbehavior. Causes of Misbehavior. Degrees of Severity. Principles for Working with Students and Preventing Misbehavior. What Effective Behavior Management Accomplishes. 2. Models of Discipline. The Degree of Control. Low Teacher Control Approaches. Congruent Communication: Haim Ginott. Discipline as Self-Control: Thomas Gordon. Teaching with Love and Logic: Jim Fay and David Funk. Inner Discipline: Barbara Coloroso. From Discipline to Community: Alfie Kohn. Medium Teacher Control Approaches. Logical Consequences: Rudolf Dreikurs. Cooperative Discipline: Linda Albert. Positive Discipline: Jane Nelsen, Lynn Lott, and Stephen Glenn. Noncoercive Discipline: William Glasser. Discipline with Dignity: Richard Curwin, Allen Mendler, and Brian Mendler. Win-Win Discipline: Spencer Kagan. High Teacher Control Approaches. Behavior Modification: B. F. Skinner. Assertive Discipline: Lee and Marlene Canter. Positive Discipline: Fredric Jones. Discipline Without Stress: Marvin Marshall. Determining Your Management Plan. Your Management Philosophy. Your Management Plan. 3. Preparing for the School Year. Preparing for the School Year. Making Management Preparations. Making Instructional Preparations. Managing Assessment, Record Keeping, and Reporting. Establishing a Plan to Deal with Misbehavior. Planning for the First Day. Conducting the First Day. Organizing Your Classroom and Materials. Floor Space. Storage Space. Bulletin Boards and Wall Space. 4. Planning to Work with Families. Reasons for Working with Families. Understanding Families. Why Some Families Resist Involvement. Working through Cultural and Language Differences. Building a Family Support System. Contacting and Communicating with Families. Ways to Communicate with Families. Parent-Teacher Conferences. 5. Choosing Rules and Procedures. Rules in the Classroom. Examine the Need for Rules. Select the Rules. Teach and Review the Rules. Obtain Commitments. Procedures in the Classroom. Examine the Need for Procedures. Select the Procedures. Teach and Review the Procedures. 6. Maintaining Appropriate Student Behavior. Having a Mental Set for Management. Withitness. Emotional Objectivity. Building Positive Teacher-Student Relationships. Level of Dominance. Level of Cooperation. Types of Students. Interacting with Students. Managing Whole-Group Instruction. Preventing Misbehavior. Managing Movement Through the Lesson. Maintaining a Group Focus. Helping Students Assume Responsibility for Their Behavior. Maintaining Student Attention and Involvement. Improving Classroom Climate with Reinforcers. Types of Reinforcers. Using Reinforcers Effectively. 7. Motivating Students to Learn. Planning for Motivation. Motivational Strategies for Instruction. Motivational Strategies for Evaluation and Feedback. 8. Addressing Issues of Diversity. Classroom Management Implications for Diverse Classrooms. Sources of Student Diversity. Cognitive Area. Affective Area. Physical Area. Learning Styles. Creative Potential. Gender. Language. Cultural Diversity. Exceptionalities. Students at Risk. Socioeconomic Status. Creating an Inclusive, Multicultural Classroom. Create a Supportive, Caring Environment. Offer a Responsive Curriculum. Vary Your Instruction. Provide Assistance When Needed. 9. Helping Students with Special Needs. Students with Disabilities. Students with Learning Disabilities. Students with Emotional or Behavioral Problems. Students with Attention Deficit and Hyperactivity Disorder (ADHD). Students with Speech and Language Disorders. Students with Hearing Impairments. Students with Visual Impairments. Students with Physical and Health Impairments. Students with Limited English Proficiency. Students Who Are Troubled. Substance Abuse Students Who Have Been Abused or Neglected. Students Prone to Violence, Vandalism, and Bullying. Students Living in Poverty. Students Facing Serious Challenges. 10. Planning and Conducting Instruction. Planning Decisions Affect Behavior Management. The Degree of Structure in Lessons. Ways to Group Students for Instruction. Planning to Hold Students Academically Accountable. Managing Lesson Delivery. The Beginning of a Lesson. The Middle of the Lesson. The Ending of a Lesson. Managing Student Work. Managing Seatwork Effectively. Collecting Assignments and Monitoring. Their Completion. Maintaining Records of Student Work. Managing the Paperwork. Giving Students Feedback. 11. Responding to Inappropriate Behavior. Interventions. The Principle of Least Intervention. Some Practices to Avoid. Cautions and Guidelines for Punishment. A Three-Step Response Plan. Situational Assistance. Mild Responses. Moderate Responses. Dealing with Chronic Misbehaviors. 12. Dealing with Challenging or Violent Students. Understanding Challenging and Violent Students. Behaviors. Influences. Early Signs of Serious Problems. Planning to Work with Challenging and Violent Students. Teaching Students Alternatives to Disruption and Violence. Dealing with Anger. Techniques for Solving Problems. Developing New Behavioral Skills. Responding to Disruptive or Violent Behavior. Approaches to Use in the Classroom. Seeking Outside Help. References and Further Readings. Name Index. Subject Index.

The Situation: An Introduction to the Situational Character, Critical Realism, Power Economics, and Deep Capture

Abstract: This article introduces an innovative approach to legal theory which the authors call "critical realism." The approach endeavors to integrate insights of social psychology, and affiliated social sciences, together with the methods of conventional economic analysis, as well as traditional methods of legal inquiry. Canvassing robust findings from across the behavioral sciences, the authors articulate a framework for thinking about human agency in legal analysis that the authors call "the situational character," a conception which is meant to provide a more scientifically grounded understanding of the sources of human behavior and decision-making then is provided by the "rational actor" model that has become so prominent in legal scholarship through the influence of the law and economics movement. The authors further explore the extend to which market-actors, such as corporations, have a stake in promoting to consumers and to policymakers the rational-actor model of human agency, even as market pressures are likely to lead such market-actors to understand and exploit the reality of the "situational character." The authors refer to such efforts on the part of market-actors as "deep capture," an extension of the conception of administrative "capture" long understood by public choice theorists. The authors review several historical episodes and scholarly debates through the innovative framework that their article provides, and suggest many avenues of future research and development of the framework.

Clinical Case Formulations: Matching the Integrative Treatment Plan to the Client

Abstract: Tables. Preface. Case Formulation Skills Can Be Systematically Taught. Treatment Quality Is Enhanced by Integrating Different Approaches. Empirical Validation Can Come from Clinical, Single-Case Methodology Not Just from Random Clinical Trials. We Need to Address the Needs of Culturally and Religiously Diverse Clients. We Need a System to Communicate More Effectively with Case Managers in Managed Care and Insurance Companies. Acknowledgments. Part I: Getting Started. 1. A Framework for Case Formulations. How Am I Going to Know What to Do? Core Clinical Hypotheses. The Problem-Oriented Method. Tasks and Processes of Case Formulation. The Learning Process. Suggested Readings. 2. Gathering Data. Data-Gathering Tasks. Intake Processes. Exploration of the Cognitive Domain. The Clinician as Objective Observer. Client History. Activities for Data Gathering. Homework Assignments as a Source of Data. Suggested Readings. Part II: Twenty-Eight Core Clinical Hypotheses. How to Approach the Hypotheses. 3. Biological Hypotheses. Key Ideas for B1 Biological Cause. When Is B1 a Good Match for Your Client? Treatment Planning for B1 Biological Cause. Integration of Hypotheses with B1 Biological Cause. Key Ideas for B2 Medical Interventions. When Is B2 a Good Match for Your Client? Treatment Planning for B2 Medical Interventions. Integration of Hypotheses with B2 Medical Interventions. Key Ideas for B3 Mind-Body Connections. When Is B3 a Good Match for your Client? Treatment Planning for B3 Mind-Body Connections. Integration of Hypotheses with B3 Mind-Body Connections. Suggested Readings. 4. Crisis, Stressful Situations, and Transitions. Key Ideas for CS1 Emergency. When Is CS1 a Good Match for Your Client? Treatment Planning for CS1 Emergency. Integration of Hypotheses with CS1 Emergency. Key Ideas for CS2 Situational Stressors. When Is CS2 a Good Match for Your Client? Treatment Planning for CS2 Situational Stressors. Integration of Hypotheses with CS2 Situational Stressors. Key Ideas for CS3 Developmental Transition. When Is CS3 a Good Match for Your Client? Treatment Planning for CS3 Developmental Transition. Integration of Hypotheses with CS3 Developmental Transition. Key Ideas for CS4 Loss and Bereavement. When Is CS4 a Good Match for Your Client? Treatment Planning for CS4 Loss and Bereavement. Integration of Hypotheses with CS4 Loss and Bereavement. Suggested Readings. 5. Behavioral and Learning Models. Key Ideas for BL1 Antecedents and Consequences. When Is BL1 a Good Match for Your Client? Treatment Planning for BL1 Antecedents and Consequences. Integration of Hypotheses with BL1 Antecedents and Consequences. Key Ideas for BL2 Conditioned Emotional Response. When Is BL2 a Good Match for Your Client? Treatment Planning for BL2 Conditioned Emotional Response. Integration of Hypotheses with BL2 Conditioned Emotional Response. Key Ideas for BL3 Skill Deficits or Lack of Competence. When Is BL3 a Good Match for Your Client? Treatment Planning for BL3 Skill Deficits or Lack of Competence. Integration of Hypotheses with BL3 Skill Deficits or Lack of Competence. Suggested Readings. 6. Cognitive Models. Key Ideas for C1 Utopian Expectations. When Is C1 a Good Match for Your Client? Treatment Planning for C1 Utopian Expectations. Integration of Hypotheses with C1 Utopian Expectations. Key Ideas for C2 Faulty Cognitive Map. When Is C2 a Good Match for Your Client? Treatment Planning for C2 Faulty Cognitive Map. Integration of Hypotheses with C2 Faulty Cognitive Map. Key Ideas for C3 Faulty Information Processing. When Is C3 a Good Match for Your Client? Treatment Planning for C3 Faulty Information Processing. Integration of Hypotheses with C3 Faulty Information Processing. Key Ideas for C4 Dysfunctional Self-Talk. When Is C4 a Good Match for Your Client? Treatment Planning for C4 Dysfunctional Self-Talk. Integration of Hypotheses with C4 Dysfunctional Self-Talk. Suggested Readings. 7. Existential and Spiritual Models. Key Ideas for ES1 Existential Issues. When Is ES1 a Good Match for Your Client? Treatment Planning for ES1 Existential Issues. Integration of Hypotheses with ES1 Existential Issues. Key Ideas for ES2 Avoiding Freedom and Responsibility. When Is ES2 a Good Match for Your Client? Treatment Planning for ES2 Avoiding Freedom and Responsibility. Integration of Hypotheses with ES2 Avoiding Freedom and Responsibility. Key Ideas for ES3 Spiritual Dimension. When Is ES3 a Good Match for Your Client? Treatment Planning for ES3 Spiritual Dimension. Integration of Hypotheses with ES3 Spiritual Dimension. Suggested Readings. 8. Psychodynamic Models. Key Ideas for P1 Internal Parts and Subpersonalities. When Is P1 a Good Match for Your Client? Treatment Planning for P1 Internal Parts and Subpersonalities. Integration of Hypotheses with P1 Internal Parts and Subpersonalities. Key Ideas for P2 Reenactment of Early Childhood Experiences. When Is P2 a Good Match for Your Client? Treatment Planning for P2 Reenactment of Early Childhood Experiences. Integration of Hypotheses with P2 Reenactment of Early Childhood Experiences. Key Ideas for P3 Immature Sense of Self and Conception of Others. When Is P3 a Good Match for Your Client?. Treatment Planning for P3 Immature Sense of Self and Conception of Others. Integration of Hypotheses with P3 Immature Sense of Self and Conception of Others. Key Ideas for P4 Unconscious Dynamics. When Is P4 a Good Match for Your Client? Treatment Planning for P4 Unconscious Dynamics. Integration of Hypotheses with P4 Unconscious Dynamics. Suggested Readings. 9. Social, Cultural, and Environmental Factors. Key Ideas for SCE1 Family System. When Is SCE1 a Good Match for Your Client? Treatment Planning for SCE1 Family System. Integration of Hypotheses with SCE1 Family System. Key Ideas for SCE2 Cultural Context. When Is SCE2 a Good Match for Your Client? Treatment Planning for SCE2 Cultural Context. Integration of Hypotheses with SCE2 Cultural Context. Key Ideas for SCE3 Social Support. When Is SCE3 a Good Match for Your Client? Treatment Planning and Integration of Hypotheses with SCE3 Social Support. Key Ideas for SCE4 Social Role Performance. When Is SCE4 a Good Match for Your Client? Treatment Planning for SCE4 Social Role Performance. Integration of Hypotheses with SCE4 Social Role Performance. Key Ideas for SCE5 Social Problem Is a Cause. When Is SCE5 a Good Match for Your Client? Treatment Planning for SCE5 Social Problem Is a Cause Integration of Hypotheses with SCE5 Social Problem Is a Cause. Key Ideas for SCE6 Social Role of Mental Patient. When Is SCE6 a Good Match for Your Client? Treatment Planning for SCE6 Social Role of Mental Patient. Integration of Hypotheses with SCE6 Social Role of Mental Patient. Key Ideas for SCE7 Environmental Factors. When Is SCE7 a Good Match for Your Client? Treatment Planning and Integration of Hypotheses with SCE7 Environmental Factors. Suggested Readings. 10. Using Clinical Hypotheses. Brainstorming. Applying and Testing Hypotheses. Selecting and Combining Best-Fit Hypotheses. Integrating Hypothesis Testing into the Clinical Interview. Integrating Psychodynamic Hypotheses. Part III: Steps to a Complete Case Formulation. 11. Problem Identification and Definition. Problem Identification. Problem Definition. Standards for Problem Definition. 12. Setting Outcome Goals. Benefits of Clearly Defined Future Goals. Helping Clients Define "Smart Outcomes". Outcome Goals for Case Formulations. Standards for Outcome Goals. 13. Presentation of the Database. Standards for Database. 14. A Coherent Integrative Assessment. Standards for Assessment. 15. The Treatment Plan. Standards for Plans. Appendixes. Appendix I: Forms for Clinical Case Formulations. Form I.A SOAPing a Problem. Form I.B Using the BASIC SID. Form I.C Life History Timeline. Form I.D American History Timeline. Form I.E Worksheet for Preparing Formulation. Form I.F Twenty-Eight Clinical Hypotheses to Use with Your Own Cases. Appendix II: Useful Charts. Chart II.A Twenty-Eight Core Clinical Hypotheses. Chart II.B Thirty-Three Standards for Evaluating Case Formulations. Chart II.C Mental Status Exam. Chart II.D Client History. Chart II.E Patient Impairment Lexicon. Chart II.F Problem Categories from Treatment Planning Manual. Chart II.G Domains of Functioning. Chart II.H Bar-On's Emotional Intelligence: Fifteen Competencies. Chart II.I Inventory of Needs. Chart II.J Outline for Multiproblem Case Formulation Report. Appendix III: Skill-Building Activities. Activity 1.1: Writing Your Baseline Case Formulation Report. Activity 2.1: Practice with the BASIC SID. Activity 2.2: Metamodel Practice. Activity 10.1: Brainstorm Hypotheses. Activity 10.2: Apply and Test Hypotheses with Case Vignettes. Activity 10.3: Provide Commentary for a Transcript. Activity 11.1: Using the BASIC SID for Preliminary Problem List. A Case for Practice: Maria. Activity 11.2: Is It a Problem Title or an Assessment Idea? Activity 11.3: Problem Definition from Your Preliminary List. Activity 12.1: Developing "Smart Outcomes". Activity 12.2: Is It a Process Goal or an Outcome Goal? Activity 12.3: Practice Writing Outcome Goals. Activity 13.1: Is It Subjective Data or Objective Data? Activity 13.2: Find the Assessment in the Subjective Section. Activity 13.3: Is It Objective Data or Assessment? Activity 14.1: Using a Three-Column Worksheet. Activity 14.2: Writing Your Assessment Discussion 569 Activity 15.1: Components of the Plan. Activity 15.2: Evaluation of a Complete Report. Appendix IV: Examples. Sample SOAP for Activity 1.1: Writing Your Baseline Case Formulation Report. Student's Case Formulation Report for His Own Problem (Data Changed to Protect Anonymity). Sample Answers for Activity 10.2: Apply and Test Hypotheses with Case Vignettes. Maria: A Sample Case Formulation Report. References. Author Index. Subject Index.

Exploring the Role Performance of Corporate Ethics Officers

Abstract: Organizations continue to show renewed focus on managing their ethics programs by developing organizational infrastructures to support their ethics implementation efforts. An important part of this process has been the creation of an ethics officer position. Whether individuals appointed to the position are successful in the role or not may depend on a number of factors. This study presents a suggested framework for their effectiveness. The framework includes a focus on personal, organizational and situational factors to predict performance in the role. The study examines the complex nature of the role. These include task complexity, low task visibility, role conflict, and role ambiguity. Personal, organizational and situational factors that can serve as buffers against the complexities associated with the role are presented. The study suggests that individuals with certain competencies and orientations may be better suitable for the ethics position, and firms need to consider key organizational and situational issues critical to the performance of an ethics officer. The research and practice implications of the study are given.

Soccer Referee Decision-Making: 'shall I Blow the Whistle?'.

Abstract: Evidence points to the existence of a home advantage effect in soccer with referees giving more decisions to the home team being a plausible explanation for this effect. The purpose of the present study was to use qualitative methods to explore the factors that influence experienced referees when making decisions. Five experienced referees volunteered to participate in semi-structured interviews of 30-40 minutes duration. Examples of questions/probes included 'Are there times when it is difficult to make a decision on whether there was a foul or not? When? Why?' and 'Do you worry about making the wrong / unpopular decision? What affect does this have on you?' Content analysis identified 13 inter-related themes that describe four higher-order themes. The themes 'accuracy-error', 'regulations', and 'professionalism' form a higher-order theme labeled 'ideal-decision making'. The themes 'opinion', 'concentration', and 'control' represent a higher- order theme labeled 'individual factors'; 'experience', 'personality', and 'personal life' represent a higher-order factor labeled 'experience factors', and crowd factors, player reaction, environmental factors, and crowd interaction represent a higher-order factor labeled 'situational factors'. Findings from the present study offer some insight into difficulties and coping strategies used by referees to perform consistently in professional soccer. Future research could use quantitative methods to test the relative contribution of themes identified above to the decision-making process in referees. At an applied level, practitioners should develop strategies that accelerate the process of learning to cope with performance-related stressors such as the crowd noise. Key PointsFive experienced described factors associated with decision making in soccer leading to the identification of 13 inter-related themes that describe four higher-order themes.Higher order themes include ideal-decision making', 'individual factors', 'experience factors', and 'situational factors'.Findings from the present study offer some insight into difficulties and coping strategies used by referees to perform consistently in professional soccer.Practitioners should develop strategies that accelerate the process of learning to cope with performance-related stressors.

Guilt, shame and situational crime prevention

Abstract: This paper builds on Clarke and Homel's (in press) expansion of the situational crime prevention model, which includes new techniques for making the potential offender feel guilty or ashamed about their contemplated crime. In place of Clarke and Homel's single category of "inducing guilt or shame," two separate categories involving the manipulation of internal controls (guilt) and social controls (including shame) are proposed. The addition of these categories expands the repertoire of available crime prevention techniques by giving fuller recognition to the subtleties and complexities of the motivations to commit crime implicit in the rational choice perspective. It is argued that the new strategies also "soften" the narrow, target-hardening image of the situational approach, and may help researchers avoid counterproductive situational crime prevention effects. In a recent revision of Clarke's (1992) classification of situational crime prevention techniques, Clarke and Homel (in press) have proposed the inclusion of additional strategies which "incorporate the threat of feeling guilty when contemplating a morally-wrong act and the fear of shame and embarrassment arising from the disapproval expressed by significant others when offending is revealed." Clarke and Homel have argued that the 12 categories of techniques included in the existing classification relied largely (though not entirely) on manipulations of physical costs and benefits. However, they pointed out, one of the main reasons people obey laws is their moral commitment to the legal code; law violation would generate significant psychological and social discomfiture. While it has been usual in criminology to think of moral commitment in developmental and dispositional terms (i.e., the product of early socialization), whether Address correspondence to: Richard Wortley, School of Justice Administration. Griffith University, Brisbane 4111, Australia.

Police Use of Discretion: A Participant Observation Study of Game Wardens

Abstract: This study extends inquiry on police discretion by examining the situational and organizational factors influencing game wardens' arrest/summons decisions. Data were collected by participant observation and interviews. Situational and organizational factors seldom, if at all, evident from previous studies were discovered to influence wardens discretion, example, officers' demeanor, professional courtesy, judges, plea bargains, regional directives, and department policy. Danger, authority, and efficiency are important elements of an occupational ideology that may be shared by police and wardens. Theoretically, “police culture” writ large, may be an important source of the patterns of discretion across police organizations.

The Situational Character: A Critical Realist Perspective on the Human Animal

Abstract: This Article is dedicated to retiring the now-dominant "rational actor" model of human agency, together with its numerous "dispositionist" cohorts, and replacing them with a new conception of human agency that the authors call the "situational character." This is a key installment of a larger project recently introduced in an article titled The Situation: An Introduction to the Situational Character, Critical Realism, Power Economics, and Deep Capture, 152 U. Pa. L. Rev. 129 (2003). That introductory article adumbrated, often in broad stroke, the central premises and some basic conclusions of a new approach to legal theory and policy analysis. This Article provides a more complete version of one of those central premises by elucidating a more realistic conception of the human animal than is currently embraced in legal theory. The Article begins with a short introduction to the larger project, and describes the central place that a realist conception of the human actor plays in that project. It then explores several bodies of literature within the fields of social, cognitive, behavioral, and neural psychology in pursuit of a vision of the human actor that is grounded in social science. Having explicated that conception, the Article then outlines some of the basic implications of it for law, legal theory, and social policy. It then analyzes conventional legal scholars', particularly legal economists', arguments for ignoring the lessons of social science in their treatment of human agency. As part of that analysis, this Article describes why recent efforts to incorporate some psychological findings - the sort of work that is often labeled "behavioralist" - have been inadequate. Finally, the authors briefly look beyond the human actor itself to consider some of the fairly obvious - but generally ignored - realities of our present social situation, and some of their implications for common policy presumptions. As subsequent work will make clear, this new, situationist conception of the human animal is as important to a realist account of law and legal theory as the dispositionist conception has been to now-dominant accounts.

Situational state balances and participation motivation in youth sport : A reversal theory perspective

Abstract: Background. Reversal theory (Apter, 1982, 1989, 2001) is one of the motivational frameworks which attempts to examine human subjective experiences and behaviours. There are four dyads of metamotivational states (telic-paratelic, conformist-negativistic, autic-alloic, and mastery-sympathy) and individuals may prefer to be in one rather than the other of a dyad of states in a specific context such as sport participation (i.e. situational state balances). Aims. The purpose of this study was to examine the relationship between situational state balances and motives for sport and physical activity participation in adolescents using the theoretical framework of reversal theory. Their participation motives and the interacting factors of their situational state balances, gender, and level of participation were examined. Sample. Secondary school students (N = 1,235) aged about 14 to 20 years who participated in competitive or recreational sport completed the Participation Motivation Inventory (Gill, Gross, & Huddleston, 1983) to assess their motives for sport and physical activity participation, and the Apter Motivational Style Profile (Apter International, 1999) to assess their situational state balances. Methods. Factor analysis of the participation motives yielded factors to which MANOVAs and ANOVAs were applied with situational state balance, gender, and participation level as independent variables. Results. Factor analysis resulted in seven motive factors: status, team/friend, excitement/challenge, skill, energy release, fitness, and situational factors. MANOVAs and ANOVAs indicated significant differences in the sport motives between the situational state balances, genders, and levels of participation, and between pairs of situational state balance groups in males and females of competitive and recreational level. The autic-alloic dyad produced the strongest motive strength differences of the four pairs. Conclusions. The variable of situational state balances is significantly linked with participation motives in sport.

From the Subjects' Point of View Reactions to Different Types of Situational Judgment Items

Abstract: In personnel selection, situational judgment tests are based on the principle of simulation: The applicant is confronted with a typical work situation and has to decide what kind of behavior is appropriate. In two studies, we investigate the subjects' reactions to different kinds of situational judgment items. The item formats examined differ with regard to two variables: Interactivity (noninteractive: In each item, the subject is confronted with a new situation vs. interactive: The situation develops according to the answer given and the subject is asked once more about the new situation) as well as modality of presentation (stimulus and response components of the items are given in the form of a video vs. in text form). We expected the degree of interaction and the presentation via video to have a positive effect on the subjects' evaluation (in terms of usefulness, emotional reaction, transparency, job-relatedness, acceptance, fairness). In accordance with our expectations, interactive situational judgment items using videos in the stimulus as well as in the response component received the highest ratings.

To Help or Not to Help? Factors that Determined Helping Responses to Katrina Victims

Abstract: Major research findings regarding individual helping behavior are reviewed and analyzed in light of the events during and after Hurricane Katrina. Implications from traditional and contemporary theories of psychology are examined. The discussion addresses both intrapersonal and contextual (psychosocial and situational) factors related to individual helping behavior in the context of real world events around the hurricane. In addition, the article contains implications for public policy and suggestions for policy makers.

Understanding the nature of accountability failure in a technology‐filled, laissez‐faire classroom: disaffected students and teachers who give in

Abstract: This paper discusses how the curriculum is shaped by the situational logic of a technology‐filled classroom, and how this logic is under the influence of ideas about student–teacher interactions and ‘do‐it‐yourself learning’ It analyses case material from a school using game theory Free access in the classroom to the Internet, games, and chatting makes it difficult for the teacher to control the students' operations When a student deems a threat to be empty, it is not rational for that student to allow the threat to influence his or her own actions The laissez‐faire regime is a result of rational considerations made by both parties However, when students do not assume responsibility for learning, an accountability failure arises as a rational response to the design of the institutional framework

Leader development in natural context : A grounded theory approach to discovering how military leaders grow

Abstract: Despite an increasing number of programs that aim to develop or educate leaders, the underlying processes involved in leader development or growth are not well understood. This study was undertaken to discover what factors or processes are involved in leader development for junior military officers, from their own perspective and in the natural context of their career and life experiences. Military officers (N = 51) from 5 different countries were interviewed using a standardized approach, and interview transcripts were analyzed according to the constant comparative method of grounded theory, as elaborated by Glaser and Strauss (1967). Consistently across the 5 countries, the core of the process model of leader development is the social interaction between the young officer and his or her significant others (soldiers, peers, and superiors). In the favorable case, officers end this process feeling secure, being able to flexibly adapt their overt behavior on an underdistanced–overdistanced continuum according to situational demands, and have a firm professional identity.