PROFILES OF INDEPENDENT SOCIAL WORK: Elizabeth Dunn

No abstract available for this article.     

PROFILES OF INDEPENDENT SOCIAL WORK: Rudolph Calabrese

No abstract available for this article.     

PROFILES OF INDEPENDENT SOCIAL WORK: Claudia Black

No abstract available for this article.     

PROFILES OF INDEPENDENT SOCIAL WORK: Jules Levaggi

No abstract available for this article.     

PROFILES IN INDEPENDENT SOCIAL WORK: Herbert S. Strean

No abstract available for this article.     

PROFILES OF INDEPENDENT SOCLAL WORK: Julie Nelson

No abstract available for this article.     

SELF-INSTRUCTIONAL TRAINING TO INCREASE INDEPENDENT WORK PERFORMANCE IN PRESCHOOLERS

The generalized effects of self-instructional training on the classroom performance of three “impulsive” preschool children were investigated using a multiple-baseline design across subjects. Measures of child and teacher behavior in the classroom were obtained through direct observations during a daily independent work period. Self-instructional training followed Meichenbaum and Goodman's (1971) approach, except that training materials consisted of naturalistic task worksheets rather than psychometric test items and training sessions were of shorter duration. For all three children, self-instructional training resulted in increased levels of accuracy on worksheets in the classroom that were similar to those used in training. Results related to several supplementary measures were less clear; however, they suggested that rates of on-task behavior may also have improved, and that a mild classroom intervention further strengthened on-task rates and effected consistent work completion for all three children. The findings suggested that generalized increases in accuracy on classroom worksheets were related to the naturalistic format of the self-instructional training sessions. The level of teacher attention was controlled to rule out its effect on changes in child behavior.     

THROUGH THE LOOKING GLASS OF A SOCIAL SYSTEM: CROSS-LEVEL EFFECTS OF HIGH-PERFORMANCE WORK SYSTEMS ON EMPLOYEES' ATTITUDES

Drawing on emerging multilevel theorizing in human resources management, we tested a multilevel model of high-performance work systems (HPWS), using data obtained from 324 managers and 522 employees in 76 Japanese establishments. Results from cross-level analyses indicated that the relationships between establishment-level HPWS and employee job satisfaction and affective commitment were fully mediated by establishment-level concern for employees climate. These results shed new light on the mechanisms through which HPWS impacts employee outcomes and serve to bridge between macro and micro perspectives of human resource management. The research and practice implications of the findings are discussed.     

COGNITIVE PROFILES OF READING-DISABLED CHILDREN:

Abstract— A comprehensive cognitive appraisal of elementary school children with learning disabilities showed that within the language sphere, deficits associated with reading disability are selective. Phonological deficits consistently accompany reading problems whether they occur in relatively pure form or in the presence of coexisting attention deficit or arithmetic disability. Although reading-disabled children were also deficient in production of morphologically related forms, this difficulty stemmed in large part from the same weakness in the phonological component that underlies reading disability. In contrast, tests of syntactic knowledge did not distinguish reading-disabled children from those with other cognitive disabilities, nor from normal children after covarying for intelligence.     

CONTRIBUTION OF SOCIAL PSYCHOLOGY TO THE NATURE AND FUNCTION OF WORK AND ITS RELEVANCE TO SOCIETIES OF THE THIRD WORLD

It is argued that the concept of work is central to consideration of the future both of the industrialized and the Third World. Work must be sharply distinguished from paid employment to which we cannot look to provide entitlement to full citizenship, a role which it has acquired over a comparatively short period of time in industrial civilization. Work and education are artificially divided, the price for which is greatly higher in the developing than in the developed world. Sociotechnical assessment should be undertaken to ensure that the selection of technologies for use in developing countries will meet their requirements for the encouragement and growth of social and political as well as manual skills. There is a need for community processes to be studied and understood without neglect of their historical dimension.     

SHIFT WORK RELATED TO JOB ATTITUDES,SOCIAL PARTICIPATION AND WITHDRAWAL BEHAVIOR: A STUDY OF NURSES AND INDUSTRIAL WORKERS1

The present study investigates the relationship between shift schedules and mental health, job satisfaction, social participation, organizational commitment, anticipated turnover, absenteeism and tardiness among nurses (N=440) in two hospitals and among rank-and-file workers (N=383) in a manufacturing organization. Results are generally supportive of the model which projected that workers on fixed work schedules (high routine-oriented) would be better off than workers on rotating work schedules (low routine-oriented) in terms of mental health, job satisfaction, organizational commitment and social participation. In addition, workers on fixed shift schedules are found to be lower on anticipated turnover, absenteeism and tardiness than workers on rotating shift schedules. Six potential moderators: age, marital status, place of socialization, cultural background, seniority and respondent's sex, were measured and their association with these relationships analyzed. Results are discussed in the light of the previous empirical evidence.     

ACCEPTANCE-DEPENDENCE: A SOCIAL KIND OF RESPONSE-DEPENDENCE

Abstract:  Neither Johnston's nor Wright's account of response-dependence offers a complete picture of response-dependence, as they do not apply to all concepts that are intrinsically related to our mental responses. In order to (begin to) remedy this situation, a new conception of response-dependence is introduced that I call "acceptance-dependence". This account applies to concepts such as goal , constitutional , and money , the first two of which have mistakenly been taken to be response-dependent in another sense. Whereas on Johnston's and Wright's accounts response-dependent concepts depend on counterfactual responses of individuals, acceptance-dependent concepts depend on the actual responses of groups of people. This implies that concepts of the latter kind are less objective than concepts of the former kind.     

THE SOCIAL PSYCHOLOGY OF FALSE CONFESSIONS:

Abstract— An experiment demonstrated that false incriminating evidence can lead people to accept guilt for a crime thev did not commit Subjects in a fast- or slow-paced reaction time task were accused of damaging a computer by pressing the wrong key Alt were truly innocent and initially denied the charge A confederate then said she saw the subject hit the key or did not see the subject hit the key Compared with subjects in the slow-pace/no-witness group, those in the fast-pace-witness group were more likely to sign a confession, internalize guilt for the event, and confabulate details in memory consistent with that belief Both legal and conceptual implications are discussed.     

TREATMENT OF SOCIAL BEHAVIOR IN AUTISM THROUGH THE MODIFICATION OF PIVOTAL SOCIAL SKILLS

We examined acquisition of individual social communicative behaviors and generalization across other social behaviors in 2 children with autism. The results of a multiple baseline design showed that the children's treated social behaviors improved rapidly and that there were generalized changes in untreated social behaviors. These improvements were accompanied by increases in subjective ratings of the overall appropriateness of the children's social interactions. The results suggest the possibility of identifying pivotal response classes of social communicative behavior that may facilitate the understanding of social behavior in autism as well as improve peer interactions, social integration, and social development.     

社会应激对成年后进行群体隔离的大白鼠的行为的影响

本文观察了在成年后进行群体隔离的大白鼠与群居鼠在摄食、饮水、睡眠等方面的行为差异。着重观察了社会应激对成年后进行群体隔离的动物的行为的影响,以研究群体隔离时动物的年龄与过去生活经验是不是动物在社会应激时发生的行为改变的关键因素。 结果表明:群居与隔离两种环境对动物摄食、饮水和体重无明显影响,但隔离动物睡眠时间较群居动物短。即使在成年后进行群体隔离、社会应激对隔离动物的摄食、饮水、睡眠和攻击性行为的影响也比群居组明显。但进行群体隔离时动物的年龄和隔离前有较长时间的群居生活经验可大大减轻社会应激时行为反应的强度,也可使适应过程发生得快些。这说明早期环境和过去生活经验的重要性。社会应激影响饮水和摄食的方式随年龄而改变,年龄较大的群居鼠对社会应激的适应可能比年龄较轻的群居鼠差。     

INFLUENCES OF THE VIRTUAL OFFICE ON ASPECTS OF WORK AND WORK/LIFE BALANCE

Millions of employees now use portable electronic tools to do their jobs from a "virtual office" with extensive flexibility in the timing and location of work. However, little scholarly research exists about the effects of this burgeoning work form. This study of IBM employees explored influences of the virtual office on aspects of work and work/life balance as reported by virtual office teleworkers ( n = 157) and an equivalent group of traditional office workers ( n = 89). Qualitative analyses revealed the perception of greater productivity, higher morale, increased flexibility and longer work hours due to telework, as well as an equivocal influence on work/life balance and a negative influence on teamwork. Using a quasi-experimental design, quantitative multivariate analyses supported the qualitative findings related to productivity, flexibility and work/life balance. However, multivariate analyses failed to support the qualitative findings for morale, teamwork and work hours. This study highlights the need for a multi-method approach, including both qualitative and quantitative elements, when studying telework.