There is a lack of simple random sample based research into whether there are social skill and behavior problem differences for six- to eleven-year-old boys and girls which correlate with rates of parental alcohol consumption, social sequelae of parental alcohol consumption, reported level of marital conflict, and extended family history of alcoholism. This simple random sample study correlates the above variables with T scores on the behavior problem and social competence scales of the Achenbach Child Behavior Checklist and Child Behavior Checklist - Teacher's Report Form for six- to eleven-year-old children (N=lOO). Behavior problem scales include disorders of affect, thought, and conduct, and attentional problems. Social competence scales include measures of activity level, social involvement, and school performance and working hard, behaving appropriately, learning, and happiness at school. Variables which demonstrate high correlations (p ≤ .05) are also examined using multiple regression. Both males and females are shown to be impacted both in magnitude and pervasiveness of effect. The single most affected dependent variable for both males and females is delinquent behaviors. Dad's score on the Michigan Alcoholism Screening Test is the independent variable that most frequently predicts the largest amount of variance in regression equations.

Mentoring in the workplace has become an increasingly popular trend because of its touted success at addressing the career and social related needs of employees. While the majority of the research on mentoring has examined protege benefits, far fewer studies have examined the potential negative effects of mentoring. Moreover, little is known about the antecedents of negative mentoring experiences. A primary objective of the present study was to investigate relations between mentor and protege perceptions of organizational politics and reports of functional and dysfunctional mentoring. In addition, I examined the joint contribution of functional and dysfunctional mentoring to a number of protege outcomes. Data were collected from 93 mentor-protege dyads employed across the United States by a marketing communications business. Results indicated that mentors who perceived their climate to be more political expressed greater motivation to mentor for their own self-enhancement and lesser motivation to mentor for their own intrinsic satisfaction. proteges who perceived their climate to be more political reported a greater incidence of dysfunctional mentoring. protege reports of the functional mentoring they received accounted for unique variance in predicting supervisor ratings of their performance, whereas dysfunctional mentoring accounted for unique variance in predicting turnover intentions, stress, and job satisfaction. The results of this study broaden our understanding of the manner in which mentoring relationships can go awry.

Children with Asperger's Disorder are considered to have impairments in social interaction, but to date few studies have empirically addressed this issue. This study examined the existence of social skills deficits in children with Asperger's Disorder, children with social phobia, and children with no psychological disorder. Using direct observation of social skills during role-play tasks, blinded observers rated an overall impression of social effectiveness and three specific categories of social skill: pragmatic behavior (e.g., effort to maintain conversation, latency to respond), speech and prosodic behavior (e.g., vocal inflection, voice volume), and paralinguistic conversational behaviors (e.g., facial orientation, motor movement). Children with Asperger's Disorder did not display predicted social skills deficits when compared to typically developing children. When compared to children with social phobia, children with Asperger's Disorder were rated as significantly more socially effective and were rated as more skilled on the molecular conversational behaviors that create an overall impression of social effectiveness. These results suggest that children with Asperger's Disorder display adequate social skill during brief social interactions. Furthermore, the social skills deficits present in children with social phobia are not the same deficits found in children with Asperger's Disorder. Implications of the findings are discussed.

No description available.

No description available.

No description available.

The purpose of this non-experimental study was to investigate teacher empowerment and the participatory management within the schools’ cultures. Also, the study investigated the teachers’ expectations of their students’ social skill competency needs and classroom behavioral practices within the existing school culture. Pearson r coefficients were used to determine the degree of relationship between teachers’ perceived empowerment and school culture. Independent t-tests were run on the mean scores between middle school and high school teacher perception of autonomy and collaborative leadership. Responses to an open-ended questionnaire were analyzed as qualitative data on teacher expectations of student social skill competency. Descriptive profiles of the administrators’ strategies in the process of decision making and the formal structured participative management system were calculated. Cross tabulation of school, gender, and years of experience for the administrators’ participatory leadership was included. After data was analyzed, a positive correlation was determined for teacher empowerment and school culture from both the middle school and the high school. The independent t-tests indicated statistically significant differences between the two groups of teachers for autonomy and collaborative leadership. The data from the open-ended questionnaire indicated that teachers’ expectations of social skills in the classroom include cooperation and self-control, but not necessarily assertion. Administrators from both the middle school and the high school agreed that there exists a degree of participatory management. The male administrators with more years experience indicated that explicit procedures for participatory management are only used some of the time and exist infrequently at their schools. It was concluded that overall, the middle school fostered a school climate where teacher empowerment was facilitated by the administration and the teachers. Recommendations included a future study involving teacher empowerment in elementary schools and participatory leadership style in relationship to gender.

The central purpose of this study was to determine if affective work-related skills expected of workers by their employers could be identified using the critical incident technique. Additionally~ this study sought to determine if there were affective skills common among several selected occupational areas. The following research questions gave direction to this study: 1. Can the Critical Incident Technique be used to identify work related affective skills needed by persons employed in the television service and repair, electronic assembler (manufacturing), and television sales (retail) occupational areas? 2. Can these skills be grouped into meaningful clusters? 3. Are different affective skills required by persons in each of the three occupational areas? The research procedure used in this study was the Critical Incident Technique developed by John Flanagan. Five steps are included: (1) determination of the general aim of the activity, (2) developing plans and specifications for collecting factual incidents, (3) collecting data, (4) analyzing the data, and (5) interpreting and reporting the data. The instrument used to collect critical incidents was adapted from the form developed by W. K. Kirchner and M. D. Dunnette. It was composed of two major sections: (1) the Effective Critical Incident Form and (2) the Ineffective Critical Incident Form. Respondents in this study were divided into three strata according to occupational areas: television retail sales supervisor, television service and repair supervisor, and electronic assembler supervisor. Thirty names of line management personnel were randomly selected from each strata for individual interviews. Critical incident interview reports were reviewed and work-related affective behavioral statements were abstracted from each incident. A panel of experts was used to review the list of behavior statements. The final instrument included 63 behavior statements. A random sample of line management personnel (394) were potential respondents in this study. Each participant provided biographical data and indicated degree of agreement (Very Unimportant to Very Important) with 63 work-related affective behavior statements. The analysis of data consisted of computing means for each of the behavior statements and comparing them to an established criterion (mean score greater than 2.50). Factor analysis was used to reduce the data and to group the behavior statements into meaningful clusters (factors). One way analysis of variance was used to determine whether there were significant differences between the factors and the occupational areas used in this study. / Ed. D.

Yes / Consultant posts were developed to strengthen strategic leadership whilst maintaining front line service responsibilities and clinical expertise. The nursing profession has attempted to develop tools to enable individuals to evaluate their own practice and consider relevant measurable outcomes. This study evaluated the feasibility of transferring such a nursing ‘toolkit’ to another health profession. Method: This evaluation was structured around a one-day workshop where a nurse consultant impact toolkit was appraised and tested within the context of consultant radiographic practice. The adapted toolkit was subsequently validated using a larger sample at a national meeting of consultant radiographers. Results: There was broad agreement that the tools could be adopted for use by radiographers although several themes emerged in relation to perceived gaps within the nursing template, confirming the initial exercise. This resulted in amendments to the original scope and a proposed new evaluation tool. Conclusion: The impact toolkit could help assess individual and collaborat ive role impact at a local and national level. The framework provides consultant radiographers with an opportunity to understand and highlight the contribution their roles have on patients, staff, their organisation and the wider profession.

No / Taking a critical perspective, Skill, Training and Human Resource Development focuses on the way people are developed at work; the skills that are encouraged, the way they are controlled and the implications they have for people. It draws on a wide range of research and covers an array of organizational practices. Preface Acknowledgements Human Resource Development Skills at Work International Comparisons: Skills and Employment Systems Vocational Education and Training in Britain New Skills for Old? The Changing Nature of Skill Emotions and Aesthetics for Work and Labour: The Pleasures and Pains of the Changing Nature of Work Managing Culture Management and Leadership Development Knowledge Work and Knowledgeable Workers Developments and Developing in the New Economy References Index