Interpersonal Communication - Science topic

Reliability, commitment to honesty, disinclination towards the adoption of deceptive means to achieve goals, and fairness displayed in the treatment of others could be some key indicators to judge someone's trustworthiness. Trusting someone could have an overall positive effect on the mental state, as the confidant here becomes a positive space where one could unburden oneself of stressful thoughts. Flora Komlosi-Ferdinand

Madalina Gologan, you may find this style of writing relevant.

Most of the (cricket) coaches I ever had concentrate on a method or technique - and how I should improve on it - eg to improve my on-drive. As a result, they hope that I will improve my on-drive and score more runs and it is good for their team and/or winning record that season. In most cases, the relationship finishes at the end of the season.

By contrast, a mentor often takes an interest in how I play in general (rather than a specific shot or technique) and how I struggle with mental intimidation by the opposition during my innings. The mentor often takes an interest in my development even after the season finishes and I am not part of the team they coach. They call me or text me and ask how I am going with mental intimidation by opposition at the most recent game - which might actually be a few years after I have changed to another team. They are not concerned about my on-drive at all.

So, I have extended the cricket analogy to say what Mary C R Wilson and Maria-Jesus Blanco have said much more concisely! I must say it also applies to my professional domain as well - the mentor who is long retired but keeps track of my publications record and my day-to-day struggles and progress in my work (or lack of!)

شكرا على هذا شرج الوافي وجميل

Respected Doctor

We researchers should offer our thanks to you, and to every researcher who presents us with an accurate scientific question.

greetings

Senior lecturer

Nuha hamid taher

This limit is different from one RG researcher to another. It depends on the number of researchers who follow you.

There are many resources for communication theories. From my point of view the theory of speaking winners and silent loosers is the most interesting, as it points to the striking inequalities and inefficiencies in society. As myself having relation to public administration, the theory of "garbage boxes" is also very interesting, which means the lack of communication and the fatalist way of taking decisions in public administration.

Please, let me add the following:

I respect the RG' mission: "Our mission is to connect the world of science and make research open to all. "

Moreover, they said about their portal:

"The web was created by scientists and for scientists, to foster scientific collaboration and drive progress for a better world."

I think it could be related to the need of an adult student, with some future employment opportunity in a country of a different language than the one of their origin. This experience could be integrated through student exchange programs between institutions that collaborate in making this type of link.

Nice Dear Alexander Osherenko

Several studies suggest that music reduces the sensation of labor pain and alleviates the emotional and psychological discomfort associated with it.

Relaxation techniques for pain management in labour

Effects of music therapy on labour pain and anxiety in Taiwanese first-time mothers | Request PDF

(PDF) Effect of Music on Labor Pain Relief, Anxiety Level and Postpartum Analgesic Requirement: A Randomized Controlled Clinical Trial

We can have some comments based on the leadership theories. According to Great Man Theory leadership is something comes from birth. According to Trait Theory it can both come from birth or acquired later. On the other hand Behavioral Theory asserts that leadership behaviors can be developed which means it dooes't come from birth but acquired along the life. General belief about the topic is clear that most of people today still believe leadership is inborn. But for me, it is something mostly can be developed by experince and interaction with environment. Similar to personality development (mostly character and a little temperament).

Dear Colleague @Sue Hamzah,

I agree with @Cameen Kettanun. You shd consider the purpose of your use of a style of analysis.

Really late response ;). For the record then. We offer this:

Tapal, A., Oren, E., Dar, R., & Eitam, B. (2017). The sense of agency scale: A measure of consciously perceived control over one's mind, body, and the immediate environment. Frontiers in psychology, 8, 1552.

thank you sir

Please share me..

Robert C. Richards Jr, thank you for this recommendation. I believe this book will be interesting not only as a subject to intrapersonal communication topic, but also for my doctoral thesis i am working on now. I have just ordered the book online, thank you so much for this recommendation!

For the topic you can see some papers:

1. Bruyere, S and D Shrey. 1991. Disability management in industry: A joint labour-management process. Rehab Counsel Bull 34(3):227-242.

2. Degener, T and Y Koster-Dreese. 1995. Human Rights and Disabled Persons. Dordrecht: Martinus Nijhoff.

3. Despouy, L. 1991. Human Rights and Disability. Geneva: UNESCO.

4. Getty, L and R Hétu. 1991. The development of a rehabilitation program for people affected by occupational hearing loss. II: Results from group intervention with 48 workers and their spouses. Audiology 30:317-329.

5. Gross, C. 1988. Ergonomic workplace assessments are the first step in injury treatment. Occ Saf Health Rep (16-19 May):84.

6. Helios, II. 1994. Economic integration of disabled people, exchange and information activities. In The Vocational Counsellor.

7. Hétu, R and L Getty. 1993. Overcoming difficulties experienced in the work place by employees with occupational hearing loss. Volta Rev 95:301-402.

8. Hétu, R, L Getty, and MC Bédard. 1994. Raising awareness about hearing impairment in public services: The nature of the benefits. XXII International Congress on Audiology, Halifax (July 1994), Round Table on Public Health Perspectives in Audiology.

9. Hétu, R, H Tran Quoc, and Y Tougas. 1993. The hearing aid as warning signal receiver in noisy workplaces. Canadian Acoustics/Acoustique Canadienne 21(3):27-28.

10. Lepofsky, MD. 1992. The duty to accommodate: a purposive approach. Can Law J l(1, 2) (Spring/Summer).

11. Lucas, S. 1987. Putting a lid on disability costs. Manage Solns (Apr.):16-19.

12. Pati, G. 1985. Economics of rehabilitation in the workplace. J Rehabil (Oct., Nov., Dec.):22-30.

13. Perlman, LG and CE Hanson. 1993. Private Sector Rehabilitation: Insurance Trends and Issues for the 21st Century. A Report on the 17th Mary E. Switzer Memorial Seminar. Alexandria, Va.: National Rehabilitation Association.

14. Shrey, D and J Olsheski. 1992. Disability management and industry-based work return transition programs. In Physical Medicine and Rehabilitation: State of the Art Review, edited by C Gordon and PE Kaplan. Philadelphia: Hanley & Belfus.

15. Westlander, G, E Viitasara, A Johansson, and H Shahnavaz. 1995. Evaluation of an ergonomics intervention programme in VDT workplaces. Appl Ergon 26(2):83-92.

16. Wright, D. 1980. Total Rehabilitation. New York: Little Brown & Co.

 @Arne Matthias: I do not know what you mean with 'my current question', so it is very difficult to answer it.

Hello,

Do you mean swarm robotic tasks and swarm robotic behaviours? I agree that the area of swarms are often very fuzzy. It is due to the fact that a lot of biologists, engineers, mathematicians etc work on swarm robotics and use terminologies as they please based on their own background. Since the terms are still being defined and there is no real authority of the matter there is often confusion caused. 

However, for practical purposes one can consider swarm behaviours as those behaviours that emerge when simple "tasks" or rules are performed by each robot/agent in a group. For example, in the FSTaxis algorithm (link below) swarm behaviour would be a group of agents performing gradient taxis while the individual tasks of agents would be to relay pings and move towards the incoming ping. 

If you need an answer about a specific case, please send me the paper you are referring to. I would always consider the context in which the author is writing it. Additionally, I dont think it is common to call the simple rules that swarm robots/agents follow as "tasks". I usually call them "rules" in my papers - maybe I overlooked this detail in other papers. In any case, I hope this helps.

Thanks Sabina! 

Thanks.

Ray

A theoretical approach is what you would use to drive your study, whereas an analytical approach is what drives your methodology. This is a very general distinction, but hopefully it is helpful. Good luck! Adrianne

I found this if it is of any help

Hi Alex.. 

What are the criteria you followed to decide wether the source is trusted or not? & if you have the model.. Do you mean that you need it in another languge? Or what do you mean exactley by developing it on facebook? 

Thanks for your efforts

Hello

 [CHEN Y LEE, 1997] Chen, S. M., & Lee, C. H. (1999).New methods for students’ evaluating

using fuzzy sets. Fuzzy Sets and Systems, 104(2), 209–218

[KLIR, YUAN, 1995] KLIR, George, YUAN, Bo. Fuzzy Sets ans Fuzzy Logic. Prentice Hall,

1995

The question you follow is deeply focused in the "Satisfaction" through 3 variable such as:

In fact the Satisfaction could be achieved through expectancy and relevant rewards.

In this way may I recommend you to have a look at the attached article what I do hope to be helpful in your purpose.

Hi Susan,  Locke sounds like a very interesting figure in American Educational History.  I found the following papers in relation to Locke. James

The University of Tennessee (1994). 35th Annual Research Conference. Prophecy from the Periphery: Main Locke's Philosophy of Cultural Pluralism and Adult Education. http://files.eric.ed.gov/fulltext/ED381616.pdf#page=190

Cain, R.J. (1995). Alain Leroy Locke: Crusader and Advocate for the Education of African American Adults. The Journal of Negro Education, 64(1), 87-99. DOI: 10.2307/2967287 

Buck, C. (2005). Alain Locke Race Leader, Social Philosopher, Bahá’í Pluralis, World Order, 36(3), 7-48. http://christopherbuck.com/Buck_PDFs/Buck_2005_Locke_World_Order.pdf

MacMullan, T. (2005). Challenges to Cultural Diversity: Absolutism, Democracy, and Alain Locke’s Value Relativism. Journal of Speculative Philosophy, 19(2), 129-139. http://s3.amazonaws.com/academia.edu.documents/33830882/Macmullan.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1497353823&Signature=5gTmggpwmaX%2FcULCvxiryxwTvNo%3D&response-content-disposition=inline%3B%20filename%3DChallenges_to_Cultural_Diversity_Absolut.pdf

Tidwell, J., & Wright, J. (1981). Alain Locke: A Comprehensive Bibliography of His Published Writings. Callaloo, (11/13), 175-192. Retrieved from http://www.jstor.org/stable/3043856

Locke, A. (1936a). Adult education for Negroes. In D.Rowden (Ed.),Handbook of adult educationin the United States, 1936(pp. 126-131). New York: George Grady Press.

Locke, A. (1936b). Lessons of Negro adult education. In M.Ely (Ed.),Adult education in action(pp. 224-226). New York: George Grady Press.

Locke, A. (1948). Foreword. Handbook of adult education in the United States (pp. ix-x) New York: Teachers College Press.

Locke, A. (1939). The Negro's Contribution to American Culture. The Journal of Negro Education, 8(3), 521-529. doi:10.2307/2292648

 Locke, A. (1950). Self-Criticism: The Third Dimension in Culture. Phylon (1940-1956), 11(4), 391-394. doi:10.2307/272379

Locke, A. (1953). From Native Son to Invisible Man: A Review of the Literature of the Negro for 1952. Phylon (1940-1956), 14(1), 34-44. doi:10.2307/272423

Hi Subir, thank you so much for this. Looks really interesting! 

Best wishes, 

Mathias

When I taught at Cal State Maritime, a Global Studies professor, Dr. Donna Nincic, staged a simulated crisis once a year.  Students registered for a one-unit class, and they were assigned skills commensurate with their abilities and majors.  For instance, the maritime transportation students ran the simulation on board ship, and the Global Studies majors served as news reporters.  Some students served as terrorists, protestors, or injured parties (in bandages and fake blood).  During the once-a-week classes before the actual simulation, experts from the various fields involved came to lecture to the students.

One semester the problem was an oil spill; another semester, it was a terrorist attack.  The students got great training, and the professor ended up with papers and presentations.

Thanks Mary for sharing these information. I will go through these places to get started. Thanks!

I'd lead by example, but am unsure VHA leadership will do likewise. I pray the entrenched old guard will soon retire, so we can get some new thinkers and doers in there. I plan to demonstrate to the leadership how this can be of huge benefit to them as they work to improve from current levels of dis- and mistrust from within and without.

Hello Avishag, That sounds interesting. Are you thinking of working on something along that line?

Dear Alan

The questionnaire seeks to establish if virtual project team members are trained on culture before participating in virtual teams and if so, on which elements of culture the training is done. It also seeks to establish if responds feel such training is necessary for team collaboration. 

I have attached the questionnaire, your response to the questionnaire will be highly appreciated.

you can try this reference as well: it provides the dimensions for meaning of work from Budd (2011).

Budd, J. W., & Spencer, D. A. (2015). Worker well-being and the importance of work: bridging the gap. European Journal of Industrial Relations, 21(2), 181-196.

thank you for the informative answers.

useful to compare with what are our nurse educator competence in Malaysia

Dear Praxedes,

This is a very important topic and one that is socioculturally contextualised. Depending on the location of the world, there will be different answers. I would therefore recommend that you speak directly with mid-wives in your specific region in which you will be conducting research to inquire to what they are finding as the lack of knowledge that women/mothers have. Good luck on your work!

Hooray! Good luck!

Dear Anatoly.

 You ask why people become physicians and what motivates them. You continue and say that you are trying to understand whether our physicians are altruists or whether they are there to get money.

As the previous responses show, many factors, some personal (e.g., to be oriented to others' health and well-being; see the example of Doctors Without Borders), some situational (e.g., to grow up, say, in a family of doctors) may lead people to become physicians. Note that the Spanish thinker Ortega y Gasset once remarked that we are ourselves and our circumstances. This means that what we are in professional or other terms, depends on what type of persons we are (e.g., intrinsically or extrinsically motivated) and the physical and social environment  where we live (e.g., to be surrounded by a family of, say, doctors or teachers). See, for this respect, E.Deci's theory of self-determination and his distinction between intrinsic and extrinsic motivation.

Your question is an either/or question because you ask whether people become doctors because, say, of an altruistic and intrinsic motivation (e.g., to be committed to others' health and well-being) or an egocentric and extrinsic motivation (e.g, to have a socially prestigious profession). It may be the case that some doctors are so due to their sense of sensibility and concern with others' health and well-being (see the example of Doctors Without Borders), and some are doctors because they know that they are generally overpaid when compared to other professionals, teachers, for example. It may be the case that the majority of doctors are both intrinsically motivated and extrinsically motivated. Thus, the dichotomy you raise has not to be a dichotomous choice, as Andrews noticed.

All that said, I think that would be scientifically valuable to analyze people's reasons to become doctors according to Kohlberg's theory o moral stages.

Consider the following answer: "I want to become a doctor because I want to be a famous person among my patients and even among other professionals".This would be a stage-1 oriented reason. Think now of the following answer: "I want to become a doctor because I want to get money and doctors are in a good position to achieve this goal. This would be a stage-2 oriented response, reason or motivation.

Stages 1 and 2 are in Kohlberg's theory pre-conventional stages. Individuals at these stages are guided by egocentric needs and desires. They live, as it were, as a function of themselves and their egocentric and extrinsic motivations.

Consider now the following answer: "I want to become a doctor because I want to be recognized by my patients, their families, and even other professionals as a decent and reliable doctor".  This is would be a stage-3 oriented response or motivation.

Look now at the following answer: " I want to become a doctor because when a became a doctor I swore to be always preoccupied with others' health, and hence, I want to be honest with myself. As a doctor, I have rights but also duties." This would be a stage-4 oriented response or motivation to be a doctor.

Stages 3 and 4 in Kohlberg's theory are conventional stages. Individuals at these stages go beyond their egocentric motives and think of themselves as immersed in a community where they have legitimate rights but also duties to their community, namely to their patients.

Think now of this answer: "I want to be a doctor because my consultations or even my medical discoveries may bring about the greatest good for the greatest number of people." This would be a stage 5 or 6-oriented response. I say stage  5 or 6 because the late Kohlberg gave up his stage 6 in empirical terms, albeit he has maintained it as a moral ideal, telos, or end-state

Stages 5 and 6 in Kohlberg's theory are postconventional stages. Individuals at these stages are guided by universalizable and prescriptive principles (e.g., the golden rule, one's right to have, say, a decent  life).That is, principles we wanted to be followed by all people at all times and  places. Of course, this reminds us of  Kant's categorical imperative.

Needless to say, the more doctors (or other professionals) are morally developed, the more they are likely to be intrinsically motivated and  knowledgeable of their area of  specialization.

A caveat is in order at this point. You refer to physicians, say, as a whole .Note, however, that cardiologists and neurologists, just to mention  two examples, may  have  had  different reasons to be, respectively, cardiologists and neurologists,

I hope that  I have got your question and that this is of some help for you.

Best regards.

Thank you so much!

Could be very useful for your study.

Regards,

Iftekhar

3.

Journal Article

Factors predicting postponement of a final dissertation: Replication and extension.

doi: http://dx.doi.org/10.5334/pb.ac

By Dupont, Serge; Galand, Benoît; Nils, Frédéric

Psychologica Belgica, Vol 54(1), 2014, 33-54.

The purpose of this study is to investigate the factors predicting postponement of final dissertation completion. This phenomenon affects a substantial number of last year’s graduate students and has been largely neglected throughout higher education literature. We aimed to confirm the results from the only study that investigated the factors related to this phenomenon and overcome some limitations of this study concerning the investigation of the processes involved in FD postponement. A questionnaire assessing individual characteristics, social support, motivational and engagement variables was administered to 268 students a few months before the FD deadline. Results indicated that behavioral engagement, age and role conflict have an independent and significant impact on whether or not the final dissertation is completed on time. In addition, path analyses revealed that role conflict was associated with self-efficacy beliefs which, in turn, predicted greater behavioral engagement. Further, behavioral engagement was the most important contributor of FD postponement. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Postponement in the completion of the final dissertation: An underexplored dimension of achievement in higher education.

doi: http://dx.doi.org/10.1007/s10212-012-0132-7

By Dupont, Serge; Meert, Gaëlle; Galand, Benoît; Nils, Frédéric

European Journal of Psychology of Education, Vol 28(3), Sep 2013, 619-639.

Research on academic achievement at a university has mainly focused on success and persistence among first year students. Very few studies have looked at delay or failure in the completion of a final dissertation. However, this phenomenon could affect a substantial proportion of students and has considerable costs. The purpose of the present study is to identify factors which predict postponement in the completion of the final dissertation. Several potential predictors (e.g., background, personality, social support, motivational beliefs, and engagement) were selected through an integrative review of the literature on achievement in higher education. A questionnaire assessing these variables was administered to 341 students a few months before the deadline for their final dissertation. Results indicate that perceived peer support, perceived relatives support, role conflict, and age have an independent and significant effect on whether or not the final dissertation is completed on time. In addition, self-efficacy and behavioral engagement appeared to be mediators of the relationship between the social support and the final dissertation completion. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Factors Associated With Dissertation Completion Among Clinical Psychology Students

doi: http://dx.doi.org/10.1037/e585062013-001

By Carlos, Megan C.; Jackson, Brooke

2013 [American Psychological Association (APA)].

It is not uncommon to see clinical psychology students struggle to complete their dissertations in a timely manner (Muszynski & Akamatsu, 1991). These challenges in dissertation completion are not unique to clinical psychology students, as data suggests that as many as 45% of doctoral students in the social sciences do not finish their dissertations (Council of Graduate Schools, 2008). While several studies have examined dissertation completion in doctoral students across a wide range of fields, only a handful have examined issues specific to clinical psychology doctoral students faced with the challenge of completing this particular hurdle of their graduate study. Examining the challenges associated with dissertation completion within this subpopulation of graduate students is important because there may be issues specific to professional psychology training programs and students that account for difficulties with dissertation completion within clinical psychology graduate students. For instance, Gelso (1993) has argued that many clinical psychology doctoral programs do not foster a research training environment that engages students and motivates them in their own research endeavors. In light of the fact that little published literature exists on dissertation completion in clinical psychology students, the purpose of this poster was to identify and examine, through literature review, factors thought to influence the progress of clinical psychology students in dissertation completion. It was hypothesized that personality factors (i.e., perfectionism), environmental influences (i.e., available financial support), and relational factors (i.e., quality of relationship with one's dissertation chair) would play a critical role in students' ability to make progress toward completing their dissertations. The current literature review identified 36 dissertations, 11 journal articles, and one book chapter that presented information specifically focused on dissertation completion among doctoral students in general. Three journal articles and three dissertations focused primarily on dissertation completion among clinical psychology doctoral students. Critical examination of the available literature demonstrated that there are five core themes in the dissertation completion literature which shed light on factors that support and hinder students in the production of their doctoral theses. These core themes are: 1) relationship variables and relational themes (i.e., relationship with one's doctoral committee members); 2) personality variables (i.e., compulsivity); 3) task relevant abilities and attitudes (i.e., desire to complete one's dissertation); 4) career orientation (i.e., practitioner or research orientation); and 5) competing obligations and stressors (i.e., experiencing high levels of life stress outside of school). These findings provide a basis for making specific recommendations to clinical psychology training programs in the service of decreasing student attrition and to students themselves regarding how to successfully complete a dissertation in a timely manner. Because few empirical studies have examined dissertation completion specifically among clinical psychology students, future research is necessary to better understand those factors which support and hinder clinical psychology Ph.D. and Psy.D. candidates in completing their theses. (PsycEXTRA Database Record (c) 2013 APA, all rights reserved)

A qualitative inquiry of the counseling dissertation process.

doi: http://dx.doi.org/10.1002/j.1556-6978.2012.00018.x

By Flynn, Stephen V.; Chasek, Christine L.; Harper, Irene F.; Murphy, Katherine M.; Jorgensen, Maribeth F.

Counselor Education and Supervision, Vol 51(4), Dec 2012, 242-255.

The authors in this consensual qualitative research study explored the dissertation experiences of 42 graduates (27 counselor educators, 13 counselors, 2 administrators) from 4 midwestern states. Identified domains included impact of environment, competing influences, personality traits, chair influence, committee function, and barriers to completion. An emergent theory reflected the interconnectedness of the dissertation process across internal, relational, and professional factors. Implications related to motivation, personal traits, and identification of barriers in the dissertation process are provided. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The role of self-regulation in doctoral students' status of all but dissertation.

By Kelley, Martha Joan McCoy

Dissertation Abstracts International Section A: Humanities and Social Sciences, Vol 73(1-A), 2012, 71.

A large amount of research has been conducted on self-regulated learning as it relates to academic achievement. Further, there is a large body of literature regarding doctoral candidates who do not complete their dissertations and are classified as All But Dissertation. However, there is a paucity of research regarding the synthesis of these two disparate bodies of research. The purposes of this study were to: (a) assess self-regulated learning as it applied to the time to completion of the dissertation, (b) determine the relationship between self-regulated learning and the intrinsic task value of the dissertation, (c) assess the impact of intrinsic task value upon time to completion of the dissertation, (d) determine whether there was a linear relationship between self-regulated learning and time to complete the dissertation, (e) assess whether differences existed between the levels of self-regulated learning strategies exhibited by those who were classified as All But Dissertation and those who had recently completed their dissertations and (f) assess whether there were differences in the time since comprehensive exams were taken for those who were All But Dissertation and those participants who had recently completed their dissertations. The researcher developed an online survey (titled the Dissertation Enablers Scale) for this purpose. This survey included four subscales to operationalize the variables and covariates (the Self-regulated Learning Scale, the Intrinsic Task Value Scale, the Research Self-efficacy Scale and the Social Support Scale). This survey was validated through comparison with like instruments, expert review, exploratory factor analyses and reliability estimates. The results of hierarchical regressions indicated that self-regulated learning did predict time to completion of the dissertation, yet intrinsic task value did not predict time to completion of the dissertation. Self-regulated learning was significantly correlated with task value. The findings suggest that there was a linear relationship between self-regulated learning and time to completion of the dissertation. A discriminant function analysis revealed that there were no differences in the use of self-regulated learning strategies between those classified as All But Dissertation and those participants who had recently completed their dissertations. Additional factors that emerged as important to dissertation completion were the importance of financial support and the potential mediating role of intrinsic task value upon self-regulated learning. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Facilitating dissertation completion and success among doctoral students in social work.

doi: http://dx.doi.org/10.5175/JSWE.2009.200800091

By Liechty, Janet M.; Liao, Minli; Schull, Christine Pegorraro

Journal of Social Work Education, Vol 45(3), 2009, 481-497.

Social work doctoral education is essential to the continuation of the profession through its production of educators and researchers. Predicted shortages of educators give urgency to the problems of dissertation delays, lengthy time to completion, and attrition. Using Vygotsky's sociocultural theory of learning, in this article we review the literature on barriers and facilitating factors to dissertation completion. Findings support the relevance of postulated mechanisms of learning such as scaffolding and interaction with more knowledgeable others. Findings also suggest that interventions are necessary at individual, relational, and institutional/departmental levels, and that individual success is contingent upon relational and systemic factors as well as aptitude. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

14.

Journal Article

The Responsibility Scale: A research note on dissertation completion.

doi: http://dx.doi.org/10.1177/0013164498058003011

By Kluever, Raymond; Green, Kathy E.

Educational and Psychological Measurement, Vol 58(3), Jun 1998, 520-531.

Created and evaluated the Responsibility Scale assessment of graduate students' concepts of responsibility associated with completion of the doctoral dissertation. Items followed P. Brickman et al's (1982) model structure. The scale was completed by 142 doctoral graduates (mean age 41.8 yrs) and 97 doctoral candidates (mean age 44.4 yrs) lacking only their dissertations. The principal components analysis of the scale indicated that two factors underlie responses: those that represent responsibility for organization and preparation of the dissertation, and university quality control and evaluation of work . The scale appears useful for assessing attitudes of doctoral candidates toward responsibility for dissertation tasks and for planning student advising based on these attitudes. (PsycINFO Database Record (c) 2016 APA, all rights reserve

Then watch out for dimensions I identified -- maybe, they will be helpful ))

Dear Khasawneb.

You ask if we need trust in order to disclosure ourselves or if  we need disclosure in order to build trust.

As I see it, we do not need to think of your question as an either/or problem, because the two statements are intertwined. Of course, if we do not trust or are self-confident about ourselves we may experience some difficulty while disclosing before others. In this case, trust comes first than disclosure. But we can also think that the more we are available to disclosure before others the more we are self-confident about ourselves. In this case, disclosure comes first than trust. However, I think that there is a kind of dialectical relationship between trust and disclosure. For example, the experience of disclosing before others may make us lead to feel confident about ourselves, just because we are not afraid of showing others what kind of persons we are. In this same vein, the more we are confident about ourselves the less we are afraid of showing others what kind of persons we are. Thus, the  experience of disclosure may become us more confident about ourselves. In the same vein, when are confident about ourselves we are likely to show other people what kind of persons we are. 

Of course, this is a short answer to your question. Even so, I hope it is of some help for you.

Best wishes, Orlando

The Presence questionnaire that I use most is the The ITC-Sense of Presence Inventory (ITC-SOPI). The full questionnaire along with instructions for scoring is avaiable on request by writing to the authors (it is a free tool but they may ask you to share the anonimyzed dataset for validation purposes).

Hi Hasniza,

From a purely personal perspective, I would say that whether a person feels heard, valued and taken seriously by their management and colleagues has a profound impact on morale.

I also think that an organisation's capacity to give meaning to the work they do also has an impact. If someone thinks that what they do doesn't matter, how will they remain motivated, let alone enthusiastic?

Every good wish for your research.

Humanities are influence by the planets so to say planets play an important part where humanity join with the nature.It is a fact that humanities cannot ignore planets as all the 7 major planets have its influence all humanity both in the positive & negative traits .

With this humanities cannot afford to close their eyes on the nature as nature is Omni present & quite often planets & nature go hand in hand .

Human beings have to understand the influence of planets & nature initially as an observed but with the influence they have to take a right course of action so as to receive favorable environment both of planets & nature.

This is my personal opinion 

I occasionally take my dog to join therapeutic sessions with children.  I see no reason at all why you couldn't successfully utilise the family's dog in the same way.  Not knowing the dog won't matter, the child knows the dog and so far as safety and risk, the child's dog will be better placed than any trained dog because he knows the child already.  I can imagine a really powerful piece of work being possible.  Anything you ask the dog about his experience will most likely prompt the child to answer on his behalf because she knows him and you don't.  Got to dash.... Need to change our referral form no so that it states that all client MUST bring their pet to the sessions - no exceptions!

Yes. I need an undergraduate assistant but cannot afford it. The Nigerian economy is currently in recession and it is not likely that they can fund it.

Hi Ibrahim,

It is always safe to redirect the question back to the client and in so doing you will be allowing them to do self-reflection and give their own view of themselves. Furthermore, depending on the response allow them to identify why they have such an opinion about themselves and how related it is to the objective of your session.

Hope you find my opinion helpful and wish you all the best.

Sheila

Dear Arun and Claudia,

I think a distinction should be made between the "must-have" values mentioned by Arun and the personal universal values identified by the Schwartz Theory on Human Values as mentioned by Claudia.  

The first, the "must-have values", depend on moral and ethical systems which differ depending on every culture as well as on personal constructions of value systems that each of us produces as a result of the interaction between our culture's input and our genetics.

The second, the universal values, constitute a pattern of value system that Professor Schwartz has evidenced through his investigations with transcultural samples in more than 80 countries during the last three decades. This pattern presents a list of values that, with reasonable differences, generally constitute the main motivational domains in western societies.

Regards,

Jose Luis

hi dear Noone

Van Dam,at all (2012) have written research paper about "   positive and negative items create method effects on the Five Facet Mindfulness Questionnaire". [Assessment, 19(2), 198-204.] . As i think this research work will be useful for your need. So I am sending link to the soft copy of above research paper herewith

best regards

Dr. Kumara

Conflict management skills are good for dealing with difficult people at work. This is a good resource www.crnhq.org 

Yes. For example, I believe that fostering the use of Impact evaluation is critical in the field of leadership, where a myriad of theories claim that their model is the most effective approach. We definitely need more comparative studies showing which leadership style (or intervention) works better.

Using experimental studies is a good practice to conduct early assessments (e.g. pilot study) of the impact of a potential intervention. In one of my early papers, I compared the impact on performance between two leadership feedback styles, using a laboratory experiment. In a follow-up study, I plan to move to the field and see what happens in real organizations.

Similarly, in another paper, we show how goal setting practices can moderate the relation between emotional competencies and trust in leadership.

I am in learning stage of how to write a project. From where I can get an Idea about complete process?

I have a student who is interested in this as a research question. I think we will likely include questions about strategies people use (e.g., the use of dolls) to manage their sexual interests in a survey we are developing for online recruitment.

You are correct to infer that the two have some core similarities, although as you implied, there are also some important differences, with PO having more of an identity bent as compared to OC. (Anecdotally, imagine the employee who is highly committed to remaining with his/her company - possibly for a myriad of reasons - but does not necessarily personally identify with the company).  Some research has indicated that PO may be predictive of OC (see Han et al., 2010; Liu et al., 2012).  There is a good recent review of PO in JOB (Dawkins et al., 2017) that will point you toward some more relevant studies including those I noted above.

Thank you very much for the reply. I do really appreciate it. I'll update you once everything is ready.

Dear Aboobucker,

You can use an unlimited number of theories in your study as each theory just describes a number of relations of a few particular constructs of a complex phenomenon. To persuade a reviewer you first should clearly identify which constructs are described by each theory and t next to indicate that you are dealing with a set of constructs across several theories. I have a picture which represents 6-7 theories and the constructs they reflect in strategic management, but it is in Russian.

Below is a portion of my recent (accepted) article where I have been asked by reviewers to present my theoretical framework more clearly and I used a book of Fosgren (2008, 2011) on multinational corporations in which he presented 6 theoretical perspectives as a pretext to present  the seventh one:

"Our view of MNCs goes beyond the six perspectives of the multinational firm proposed by Fosgren (2008) because it includes several elements that are largely missing from mainstream international business (IB) studies. Although contingency theory is the major source for understanding MNCs, such contingencies include behavioral elements of strategic actions (see Aharoni 2011) when “managerial attitudes” play an important and sometimes crucial role in corporate actions (Graham et al. 2013; Graham et al. 2015). Following Fosgren’s metric for identifying different perspectives, the “core ability as a multinational firm” is to identify, add, and extract value in its different forms (see Gurkov 2015a). Next, the “organization view” of the multinational corporation is a weak hierarchy affected by personal empathies and antipathies, role ambiguity, and eternal conflicts for power in the junctions of matrix structures. Finally, the “main characteristics” of the environment are defined as the degree of complexity, uncertainty, and equivocality (high equivocality indicates a complete lack of shared views, uniform perceptions, and a similar understanding of what is going one within and around corporations by different management levels and functions)."

Success!

Igor Gurkov 

Hi Robert, Our 9 item measure looks at three types of relationship at work so is useful in looking at how individuals get on with their colleagues, supervisors and the organization as a whole.  It was years in the making and came out of my PhD research on agency workers but also from my consultancy whereby individuals were often very connected with their colleagues to the detriment of the organization as a whole.  Hope this helps. David

Hello, I think that it requires qualitative research to sanwer such questions. People exposed to natural hazards are th ebest to report in how far social media was useful in their individual cases. In Fiji where we asked such questions with regards to urban flooding relevance was rather wide-spread and at times very different than initially expected. So people's experiences provide a crucial starting point and from here one could systematically categorize potential benefits of social media in disaster issues.

Hope this helps. Maybe also look at the importance of SMS / mobile phones to communicate during disaster events. This might be even more important than social media as in the Fiji context many did not have easy access to social media, but almost all had mobile phones and used them to gather and spread information.

Dear all, thanks for thinking with me!

@Ujjwal, it is not yet 100% clear which cities I will lokk at, but the hint to look at the named factors is on my list!

@Aidan, if you have anything available, thanks for sharing.

@Elena, at the moment I plan to look at children aged 4-7, i mainly want to look at  their use of public space to play, but also their way to school and kindergarten.

Have a look at

It is highly cited.

Please note that shared leadership, collective leadership, and distributed

leadership are often used interchangeably in research literature, you might find other scales when using these keywords.

indepth intervention and counselling

You can always create a survey with the key areas you want people to answer to, which you think are focused on social encouragement and discouragement. Target mostly experience employees/ old employees to check their e.g job satisfaction, role they have been assigned within a company. Further you could search for tests pertaining to Organizational Behavior, a course taught at various business schools for more tests and potential answers to your question. 

Good question. My experience is that creating and adhering to Guiding Principles is a good start. 

John Meyer is at University of Western Ontario in the psychology department. If you google John Meyer Western Ontario you will get his university page with contact information.

Please find attached some articles for your literature.

Hello,

There are many measures of "personal development", to narrow the scope down you would need to determine the definition of personal development. That definition will guide you as to the measure you will need. For instance, what are you hoping to "improve":

- increase in self-esteem?

- increase in self-awareness or self-identity?

- increase in cultural awareness?

- open regard for others?

- favourable attitudes to others/less prejudiced?

- various measures of personal physical health? reduced stress?

- increase in personal reflection?

- increase in self-actualization?

- improved quality of life?

- the list goes on and on

There are also a variety of different contexts to consider and the personal development that can be achieved there (school, work, relationships, society).

Good luck.

If you fall under the UK academe, the UK ESRC (Economic and Social Research Council) has established guidelines on ethical practices. Usually, the guidelines are practical and could apply to most circumstances.

The "hard and fast" rules, if there are any, revolve around the integrity of your output. A simple question would be, by paying your respondents, are they susceptible to respond in a way that would alter the outcome of your research (vs not making any payments)? Simple question, but difficult to ascertain. 

I have a paper about academic justice though in Arabic you can find the abstract in English.  Its is in my contributions list:

Academic justice perception for psychology students: The impact of getting the final course grade. 

Dear Ibrahim, thank you very much for your swift reply. Here are the some examples of my concerns about the LOT-R; First, (specificty), In uncertain times, I usually expect the best. Indeed, a case that a person expects the best is  a matter of degree and specificity, which may differ as the functions of the diverse aspects of the life (e.g., marriage, work, schooling). 

Secondly, (vagueness and the future orientation); I am always optimistic about my future. As a matter of fact, the futuıre is a broad concept that contains the diverse areas of life. Thus, contents of possible events a person holds in mind while responding on  this (or similar) item(s) may in fact differ  as a function of the relativitiy of a person's subjective sense of  time.   

Thirdly, (negatively worded items);  'I rarely count on good things happening to me' can be expressed as a mirror image, for example, I usually count on good things happening to me, and does not exactly equal to the former statement in terms of its content semantically. 

Finally, by using the statement of  "organizing the the LOT-R as a multidimensional scale" I argue that the optimism is a broad concept,; and thus, it should be described through the possible  first-order factors which may be capture schooling, cultural life scripts such as marriage, loss of significant others etc., career plans, as well as can be defined through the second-order factor  (e.g., optimism) which significantly and strongly associates with the mentioned and a like first-order factors. 

Yes, you can present a figure like this, but you need to describe the interactions in your narrative paragraphs, as well.

Hi Darren!

I wonder whether you are acquainted with William Perry's (1970) book, Forms of intellectual and ethical development in the college years: New York: Holt, Rinehart, and Winston. I think that you can profit a lot for your purposes from reading it . Generally speaking, the book presents a longitudinal study in a sample of college students (Harvard University). Perry was able to formulate 9, say, epistemological positions, which consist mainly of 4 positions (stages, levels): Dualism, Multiplicity, Relativism and Commitment. The book also presents a semi-clinical interview to assess those positions.  

What follows is a highly oversimplified outline. I urge you to read Perry's original book and article or any of the other literature referenced at the end of my answer.

William Perry claimed (and his claims have been substantiated by subsequent research) that college students (but others, too) "journey" through 9 "positions" with respect to intellectual and moral development. These stages can be characterized in terms of the student's attitude towards knowledge. The 9 positions, grouped into 4 categories, are:

1) Dualism/Received Knowledge: There are right/wrong answers, engraved on golden tablets in the sky, known to authorities. 

a) Basic Duality: All problems are solvable; therefore, the student's task is to learn the right solutions

b) Full Dualism: Some authorities (literature, philosophy) disagree; others (science, math) agree.Therefore, there are right solutions, but some teachers' views of the tablets are obscured. Therefore, student's task is to learn the right solutions and ignore the others.

2) Multiplicity/Subjective Knowledge: There are conflicting answers;

therefore, students must trust their "inner voices", not external authority.

a) Early Multiplicity: There are 2 kinds of problems: those whose solutions we know and those whose solutions we don't know yet  (thus, a kind of dualism).

Student's task is to learn how to find the right solutions.

b) Late Multiplicity: Most problems are of the second kind; therefore, everyone has a right to their own opinion, or some problems are unsolvable; therefore, it doesn't matter which (if any) solution you choose. Student's task is to shoot the bull.

(Most freshman were found to be at this position, which is a kind of relativism). At this point, some students become alienated, and either retreat to an earlier ("safer") position ("I think I'll study math, not literature, because there are clear answers and not as much uncertainty") or else escape (drop out) ("I can't stand college; all they want is right answers" or else "I can't stand college; no one gives you the right answers".)  Perhaps we evolve into Multiplists after we learn things tacitly and have internal or implicit "feelings" or intuitions about things, but not conscious or explicit beliefs that can be explained or justified.

3) Relativism/Procedural Knowledge: There are disciplinary reasoning methods:

Connected knowledge: empathetic (why do you believe X?; what does this poem say to me?) vs. separated knowledge: "objective analysis" (what techniques can I use to analyze this poem?)

a) Contextual Relativism: All proposed solutions are supported by reasons; i.e., must be viewed in context and relative to support. Some solutions are better than others, depending on context. Student's task is to learn to evaluate solutions. 

Perhaps we then evolve into Contextual Relativists when we can express our intuitions in language and seek justifications for them and relationships among them.

4) Commitment

a) Pre-Commitment: Student sees the necessity of making choices committing to a solution .

b) Commitment/Constructed Knowledge: Integration of knowledge learned from others with personal experience and reflection.

c) Commitment: Student makes a commitment. Challenges to commitment:

Student experiences implications of commitment. Student explores issues of responsibility.

d) Post-Commitment: Student realizes commitment is an ongoing, unfolding, evolving activity. The journey is sometimes repeated; and one can be at different stages at the same time with respect to different subjects.

References:

Perry, William G., Jr. (1970). Forms of intellectual and ethical development in the college years: New York: Holt, Rinehart, and Winston.

Perry, William G., Jr. (1981). Cognitive and ethical growth: The Making of meaning. In Arthur W. The Modern American College (pp 76-116).San Francisco: Jossey-Bass

Belenky, M. F.,  Clinchy, B.; Goldberger, N.R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self, voice, and mind. New York: Basic Books

You can find much material on William Perry's work searching in the Internet. I attach to my answer to your question a file I found in the Internet.

I hope that I have got your answer and that this helps.

Best regards and good luck for your research

Thank you for the suggestion but, at a first glance, cannot find links to large groups (<30)

Attached herein.

A few examples from PsychInfo

Creating a supportive environment: Peer support groups for psychotic disorders.

doi: http://dx.doi.org/10.1093/schbul/sbv113

By Castelein, Stynke; Bruggeman, Richard; Davidson, Larry; van der Gaag, Mark

Schizophrenia Bulletin, Vol 41(6), Nov 2015, 1211-1213.

People with psychotic disorders frequently experience significant mental and social limitations that may result in persisting social isolation. Research has shown that a supportive social environment is crucial for the process of personal recovery. Peer support groups can provide an opportunity to reduce isolation and enhance the process of personal recovery. It encourages people to express their thoughts, feelings, and personal concerns in a peer-to-peer learning environment. Although the importance of peer support groups for various chronic diseases is widely acknowledged, they do not generally form part of routine care for people with psychotic disorders. The evidence base is promising, but the field could benefit from more rigorous, pragmatic trials with follow-up measurements to establish a solid evidence-base. This article briefly reviews the literature and discusses the barriers to implementation of a peer-support learning environment in routine care, as well as ways to overcome these. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Veterans’ perspectives on benefits and drawbacks of peer support for posttraumatic stress disorder.

doi: http://dx.doi.org/10.7205/MILMED-D-14-00536

By Hundt, Natalie E.; Robinson, Andrew; Arney, Jennifer; Stanley, Melinda A.; Cully, Jeffrey A.

Military Medicine, Vol 180(8), Aug 2015, 851-856.

Peer support has been increasingly utilized within the Department of Veterans Affairs and offers an opportunity to augment existing care for posttraumatic stress disorder (PTSD). The current study sought to examine Veterans’ perspectives on the potential benefits and drawbacks of peer support for PTSD. A sample of 23 Veterans with substantial treatment experience completed one-time qualitative interviews that were transcribed and coded for thematic content using grounded theory methodology. Results indicated that Veterans identified numerous potential benefits to a peer support program, including social support, purpose and meaning, normalization of symptoms and hope, and therapeutic benefits. Veterans also identified ways that peer support could complement psychotherapy for PTSD by increasing initiation and adherence to treatment and supporting continued use of skills after termination. Results also indicated that Veterans may prefer peer support groups that are separated according to trauma type, gender, and era of service. Other findings highlighted the importance of the leadership and interpersonal skills of a peer support group leader. Overall, Veterans found peer support to be a highly acceptable complement to existing PTSD treatments with few drawbacks. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Brief online surveys to monitor and evaluate facilitated peer support groups for caregivers of children with special needs.

doi: http://dx.doi.org/10.1016/j.evalprogplan.2014.12.019

By Wynter, Karen; Hammarberg, Karin; Sartore, Gina-Maree; Cann, Warren; Fisher, Jane

Evaluation and Program Planning, Vol 49, Apr 2015, 70-75.

Background: There have been few systematic evaluations of experiences of participating in peer support groups for parents and other caregivers of children with special needs. In Australia, facilitated groups are available to caregivers in community settings, through a nationally funded program, MyTime. Mechanisms for ongoing monitoring and evaluation have not yet been instituted. Aim: To establish whether brief, online surveys can be used for monitoring and evaluating peer support groups for caregivers of children with special needs. Methods: Two brief, online surveys, with both fixed-choice and open-ended questions, were developed. All caregivers who attended any MyTime group during a 1-month period were invited to participate. Results: Of 89 caregivers who expressed interest in participating, 54 and 31 respondents completed respectively. Respondents represented a variety of backgrounds and circumstances. Responses revealed both positive and negative aspects of group participation. Linked data on expectations and experiences provided important feedback for the program. Conclusion: Brief, online surveys are a suitable mechanism for ongoing monitoring and evaluation of peer support group programs for caregivers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Peer-to-peer support for PTSD in combat veterans.

By Schorr, Bobbie Jean

Dissertation Abstracts International: Section B: The Sciences and Engineering, Vol 76(9-B(E)), 2016, No Pagination Specified.

This study includes a comprehensive summary of articles evaluating the need for alternative forms of treatment for combat veterans suffering from PTSD and how their PTSD impacts their relationships with loved ones. Evaluated is the prevalence of aggression, substance abuse and suicide among combat veterans. Included are the most common forms of treatment currently being used and the barriers to the use of these current forms of treatment with combat veterans with PTSD. Information provided in the literature review helped to provide support for the need to find adequate treatment modalities for this population as well as confirm the fact that support from peers is the form of support that combat veterans are most likely to seek. In this qualitative study, phenomenological reduction was used in order to gain an understanding of the lived experience of peer-to-peer support groups for combat veteran's and how their involvement in peer-to-peer support can improve their relationships with loved ones. This study revealed not only information on how to improve existing peer-to-peer support groups but participants also provided feedback on what they needed in order to improve their relationships with friends and family. The results of the research study revealed five essential themes that will be presented for consideration: (a) The experience of peer-to-peer support for combat veterans provides normalization of their combat experiences; (b) Matching peer-to-peer support groups according to combat experience and branch of service is essential; (c) Peer-to-peer support helps with transition from military to civilian life; (d) Measures have to be taken to create safe, structured peer-to-peer support groups; (e) Feeling misunderstood by others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Hearing voices peer support groups: A powerful alternative for people in distress.

doi: http://dx.doi.org/10.1080/17522439.2013.843020

By Dillon, Jacqui; Hornstein, Gail A.

Psychosis: Psychological, Social and Integrative Approaches, Vol 5(3), Oct 2013, 286-295.

Hearing voices peer support groups offer a powerful alternative to mainstream psychiatric approaches for understanding and coping with states typically diagnosed as "hallucination." In this jointly authored first-person account, we distill what we have learned from 10 years of facilitating and training others to facilitate these groups and what enables them to work most effectively in the long term. Having witnessed the transformative power of these groups for people long considered unreachable as well as for those who receive some benefit from standard psychiatric treatment, we describe effects that cannot easily be quantified or studied within traditional research paradigms. We explain the structure and function of hearing voices peer support groups and the importance of training facilitators to acquire the skills necessary to ensure that groups operate safely, democratically, and in keeping with the theories and principles of the Hearing Voices Network. The greater use of first-person experience as evidence in deciding what works or does not work for people in extreme distress is advocated; randomized designs or statistically significant findings cannot constitute the only bases for clinical evaluations (Elisabeth Svanholmer, in Romme et al. 2009, p. 151). (PsycINFO Database Record (c) 2016 APA, all rights reserved)

I can share some of the social media research that was used to motivate ESL students that may be helpful for you. They used Facebook a lot, so the topics they blog about - music, fashion, movies, and sports - were used to design learning activities that motivated them to do the EFL exercises for improving their English writing and speaking skills. 

Many thanks,

Debra

Thank you very much Shilpa!

1. Is leadership style positively and significantly related to job performance?