Recent government policy has identified Speech, Language and Communications (SLCN) as key and essential to each child’s potential to achieve in school. The Bercow Report (Bercow 2008) was commissioned in order to review support for SLCN in the UK. Following a systematic review, Bercow highlighted (amongst other issues) a level of inconsistency associated with SLCN support in UK secondary schools . Despite general agreement that input is required in order to improve “communication” in secondary schools, a productive discussion in number of subsequent publications is limited (see Lindsay 2008 and discussion in literature review section in Appendix K), seemingly due lack of clarity regarding the precise definition of the term and the types of issues that interventions need to address. Furthermore, school based communication interventions to date have only focused on teacher-child communication, therefore, the current research aims to specify and investigate the concept of “communication” in a school setting on two different levels: within individual (self) and perceptions of others (leading to a more systemic perspective). First, on a personal level, a pupil’s own self concept of communicational abilities is assessed (paper 1). Second, on an organisational level, the way in which pupils and teachers as well as senior managerial staff view the quality of communication in the school (paper 2). This research assumes a view of communication which stretches beyond traditional models of language processing e.g. referring to syntax, phonology, morphology and pragmatics and interprets the term more widely to refer to any barrier (cognitive or otherwise) which disrupts the understanding or processing of language. The research presented in this thesis refers to one area in particular (communication self-concept) which falls inside this definition but would not be considered on most language audits and assessments (and is therefore unlikely to be considered in secondary schools). The term “Communication Self Concept” (CSC) refers to a person’s own views of their communicative ability and in this instance was borne initially out of more general work around “academic self-concept” by Marsh (1990) (see section 2.2 for discussion). Academic self-concept has been subdivided into a range of subject specific constructs which have been found to be highly predictive of academic attainment (Valentine et al 2004). Given the principal role of communication across a range of different disciplines it was considered that communication self-concept may have the potential to be highly predictive of academic attainment in school (see section 2.2 for discussion). Paper one therefore was split into two parts, the first part aimed to create a measure of communication self-concept and in the second to look at the extent to which it is able to uniquely predict academic attainment in English (see section 2.4.2 for discussion). Paper one concludes that the Communication Self Concept Questionnaire (CSCQ) is able to significantly predict academic attainment in English and is distinct from other predictors, such as English self-concept and Communication competence. Paper two continues to build on the theme of communication within secondary schools by exploring the views of children in two schools about communication in order to gain a wider perspective on potential barriers to communicating, which may also impact on their levels of communication self-concept. In addition to this, the paper also explores communication from an organisational perspective via interviews with senior management and staff. The aim of conducting interviews with staff was to gain an impression of the general issues surrounding communication from an institutional and inter-staff level. A range of themes were identified on a staff and child level. Themes related centrally to poor mutual (staff to staff, child to staff) awareness of each other’s respective roles and responsibilities at school. Sources of this issue appear to partly relate to time pressure and inconsistent staffing, both of which also contributed independently to poor communication in school. More crucially however, staff generally discussed feeling unable to communicate with their peers (i.e. other members of staff) for similar reasons to the children which was indicative of poor communication self-concept as defined in the previous study. Whilst the work in this thesis is exploratory in nature, it establishes the potentially important role of communication self-concept alongside more traditional communication related constructs (discussed in section 2.2 and appendix K). Furthermore, the thesis highlights the need for communication intervention to encompass an entire institution and questions the value of school based communication interventions which only focus on teacher-child communication. Questions regarding the extent to which communication self-concept on an organisational / staffing level impacts on child communication self-concept are discussed with respect to Social Cognitive Theory and Self-Efficacy Theory (Bandura 1982;1989).

Thesis (Ph.D.) -- University of Rhode Island, 2007 / Typescript. Includes bibliographical references (leaves 250-294).

Submitted by Rafael Santana (rafael.silvasantana@ufpe.br) on 2017-05-05T17:35:13Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Erica_de_Carvalho_Paz_Dissertacao.pdf: 3046567 bytes, checksum: dba07c902de05881871c73faba488bb4 (MD5) / Made available in DSpace on 2017-05-05T17:35:13Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Erica_de_Carvalho_Paz_Dissertacao.pdf: 3046567 bytes, checksum: dba07c902de05881871c73faba488bb4 (MD5) Previous issue date: 2016-05-13 / As relações sociais virtuais se intensificaram na era da informação e as redes sociais virtuais, além de uma forma de interação social, se tornaram um canal de divulgação de posses para consumidores. O foco desta pesquisa é identificar se as pessoas fazem uso do Gerenciamento de impressões para a construção do seu Eu estendido, usando como objeto de estudo as publicações sobre viagens no Facebook. Assim buscou-se entender o significado que as pessoas atribuem às suas postagens sobre viagens e como estas contribuem para a formação do Eu estendido, bem como quais são e como são utilizadas as estratégias e táticas de Gerenciamento de impressões nessas publicações. As bases teóricas que fundamentaram este trabalho estão nos construtos de Gerenciamento de impressões, apresentado por Erving Goffman, em 1959, e de Eu estendido, trazido por Belk (1988). Este estudo qualitativo tem como base metodológica pós-modernista a Teoria da Cultura do Consumo, e faz uso de um método focado na análise das relações sociais virtuais, a netnografia, desenvolvida por Kozinets (2014). Os resultados da pesquisa apontam que o uso de Gerenciamento de impressões pode influenciar na formação ou fortalecimento do Eu estendido de quem faz postagens sobre viagens no Facebook. / Virtual social relations have intensified in the information age and virtual social networks, as well as a form of social interaction, became a dissemination of possessions channel to consumers. The focus of this research is to identify if people use impression management for the construction of its extended self, using as an object of study travel publications on Facebook. So we seeked to understand the meaning that people attach to their posts about travel and how they contribute to the formation of the extended self and what they are and how they are used the strategies and tactics of these publications impressions management. The theoretical bases that underlie this work are the impressions management construct presented by Erving Goffman in 1959, and the extended self, brought by Belk (1988). This qualitative study is postmodernist methodological basis the Theory of Consumer Culture, and makes use of a method focused on the analysis of virtual social relationships, netnography, developed by Kozinets (2014). The survey results indicate that the use of impression management can influence the formation or strengthening of the extended self for those that makes travel posts on Facebook.

The business environment is currently typified by rapid and ongoing change, which causes the future to be increasingly unpredictable and unsettled. Companies are struggling to maintain their competitive edge and to survive. It is therefore important that management should ensure that the necessary competencies and abilities are available to enable the coordination of both diversified and specialised functions within the company. This underlines the importance of effective teamwork in organizations. The purpose of this study is to examine the role of team leadership in the effectiveness of management teams. In order to attain this goal, the primary focus of the literature study was team leadership. Chapter 2 comprehensively discusses the most important aspects determining effective teams and team efficiency in organizations. The analysis of the literature was focused specifically on the general factors determining team efficiency and twenty critical factors were identified. In chapter 3 team leadership is discussed. A comprehensive literature study was done in order to identify the characteristics of an effective team leader, as well as the roles he/she is expected to play in the team. Qualitative analysis of the literature indicated 17 discernable roles which are discussed comprehensively in this chapter. Qualitative as well as quantitative research methodologies were used in order to achieve the objective of this study. Qualitative methodology was used mainly to analyze the available literature. Quantitative research involved a random sample of 19 teams, which were selected from all divisions of the organization. A dual criterion, consisting of an evaluation of the group dynamics in the teams and also of quantifyable team output was used. On the basis of the criterion these teams were divided into nine effective and ten ineffective teams. The team leaders were assessed by means of a 360° questionnaire. The head of the team, team members and the team leaders themselves were required to do the assessment according to five identified dimensions describing team leadership. The effective and ineffective teams were compared using the Mann-Whitney U-test to determine whether any significant differences between the teams exist in terms of the following five dimensions: "management of attention" (dimension 1); "management of meaning and motivation" (dimension 2); "management of trust" (dimension 3); "management of self" (dimension 4) and "management of empowerment" (dimension 5). From the comparison between the effective and ineffective teams the following results were apparent: There is a clear tendency to indicate that in the case of effective teams, when assessing the team leader, the assessment by team members and team leaders coincide. In the case of ineffective teams, leaders tend to rate themselves considerably higher than the team members do. This leads to the conclusion that leaders of effective teams have a realistic view of their ability as team leaders. Significant differences were also discernable in the following dimensions: "management of attention" (dimension 1); "management of trust" (dimension 3); "management of self" (dimension 4) and "management of empowerment" (dimension 5). The most significant differences were found in terms of dimensions 3 and 5. Results indicate that leaders of effective teams have a realistic concept of their ability; that they have the ability to purposefully lead their team members; that they can inspire trust in their team members; that they manage themselves effectively and that they empower their team members in all areas and aspects. / Thesis (MCom (Human Resources Management))--University of Pretoria, 2004. / Human Resource Management / unrestricted

Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, and, Centre for Automotive safety Research , 2004? / Includes bibliographical references (p. 396-420). Also available online.

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves [116]-120).

The thesis named "The Application of self-management methods to prevent burn- out syndrome of the kindergarten headpersons" follows the objective to identify self- management methods and time and stress managements for kindergarten headpersons. In the theoretical section the work is based on findings about the kindergarten headpersons, their motivation, competence, self-management, self-reflection and regards also self- development. The work futher deals with burn-out syndrome, its symptoms and prevention methods, time and stress managements, tools and methods assisting time managements and refers also so called time thieves. Equally the work mentions the stress which is accompanying the headpearsons and describes the stress symptoms, its positive and negative efects on individual and describes also the prevention which should be helpful to control the stress situations. The theoretical section of the work is based on expert literature and explains terms and views of authors dealing with self, time and stress- managements. The research inquiry was aimed at identification of methods from the sphere of self,time and stress-managements applied by kindergarten headpersons within the frame of their self-management which are helpfull to prevent stress and consequent burn-out syndrome. The research iquiry...

Diploma thesis „Management of personality development“ is focused on analysis of issues in case of managers of the company Advantage Consulting s.r.o. Theoretical analysis is focused on time management, stress management, personality development and then issue of personality types follows. The analysis of individual managers in all mentioned fields is given and recommendations for increasing level of management of personality development are for-mulated.

This thesis investigated the experience of taking part in a psychosocial assessment following an episode of self-harm from the service user perspective. Psychosocial assessments are a key aspect of self-harm management in secondary care, designed to identify needs and risk and determine further care. This study utilised interpretative phenomenological analysis to privilege the voices of service users and produce in-depth, contextualised understandings of the experience of assessment and its impact on future help-seeking and engagement with services. Data collection consisted of semi-structured interviews with thirteen participants soon after their hospital attendance; follow-up semi-structured interviews were also completed with seven participants three months later, to explore patient-derived outcomes from assessment and hospital attendance. The lived experiences of participants were characterised by two main features: experiences of life as a struggle and of the self as “less than”. As a result of these struggles and experiences of powerlessness and devaluation, participants mostly saw self-harm and suicide as a natural progression in their narratives. Expressions of suicidal intent reflected a struggle between a desperate desire for change and hopelessness in the face of current circumstances. The key message gained from participants’ accounts of assessment was that the interaction with staff had the power to reinforce or challenge hopelessness and negative self-evaluations. In addition, the way an assessment was conducted had influence beyond the hospital: as an experience which created or reinforced expectations for future instances of help-seeking; as a deterrent or an encouragement to seek help; and as the first step along the path to change. Unfortunately, participants’ experiences of aftercare were dominated by a sense of stagnation due to the failure of services to follow through with promises of aftercare, which affected their attitudes towards future help-seeking and towards themselves. This thesis is the first study to utilise an in-depth idiographic methodology to explore and contextualise the service user experience of psychosocial assessment following self-harm within the wider circumstances of their lives. It demonstrates how patient-staff interactions within the hospital and after discharge can affect future help-seeking through reinforcing or challenging the hopelessness and self-negativity of patients.