Nowadays, creativity is crucial to implement for the success of companies. Meanwhile, directivity seems to have a very negative reputation in the first sight. The objective of this paper is to identify and present a situation of creativity during the implementation phase of a project where directivity is used. This study consists of two phases. The first one is the ambition to create a primary model based on the present theories which are namely creativity, implementation phase and directivity. The second phase then aspires to draw the potential connections with the help of a qualitative study led on five different projects managers. This should help refine the primary model which will also make it easier to understand such complex notion.

Recent research on psychotherapeutic outcome has highlighted cognitive behaviour therapy (CBT) as the preferred psychotherapeutic approach for most psychological problems. There is however considerable evidence supporting the comparative effectiveness of approaches alternative to CBT. Central to this alternative evidence base is the notion that ‘personal styles’ are influential in determining individual preferences for different psychotherapeutic approaches. This study examined the effect of the combination between the ‘personal style’ of the client and the type of psychotherapeutic approach they receive (more or less directive) on the client’s experience of therapy. A second aim of this study was to explore similarities and differences in the way clients with different 'personal styles' construe therapy through analysis of repertory grid data. Thirty participants with diagnoses of anxiety and/or depression were recruited from mental health charities and a local NHS community team. Participants completed a questionnaire measuring the direction of interest element of personal style, a self-report questionnaire rating their experience of psychotherapy and a repertory grid exploring their construing of psychotherapy. The study found that the fit between an individual’s ‘personal style’ and the type of therapeutic approach they received was predictive of therapy experience. Analysis of the repertory grids revealed few differences in the construing of participants with different ‘personal styles’. The use of a global measure of therapeutic experience was original in research looking at the helpful aspects of psychotherapy. The strengths and limitations of the study are discussed and ideas for future research are recommended.

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Magistro darbe analizuojamas specialistų, dirbančių su neįgaliaisiais profesinės reabilitacijos procese, darbdavių ir neįgaliųjų požiūris į profesinės reabilitacijos specialisto veiklos kryptingumą bei reikalingumą. Suformuluota hipotezė, kurią sudaro dvi dalys: Tikėtina, kad specialistų, dirbančių su neįgaliaisiais profesinės reabilitacijos procese, darbdavių ir neįgaliųjų nuomonės leidžia įvertinti profesinės reabilitacijos specialisto veiklos kryptingumo prioritetus neįgaliųjų profesinės reabilitacijos procese. Tikėtina, kad specialistai, dirbantys su neįgaliaisiais profesinės reabilitacijos procese, darbdaviai ir patys neįgalieji yra linkę pripažinti profesinės reabilitacijos specialisto reikalingumą neįgaliųjų profesinės reabilitacijos procese. Anketinės apklausos metodu tirta, kaip specialistai ir kaip darbdaviai vertina profesinės reabilitacijos specialisto veiklos kryptingumą ir reikalingumą. Duomenų analizei taikyta statistinė (aprašomoji dažnių, vidurkių, procentų) duomenų analizė. Individualaus pokalbio (asmeninio interviu) metodu tirta, kaip neįgalieji linkę vertinti profesinės reabilitacijos specialisto veiklos kryptingumą ir reikalingumą darbo vietoje. Duomenų analizei taikyta pamatinė, dar kitaip vadinama lauko teorija (grounded theory). Tyrime dalyvavo 100 specialistų iš Šiaulių bei Kauno apskričių, dirbančių su neįgaliais asmenimis profesinės reabilitacijos procese, 100 darbdavių iš Šiaulių, Kauno bei Alytaus apskričių, dirbančių įvairiose profesinės veiklos... [toliau žr. visą tekstą] / In this paper analyzed specialists who work with the disabled in the process of vocational rehabilitation, employers and disabled people attitude towards vocational rehabilitation specialist directiveness of activity and necessity. Stated hypothesis from two sections: It is presupposed, that minds of specialists who work with the disabled in the process of vocational rehabilitation, employers and disabled people let assess priorities of vocational rehabilitation specialist directiveness of activity in process of vocational rehabilitation of the disabled. It is presupposed, that specialists who work with the disabled in the process of vocational rehabilitation, employers and disabled people are inclined to agree with necessity of vocational rehabilitation specialist in process of vocational rehabilitation of the disabled. It is important to note that the interrogatory by filling in the form is also under the consideration how specialists who work with the disabled in the process of vocational rehabilitation and employers assess vocational rehabilitation specialist directiveness of activity and necessity. The fact-finding is also made and shown in statistics (descriptive frequency, the average, the percentage). The interrogatory by individual interview is also under the consideration how disabled people are inclined to assess vocational rehabilitation specialist directiveness of activity and necessity in workplace. The fact-finding is also made and shown in grounded theory... [to full text]

The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity between cultures. Finally, the role of classroom cultures for self-regulation was studied. In particular, it examined the effects of classrooms and the quality of teacher talk (teacher-to-student communicative interactions/demands), such as teacher ‘regulatory talk’ and ‘socio-motivational talk’, on student self-regulation. A quantitative approach to the analysis of qualitative data (i.e. videos of student behaviour engaged in 11 to 13 experimental tasks, semi-structured interviews, videoed literacy lessons) was adopted. Eight classrooms situated in different schools from Chile and England were part of the study. In total, 8 teachers and 49 students – one teacher and six to seven students per classroom – took active part in the study. Qualitative data was primarily analysed using observational scales (for student behaviour), thematic analysis (for interview data), as well as socio-cultural discourse analysis (for videoed lessons). Statistical techniques, such as Mann Whitney U test, Factor Analysis, Multinomial logistic regressions, and Multilevel regressions were then applied on numerical transformations of the data. Overall, results suggest that self-regulation and achievement motivational attitudes vary to important extents according to culture. Most interestingly, these varied between cultures not so much in terms of the degree to which children used or adopted them, but rather in terms of their functionality. Some key findings supporting this conclusion were: i) Strong similarities between English and Chilean children’s levels of self-regulatory behaviours; ii) substantial differences across country samples in relation to the psychological factors underlying the expression of specific self-regulatory behaviours; iii) the finding of evaluative actions being self-regulatory in England but not in Chile; iv) a higher variety of self-regulatory behaviours being predictive of task performance in England than in Chile; v) the fact that learned self-regulatory behaviours accounted for effects of effective metacognitive control on task performance in England but not Chile; vi) some important differences in the achievement motivational attitudes expressed by Chilean and English students; and vii) culture-specific functionalities of various achievement motivational attitudes with respect to student effort and self-regulatory behaviours. Moreover, results suggest that some aspects of children’s self-regulation and motivational attitudes develop as tools to adapt to classroom cultures, specifically to the learning interactions/demands socially afforded by teacher talk. Among key findings supporting this conclusion were: i) effects of classrooms on children’s cognitive, social, and motivational self-regulation behavioural strategies, and ii) clear effects of teacher ‘regulatory talk’ (e.g., teacher ‘self-regulatory talk’ predicting more planning and asking for clarifications in students) and ‘socio-motivational talk’ (e.g., teacher ‘talk against self-efficacy’ predicting higher dependency-oriented help-seeking in students) on those behaviours with respect to which classrooms were found to matter. Thus a theory about the culturally adaptive functionality (CAF) of self-regulation and motivational attitudes supporting self-regulation is developed throughout the thesis.