Ette étude s’inscrit dans le champ des recherches sur le développement sociocognitif des enfants déficients intellectuels porteurs d’une trisomie 21 (T21). Elle porte sur les liens entre les représentations d’attachement et, respectivement, le comportement social avec les pairs et l’attribution d’intentions dans les situations de provocation ambigües. Trente sujets porteurs d’une T21 âgés de 8 à 12 ans, 30 sujets contrôles au développement typique de même niveau de raisonnement (CR) et 36 de même âge chronologique (CA) ont participé à l’étude. Les représentations d’attachement ont été évaluées avec l’ASCT (Bretherthon et al., 1990), le comportement social avec le TASB (Cassidy et Asher, 1992) et l’attribution d’intentions avec une tâche expérimentale que nous avons élaborée. Les résultats ont montré des liens entre représentations d’attachement et comportement social ainsi qu’entre représentations d’attachement et attribution d’intentions chez les sujets T21 et CA mais pas chez les sujets CR. Ces résultats soulignent l’importance de la qualité de l’attachement pour le développement sociocognitif des sujets T21. Des spécificités développementales ont été observées chez les sujets T21, elles pourraient reposer sur un format de représentations implicite, impliquant une rigidité représentationnelle : plus les sujets seraient insécures plus ils intégreraient un modèle relationnel négatif s’exprimant via des automatismes procéduraux, entraînant une conduite moins prosociale avec les pairs et renforçant le biais d’attribution d’intentions hostiles qu’ils présentent dans les situations de provocation ambigües. Des implications cliniques sont discutées. / This study focuses on socio-cognitive development of children with intellectual disability due to Down Syndrome (DS). Links between attachment representations and, respectively, social behavior with peers and attributions of intentions in ambiguous social conflict situations were examined. Thirty children with DS aged 8 to 12, 30 controls matched on level of reasoning (CR) and 36 controls matched on chronological age (CA) participated in the study. Attachment representations were assessed with the Attachment Story Completion Task (Bretherthon et al., 1990), social behavior with the Teacher Assessment of Social Behavior (Cassidy et Asher, 1992) and attributions of intentions with a new experimental task we developed. Attachment representations were associated with both social behavior and attributions of intentions among DS and CA, but not among CR. These findings emphasize the importance of attachment quality for sociocognitive development of children with DS. Children with DS showed developmental specificities which are believed to lie on an implicit and inflexible representational format of information: the more insecure they are the more likely they are to internalize a negative model of relationships via procedural learning, possibly leading to lower levels of prosocial behavior and more hostile attributional biases in ambiguous social situations. Clinical implications are discussed.

Numerous studies demonstrate the effectiveness of university-based community service programs on students' personal, social, ethical, and academic domains. These effects depend on both, the characteristics of students enrolled and the characteristics of the programs, for instance whether they are voluntary or mandatory. Our study investigates whether effects of voluntary service programs are indeed caused by the service experience or by prior self-selection. Using data from a pre-post quasi-experimental design conducted at a public university in Europe and taking students' socioeconomic background into account, our findings on self-efficacy, generalized trust, empathic concern, and attributions for poverty show that there are no participation effects. Instead, students who join in community service differ significantly from nonparticipants with regard to almost all investigated domains a priori, indicating strong self-selection. Our results underline the importance of structured group reflection, most notably with regard to attitude-related topics.

Made available in DSpace on 2016-04-29T14:16:28Z (GMT). No. of bitstreams: 1 Bianca Ribeiro de Souza.pdf: 818440 bytes, checksum: f8f746f0bb1e834b1892f0c5128046e8 (MD5) Previous issue date: 2013-11-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Considering Articles 4 and 5 of Law 8.662/1993 (Social Work Professional Regulation), this paper aims at problematizing social workers understanding of their professions in several socio-occupational places, with predominance of those which do not provide direct customers assistance. Specific objectives are to: historicize the process of professional regulation; analyze attributions and competencies based on professional legislation; and assess development of professional identity by exercising these attributions and competencies. It is important to apprehend the way social workers have been conducting their works considering enlargement of socio-occupational places and changing demands addressed to Social Work since decentralization of public policies. Moreover, discussions on identity in relation to performance of these attributions and competencies prove to be a tool to strengthen professionals in the face of managing daily difficulties that arise in work places. We adopted a qualitative approach involving semi-structured interviews. Participants were 06 social workers: 1 counselor/advisor; 1 manager of National Social Assistance Policy (Specialized Social Protection); 1 interdisciplinary team coordinator of São Paulo State Public Prosecutor; 1 social worker included in Public Health Surveillance Center team; 1 coordinator of Reference Center of Social Assistance; 1 social worker included in São Paulo State Public Defender Service. Narrative analysis was based on Marxist theoretical perspective, which considers Social Work as work. Thus, grounded on participants´ speeches transcripts, we operationalized 04 categories of narrative analysis: professional attributions and competencies; professional work; concept of profession; and identity. The categories appeared during the participants´ narratives and were suitable to reach our research objectives / A presente Dissertação de Mestrado tem por objetivo geral problematizar a leitura de profissão que os assistentes sociais realizam em diversos espaços sócio-ocupacionais, com predominância daqueles que não estabelecem a relação face a face com o usuário, tendo em vista o conjunto de atribuições e competências demarcadas nos Artigos 4o e 5o, da Lei 8.662/1993, de regulamentação profissional. Já os objetivos específicos são: historicizar o processo de construção da regulamentação profissional; analisar as atribuições e competências, nos marcos da legislação profissional; e identificar como se constrói a identidade profissional no exercício dessas atribuições e competências. Esses objetivos mostram-se relevantes, na medida em que, apreender o modo pelo qual os assistentes sociais têm direcionado os seus trabalhos, torna-se mister, em um contexto de ampliação dos espaços sócio-ocupacionais e de alterações das requisições direcionadas ao Serviço Social, a partir da descentralização das políticas públicas. Ademais, a discussão sobre a identidade, no exercício dessas atribuições e competências, revela-se como estratégia de fortalecimento dos sujeitos profissionais, em face do enfrentamento cotidiano das dificuldades surgidas nos espaços de trabalho. A metodologia desta pesquisa orienta-se pelo uso da abordagem qualitativa, por meio de entrevista semiestruturada, com seis assistentes sociais, quais sejam: um assessor/consultor; um gestor da Política de Assistência Social proteção social especial; um coordenador de equipe interdisciplinar no Ministério Público do Estado de São Paulo; um inserido em equipe interdisciplinar de saúde Vigilância; um coordenador de Centro de Referência de Assistência Social (Cras); um vinculado à Defensoria Pública do Estado de São Paulo. A análise das narrativas dos sujeitos participantes está fundamentada na perspectiva teórica marxista, que compreende o Serviço Social como trabalho. Por conseguinte, com base na transcrição das falas dos entrevistados, foram organizadas quatro categorias de análise atribuições e competências profissionais; trabalho profissional; concepção de profissão; e identidade as quais se expressaram no curso das narrativas do grupo pesquisado e se mostraram adequadas para a consecução dos objetivos desta pesquisa

The primary purpose of this study was to examine differences in the attributions teachers make toward students in the child welfare and juvenile justice systems. The study utilized vignettes and asked teachers to attribute the responsibility for declines in behavior and academic performance to one of five sources (the student, the parents, the teacher, the court system, or the student's friends). The study further asked teachers to identify the extent to which the changes were due to the student's internal traits and external factors, the likelihood of changes in behavior and academic performance with and without intervention, the teachers' beliefs about their ability to impact change, the amount of time the teachers reported being willing to spend with the students outside of class, and the likelihood of the student pursuing post-secondary education. Teachers were also asked to identify to whom they would first refer the student in the vignette for outside assistance due to declines in behavior and academic performance and then provide all referrals they would make. A total of 224 certified 6th -12th grade teachers in the state of Iowa completed the vignette survey between January 2014 and April 2014. Results indicated that teachers made different attributions toward students on the basis of their involvement in either the child welfare or juvenile justice system. Specifically, teachers attributed the reason for behavioral and academic declines to different sources for students in the child welfare system, the juvenile justice system, and the control condition. Teachers were more likely to attribute academic and behavioral declines to internal factors for students in the juvenile justice system and external factors for students in the child welfare system. Teachers reported students in the juvenile justice system as least likely to change without intervention. The majority of teachers across the three conditions indicated their first referral would be to mental health services within the school. Teachers did not differ in the total number of referrals made, the amount of time until making the referral, the amount of time they would be willing to spend with the student outside of class time in order to impact change, their feelings of efficacy to impact change, and the likelihood of the student obtaining post-secondary education. Finally, limitations of the study are presented, suggestions for future research are discussed, and the implications of this study for teachers and school psychologists are discussed.

Moral injury (MI) among military personnel is a harmful condition caused by perpetrating, failing to prevent, or witnessing atrocities that violate one's deeply held morals or values. The current study built on the existing literature by exploring predictors of MI, specifically trait self-forgiveness (TSF), state self-forgiveness (SSF), perceived social support (PSS), and causal attributions (CA) following potentially morally injurious experiences (PMIEs) in service members and veterans. Participants were 92 U.S. military service members and veterans. The main findings were that TSF and PSS were both significantly negatively associated with MI in bivariate and multivariate analyses. Further, TSF and PSS were examined as potential moderators of the relationship between PMIEs and MI, but these moderation analyses were not significant. Given that some studies provide evidence for different symptom profiles between categories of PMIEs (i.e., PMIE-Self, PMIE-Other, and PMIE-Betrayal), the relationship between the different categories and TSF were explored. Of the three PMIE types, only PMIE-Betrayal was a significant negative predictor of TSF. Finally, CA was explored as a potential mediator of the relationship between TSF and MI outcomes, but this mediation analysis was not significant. Limitations, directions for future research, and implications for clinical practice are included for discussion.

A model of social behaviours, peer rejection, social cognitions and psychosocial outcomes in children aged 9 to 12 was investigated. Two studies, including one pilot study (Study 1) and a longitudinal study with two waves and a 6-month lag between assessments (Study 2A and Study 2B), were conducted to examine the cross-sectional and longitudinal relationships pertaining to the antecedents and consequences of peer rejection as children approach adolescence. In Study 1, perceptions of relationships, peer-related attributions, and depressive symptoms were examined as consequences of peer rejection among 208 Grade 5 and 6 children aged 9 to 11 from one primary school. The findings from this study indicated that social cognitions play a partial mediating role linking peer rejection to depressive symptoms. The interaction between peer rejection and social cognitions did not contribute to the prediction of depressive symptoms, therefore a diathesis-stress model of depression was not supported. Study 2A and 2B were cross-sectional and longitudinal examinations of Study 1. A model of social behaviours, peer rejection, social cognitions and children's functioning was proposed and tested. In these studies, perceptions of relationships and perceived social acceptance were indicators of social cognitions. Participants were 334 Grade 5 to 7 children mostly aged 9 to 12, with 308 participants completing both assessments of the longitudinal study. Results of Study 2A provided further support for the mediating role of social cognitions between peer rejection and depressive symptoms. Positive associations between peer rejection, relational aggression and withdrawal, and a negative association between peer rejection and prosocial behaviour were also found. Significant associations of externalising behaviour with physical aggression and peer rejection were also found, suggesting separate pathways to depression and externalising behaviour via children's behaviours and peer rejection. In the longitudinal study, earlier relational aggression and withdrawal were associated with later peer rejection. No support for a longitudinal mediation effect for social cognitions in the peer rejection-depression relationship was observed, although a bidirectional association between social cognitions and depressive symptoms over time was found. Gender differences and moderation were also tested, but few effects were found. It was concluded that children's cognitions regarding peer relationships and perceived social acceptance are important factors in understanding the pathways from peer difficulties to depression during late childhood. Furthermore, evidence was found for specific pathways linking children's social behaviours to depression and externalising behaviour. Implications for theory, research and practice are discussed, including the importance of considering the child's perceptions of their peer functioning as well as actual peer status, and the need for future research to examine social cognitive factors relevant to aggression as well as withdrawal. Possible directions for targeted interventions are also described.

<p>In today’s business world it is not just about doing business anymore, the need increases for organisations to take intangible resources, like the corporate reputation, into consideration. These corporate reputations have a multitude of positive functions for organisations. However, in times of crises these assets are most fragile and get damaged easily. This study therefore discusses how organisation can restore their corporate reputations after experiencing a crisis.</p><p>For the collection of empirical data three internationally operating organisations have been chosen, each having experienced a non-self-inflicted crisis over the last three years. With the use of semi-structured, telephone interviews, information was collected from these organisations. This was then compared with the theoretical framework with the intention of disclosing possible differences.</p><p>The main conclusions following this research are that the repair process consists out of two important aspects. The first is the preparation cycle; any organisation should set up a response program to facilitate fast reaction. The second cycle is that of the actual response, in which organisations should, based upon the set-up program, determine the unique approach for the situation. Within this second process both direct and indirect influencing factors should be taken into consideration.</p>

This dissertation examines the phenomenon of stigma by association between firms in the context of corporate accounting scandals. I draw from the social psychology literature to develop a theoretical framework that supports the notion of director interlocks as a channel in which associated firms may experience stigma. I argue that allegations of corporate accounting scandal generate attributional search by investors to determine the cause(s) of the alleged scandal. Attribution theory suggests that investors are likely to attribute responsibility to corporate boards for failing to detect and prevent these scandals. Investors’ perceptions of incompetent and/or unwilling directors in firms accused of accounting scandals may then spill over to directorship positions in associated firms, resulting in the stigmatization of these associated firms. The results strongly support the above arguments. I further adopted an information-based approach to argue that firms associated with stigmatized firms will experience different amounts of stigma, and some firms may experience no stigma at all. I applied social inference theories and agency theory to develop four categories of variables that may influence the amount of stigma experienced by associated firms. The results of the dissertation present strong evidence in support of most of the hypotheses. The characteristics of the interlocking director, the characteristics of the board, the strength of the director interlock, and the quality of corporate governance in an associated firm appear to influence the amount of stigma experienced by the associated firm. This dissertation highlights the possible (1) negative consequences of director interlocks, (2) understatement of the social costs of corporate accounting scandals, and (3) need for response strategies to mitigate the negative consequences of stigma by association.

In today’s business world it is not just about doing business anymore, the need increases for organisations to take intangible resources, like the corporate reputation, into consideration. These corporate reputations have a multitude of positive functions for organisations. However, in times of crises these assets are most fragile and get damaged easily. This study therefore discusses how organisation can restore their corporate reputations after experiencing a crisis. For the collection of empirical data three internationally operating organisations have been chosen, each having experienced a non-self-inflicted crisis over the last three years. With the use of semi-structured, telephone interviews, information was collected from these organisations. This was then compared with the theoretical framework with the intention of disclosing possible differences. The main conclusions following this research are that the repair process consists out of two important aspects. The first is the preparation cycle; any organisation should set up a response program to facilitate fast reaction. The second cycle is that of the actual response, in which organisations should, based upon the set-up program, determine the unique approach for the situation. Within this second process both direct and indirect influencing factors should be taken into consideration.

The current degree of economic inequality in the US is the largest it has been since prior to the Great Depression and growing. Economic inequality is linked to mortality, social capital, interpersonal trust, and democratic participation, beyond the effects of poverty. Two main constructs are reviewed as predictors of support for efforts to reduce inequality: 1) distributive justice norms (equity and equality of outcome), and 2) causal attributions (individual and structural). Justification of the unequal status quo is often driven by reference to dominant cultural values personal responsibility and just deserts, which are likened to individual attributions and equity, respectively. However, individuals may also recognize that economic outcomes are determined by structural factors such as discrimination and privilege. Recognition that structural factors determine economic outcomes is referred to as systems analysis. Systems analysis is expected to be unrelated to individual attributions, reflecting the common view that economic outcomes are determined by both individual and structural factors. Furthermore, systems analysis is conceptualized as the central determinant of both the extent to which equality of outcome is desirable, despite prevailing preferences for equity, and the use of dominant cultural values as justifications for opposition to redistribution. Because systems analysis reflects the view that resources are not distributed solely based on individual merit, it implies that resources are not distributed fairly. This belief is expected to increase endorsement for equality of outcome and weaken negative effects of equity and individual attributions on support for redistribution. Predictors of support for government action to reduce inequality were examined using the US sample (n = 1414) of the 1991 International Social Justice Project. Opposition to reducing inequality is often driven by reference to dominant cultural values such as the equity distributive justice norm and individualistic causal attributions. The present study tested the hypothesis that supporters and opponents share a common endorsement of these dominant values, but differ in the extent to which they acknowledge that structural factors determine economic outcomes (defined as systems analysis). Results indicated that the negative relationship between individual attributions and support for redistribution was only significant among participants with low systems analysis.