Judging the fairness of voice-based participation across multiple and interrelated stages of decision making

Recent multifoci research reports that multiple sources of justice exist in organizations. In expanding this framework, we address how judgments of overall procedural fairness and behavioral intentions are influenced by different experiences of voice-based participation across a multi-stage decision-making process. The results of two experiments were consistent with a fairness theory framework. Overall, decision procedures were judged to be the fairest and the intention to volunteer was highest when participants were allowed voice in their team and when their team was allowed voice by organizational authorities. When voice was denied by both the team and the organization or was denied by either party, fairness ratings, and participant intentions were depressed and did not significantly differ from each other. This pattern of results suggests that individuals are influenced by transactions across decision-making stages and that such interdependence should be considered when attempting to understand the meaningfulness of voice-based participation.     

Multicultural Training in Spirituality: An Interdisciplinary Review

Is spiritual diversity a neglected dimension in preparation for multicultural competency? The authors present an interdisciplinary overview of research related to multicultural training in spirituality and religion to address this issue. Findings indicate that counseling program leaders have minimal preparation in spiritual and religious diversity and interventions. In addition, spiritual and religious themes appear to be minimally included in counseling program curricula. Some evidence also indicates that religious and spiritual diversity is not considered as important in multicultural training as are other kinds of diversity. A movement to include spirituality and religious content in accreditation guidelines, however, points to a possible shift to expand preparation for religious and spiritual competency. The article concludes with implications for counselor preparation and supervision.     

Approach and Avoidance Relationship Commitment

The current paper proposes that relationship commitment is a goal; and as such, is regulated by the approach and avoidance dimensions. We suggest that two types of commitment exist: approach commitment, the desire to maintain and continue the relationship, and avoidance commitment, the desire to avoid relationship dissolution. Specifically, approach commitment is associated with a desire for future relationship incentives and rewards; and avoidance commitment is a desire to avoid the negative consequences or costs of relationship dissolution. In this paper, we evaluate previous research on relationship commitment from an approach and avoidance goal theory perspective, and then present an approach and avoidance commitment model and hypotheses testable in future research.     

Callous-unemotional features, behavioral inhibition, and parenting: independent predictors of aggression in a high-risk preschool sample

A behaviorally-uninhibited temperament, callous-unemotional (CU) features, and harsh parenting have been associated with specific patterns of aggressive behavior in older children and adolescents. We tested the additive and interactive effects of these factors in predicting different types of aggressive behavior in a high-risk preschool sample. Forty-nine preschoolers and their parents registering for Head Start programs were recruited for participation. Behavioral inhibition, CU features, and attitudes toward various types of parenting were assessed through parent rating scales completed at the time of registration. Behavioral inhibition, CU features, and aggression were assessed by teacher ratings approximately six months later. Analyses revealed that behavioral inhibition, CU features, and harsh parental attitudes all contributed independently to the prediction of aggressive behavior. These associations were strongest for proactive types of aggression. Our results suggest that a behaviorally uninhibited temperament, CU features, and attitudes favoring harsh parenting are all important for understanding the development of aggression in preschool children.     

Constructed‐response spelling and literacy development: an application in an urban classroom

The purpose of this study was to examine the effectiveness of constructed‐response spelling procedures with disadvantaged children attending a public inner‐city elementary school. Ten students of primarily Cape Verdean descent participated in the study as part of a classroom‐wide implementation of constructed‐response procedures. A multiple‐treatment design was used to assess the effectiveness of the constructed‐response strategy versus traditional spelling instruction. The dependent variable was the percent of words spelled correctly on weekly spelling tests. Results indicated that mean spelling scores were higher during both constructed‐response conditions than during traditional instruction for 9 of the 10 students. The relationship between spelling proficiency and literacy development is discussed. Copyright © 2006 John Wiley & Sons, Ltd.     

Identity Cues: Evidence From and for Intra‐Individual Perspectives on Positive and Negative Stereotyping1

Traditional stereotyping research has adopted an intergroup perspective: Comparisons are made between ways in which targets belonging to different social groups are stereotyped. We adopt an intra‐individual perspective and examine how a single target, belonging to multiple social groups, is stereotyped differently based on identity cues. Participants interacted with a partner (a research confederate) in a series of e‐mail exchanges. The partner used e‐mail addresses that subtly cued either the partner's gender identity, the partner's ethnic identity, or neither identity. This subtle identity cue led participants to stereotype their partners in very different ways, biasing recall in directions consistent with the positive and negative stereotypes associated with the different identities cued. Applications of the findings to the problems that stereotypes create are discussed.     

The role of identity and work-family support in work-family enrichment and its work-related consequences

Despite growing research on the positive connections between work and family, antecedents and consequences of work-family enrichment are understudied. Using a sample of employees from a major insurance company, we assessed the relationship of (i) individual (i.e., work and family identities), (ii) family (emotional and instrumental support), and (iii) organizational (benefit use and work-family culture) antecedents to work-family and family-work enrichment. We also examined whether enrichment predicted important work outcomes including organizational commitment and turnover intentions. The strength of an individual’s identity and informal or emotional support within a domain, rather than formal or instrumental support, were associated with greater enrichment. Work-family enrichment positively predicted affective organizational commitment, and family-work enrichment negatively predicted turnover intentions. Implications for individuals and organizations wanting to foster enrichment are discussed.