Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2000. / Includes abstract and vita. "October 15, 2000." Includes bibliographical references (leaves 143-148).

<p>Studien behandlar, genom en kvalitativ ansats, de uttryck lärare har kring konflikter i arbetslag som en möjlighet respektive ett hinder i förhållande till lärarrollen. Vidare är studiens mål att skapa förståelse för konflikternas betydelse för lärarrollen. Kvalitativa intervjuer genomfördes individuellt med verksamma lärare inom årskurserna 3-6, vilka representerar tre skilda skolor inom samma kommun.</p><p> </p><p>Under lärarutbildningen har området konflikter främst behandlats ur ett elevperspektiv. Genom att vistas inom skolans värld har dock studiens författare uppmärksammat att konflikter även är vanligt förekommande bland lärare, där effekterna på olika sätt påverkat yrkesutövningen. I sammanhanget bildades ett intresse kring området, med utgångspunkt i huruvida konflikter verkar som en möjlighet, respektive ett hinder för lärarrollen.</p><p> </p><p>Resultatet av studien visar att konflikter i arbetslag uttrycks både som en möjlighet, respektive ett hinder, för lärarrollen. Konflikternas hanterande beskrivs vidare som avgörande för huruvida de betraktas. Lärarens erfarenhet, inställning och kunskap kring konflikter i arbetslag betonas som en central del för konflikternas utfall. Lärarna uttrycker konflikter i arbetslag främst som en negativ företeelse för lärarrollen. Svårigheter som kan uppstå avser samarbete, bristande engagemang, lärarens hälsa samt avstannande i lärarrollens utveckling. I sammanhanget visar studiens resultat dock även på möjligheter i samband med konflikter i arbetslaget som berör ökad kreativitet, ett mer framgångsrikt samarbete samt ett förbättrat utvecklingsarbete.</p> / <p>The study describes, through a qualitative method, the expressions teachers have about conflicts in work groups as a possibility or an obstacle for the teacher role. Furthermore the study aims to give an understanding of the consequence of conflicts for the teacher role. Qualitative interviews were individually conducted with teachers from three different schools teaching children aged between 10-12.</p><p> </p><p>The concept of conflict has during the teacher education mainly discussed through a student perspective. By being in school, the study authors noted that conflicts are also common among teachers, where the effects on various affected professional. In this context, formed an interest around the area, on the basis of whether the conflicts appears as a possibility, and an obstacle to the teacher role.</p><p> </p><p>The result of the study shows that conflicts in teacher teams are described as a possibility, respectively an obstacle in the role as teacher. The managing of a conflict is described as decisive in how the conflicts are considered. The teachers' experience, attitude and knowledge of conflicts in working groups are essential for the results of the conflicts. The teachers express conflicts in working groups mainly as a negative occurrence for the teacher role. Difficulties that can appear concerns cooperation, deficient commitment, the teacher's health and deficient development. In the context the study's results also show the possibilities gained from a conflict in a working group, it encourages increased creativity, improved cooperation and a more successful development work.</p>

Educational leaders play a critical role in creating change in schools (Fullan, 2001; Reeves, 2009; Sheninger & Murray, 2017; Ziegler & Ramage, 2017). Increasingly, school counselors are being asked to take on leadership roles during a time of educational reform (Amatea & Clark, 2005; Baker, Robichaud, Westforth Dietrich, Wells, & Schreck, 2009; House & Hayes, 2002; Lewis & Borunda, 2006; McMahon, Mason, & Paisley, 2009; Shields, Dollarhide, & Young, 2018; Young, Dollarhide, & Baughman, 2015). The research on school counselors leading collaborative change efforts is very limited, and the behaviors and characteristics of counselors that influence the formation and facilitation of teacher teams have not been studied. Using a design-based methodology, this study examined how a school counselor organized and implemented an effective work group that aimed to support the formation of desirable teacher-student relationships. The focus of the study was on the planning process that was implemented by myself, the school counselor, not the outcome of the process. The qualitative data that was collected during the process describes the structures and processes involved with the initial planning stages, formation, and functioning of the work group. The data captured the importance that relationships, empathy, planning, and reflection all had on the formation, facilitation, and group processes. Lastly, six design principles were developed for school counselors to use as practitioners when forming and facilitating teacher work groups. / Educational Leadership

A pre- and postexperimental design with a control group was used to evaluate the effectiveness of a management development program. Subjects were 48 first line staff supervisors employed by a major manufacturing company. The training group subjects (n = 24) attended the company's 1-week training program. Subjects in the control group (n= 24) were similar with respect to plant location, job assignment, etc. A 42-item employee-opinion questionnaire was constructed to measure supervisory style and work.-group climate. The subjects' subordinates (n = 313) completed the questionnaire before and after training. Eleven items identified by content analysis as most relevant to the training content comprised the measure of training effectiveness. An analysis of covariance was performed using the pretest as the covariate. Results indicated no significant training effects.

This study examined the relationships among organizational identification,work-group identification and intent to leave of online volunteers in a nonprofit organization—OCEF. A total of 245 participants completed the online questionnaire. Consonant with previous research findings, organizational identification and work-group identification has positive relationships; however, the hypothesis that both organizational identification and work-group identification negatively predict intent to leave of online volunteers was not supported in the present study. Furthermore, the level of organizational identification and work-group identification of online volunteers were high, but did not have difference in this study.

在瞬息萬變的工作環境中，資訊量龐大而繁雜，工作團體成員自身的時間分配，影響著任務執行期間的團體運作。現代快速而多工的工作要求，團體成員的多工作業特徵顯得更為重要。有鑑於此，本研究以此為主題，同時探究多工作業多元性對團體表現與團體成員壓力之影響。而過去團體多元性研究即指出，多元性可能會同時具有正、反面影響，本研究嘗試探討多工作業多元性所形成之優劣，並進一步檢驗團體的時間規劃所可能扮演的跨層次調節角色，以知在甚麼情況下多工作業多元性能具有最大的效益。採用問卷法施測，蒐集了50份有效之團體成套問卷，包含192名全職工作者。結果發現，多工作業多元性有助於團體任務績效之表現，並在額外分析中發現了任務相依性的三階調節效果。在個體層次中，個體與團體之時間特徵差異會直接導致個體壓力與退縮反應，其中在高時間規劃情況下，此差異與個體壓力之關係會削弱。最後依據研究結果進行討論，並說明理論貢獻、實務意涵以及未來研究方向。 / Temporal individual differences are an under-explored, but research-worthy form of diversity in groups. This study examines how group temporal diversity–variation in members' polychronicity—can be effectively managed to maximize group performance. Besides, how this difference effect individual stress is also examined. Results from 50 work groups reveal that polychronicity diversity had a positive influence on task-oriented group performance. Additional analysis found that task interdependence moderated the interaction effect of temporal planning and polychronicity diversity on task-oriented group performance. In other hand, when individual and work group polychronicity were more incongruent, individual stress and withdrawal behavior increased. And the influence of the incongrunce on individual stress was less positive under conditions of stronger group temporal planning than under weaker group temporal planning. Results can be used to effectively compose groups in organizations and guide future group composition research.

Denna studie har undersökt och skapat ökad förståelse kring hur befordran inom organisationer kan påverka den psykosociala arbetsmiljön för medarbetarna och den befordrade kollegan. Syftet med studien var att skapa ökad förståelse kring ämnet och finna väsentliga aspekter som organisationen bör ha i beaktning kring beslut om befordran. Studien bygger således på både teoretiskt ramverk och empirisk datainsamling i form av semistrukturerade intervjuer med respondenter som anses relevanta för studien. Ett urval gjordes av respondenterna och det bidrog till åtta intervjuer utifrån mål- samt bekvämlighetsurval. Hälften av respondenterna har befordrats, medan den andra hälften inte har befordrats. Detta skapade således ett perspektiv kring frågan om befordran och den psykosociala arbetsmiljön. I studien har dessutom den deduktiva forskningsstrategin tillämpats tillsammans med förstående epistemologi. Vi har därmed varit intresserade av att se respondenternas uppfattningar kring frågan, och tolkat detta för att kunna dra en slutsats. Vi fann det svårt att dra en konkret slutsats för studien. Vi uppfattade att de psykosociala reaktionerna varierade. Somliga av respondenterna upplevde starkare reaktioner än andra, och utifrån detta drog vi slutsatsen att frågan är tämligen individbaserad. Förslag för vidare forskning kan därmed vara att undersöka frågan utifrån en kvantitativ forskningsmetod istället för den kvalitativa. Vi antyder att det på detta sätt kan ge ett mer omfattande perspektiv kring befordran och psykosocial arbetsmiljö. / This study has examined and created a bigger appreciation in how promotion within organizations can affect the psychosocial working environment for the employees and the promoted colleague. The purpose of the study is to create increased understanding around the subject and find further essential aspects that the organization should consider in decisions regarding promotion. The study is thus based on both theoretical framework together with empirical data collection in the form of semi-structured interviews with respondents that are considered relevant to the study. A selection was made of the respondents and it ended up with eight interviews that were conducted with a target- and purposive samplings. Half of the respondents have been promoted, while the remaining half have not been promoted. This created a perspective on the issue of internal promotion and the psychosocial work environment. In the study, the deductive research approach has also been applied together with understanding epistemology. We have therefore been interested in seeing the views of the various respondents on the issue, and we have consequently interpreted this to further draw a conclusion. The conclusion that was presented was that the perceptions about the psychosocial aspects were rather individual-based. Thus, we found it difficult to draw a concrete conclusion for the study. However, we found that the psychosocial reactions varied. Some of the respondents experienced stronger reactions than others, and from this we concluded that the question is rather individual-based. Suggestions for further research could therefore be to examine the issue from a quantitative research method instead of the qualitative one. We believe that in this way it can provide a more comprehensive perspective on promotion and the psychosocial work environment.

Narkotikų kontrolės ir narkomanijos prevencijos politiką įgyvendina narkotikų kontrolės departamentas, Vyriausybė tobulina teisinę bazę narkotikų prevencijos srityje, vykdomos visuomenės sveikatos priežiūros reformos kryptys, kuriomis siekiama daugiau dėmesio skirti sveikatos išsaugojimui, rizikos veiksnių poveikio sumažinimui. Prevencijos priemonės mokyklose glaudžiai siejasi su vaikų sveikos gyvensenos ugdymu – viena pagrindinių mokyklos sveikatos priežiūros specialistų veiklos krypčių. Per pastaruosius metus atlikta nemažai narkotikų paplitimo tarp mokinių tyrimų, vertinta ir prevencinės darbo grupės veikla. Nuo 2002 m. kasmet atliekamos mokyklose dirbančių slaugytojų veiklos studijos. Tačiau mokyklos sveikatos priežiūros specialisto veiklos tyrimas narkomanijos prevencijos aspektu dar nebuvo atliktas. Šio tyrimo tikslas: įvertinti mokyklos sveikatos priežiūros specialisto vykdomą veiklą narkomanijos prevencijoje. Tyrimas atliktas aštuoniose Lietuvos mokyklose apklausus 240 respondentų: 150 mokinių, 40 mokyklos darbo grupės narių ir 8 mokyklos sveikatos priežiūros specialistų, bei 42 mokyklos sveikatos priežiūros specialistai, dalyvavę Klaipėdos visuomenės sveikatos centro organizuotame seminare. Apklausai naudotos anoniminės anketos visoms trims respondentų grupėms, duomenys apdoroti panaudojant SPSS programinį paketą. Nustatyta, kad 11,3 proc. mokinių jau pabandė narkotinių medžiagų. Tyrimas atskleidė tokią tendenciją, kad 72,7 proc. mokinių nurodė, jog žino... [toliau žr. visą tekstą] / Policy of narcotic control and drug addiction prevention is realised by Drug control department, Government continuously improves juridical basis of drug addiction prevention, different reforms in public health care activities are implemented, by the help of which it is seeked to pay greater attention to health retention as well as reduction of risk factors impact. Prevention activities at schools are tightly connected with children education about healthy lifestyle upbringing and these are one of the main tasks for school health care specialists. During last years quite many research works in the field of spread of narcotics have been performed. Impact of prevention workgroup was analysed as well. Since 2002 every year different research studies of school nurses activities are carried out. Despite of wide range of such research studies activities of school health care specialist in the field of drug addiction prevention haven‘t been evaluated. The goal of the study was to evaluate role of school health care specialist in the field of drug addiction prevention. The study was performed in eight schools of Lithuania. 240 respondents were involved: 150 schoolchildren, 40 school workgroup members, 8 school health care specialists and 42 school health care specialists, who attended the seminar organised by Klaipėda public health centre. The questionnaires were anonymous for all three respondent groups. Statistical analysis was performed using SPSS statistical package. It was... [to full text]

This thesis explores the scope for children’s voices offered to children in court mandated investigations regarding custody, residence or contact. The focus is on children who have been exposed to their father’s violence against their mother The aim is to study how the legislators’ intentions concerning children’s participation in this area are implemented in work groups. The assumption is that implementation can be seen as collective learning. Implementation may in this case challenge established relations of power like age and gender orders. Professional discourses on violence have to shift from gender neutral to gendered discourses and discourses on children have to include a participation discourse. Learning which includes a shift in discourses and challenges established power relations is defined as radical learning.The approach is social constructionist and draws on group interviews with social workers specialized in family law.The thesis analyses which discourses of violence and of children are accessible and used at group level. This can be seen as a discursive opportunity structure. The discourses in question are: gender violence, child protection, treatment and family law discourses as well as care and participation discourses. The conclusion is that all these discourses are accessible to the professionals and the effects of the different discourses are discussed regarding the possibilities for creating a safe situation for mother and child during the investigation.The thesis furthermore analyses the organisation of the work groups. These characteristics can be seen as an organisational opportunity structure. The analysis shows different patterns in the groups when it comes to structure and stage of learning process. One group seems to be at the stage where the members are prepared to start talking to the child about the father’s violence.The final chapter presents a discussion of radical learning and the possibilities for radical social change when established power relations are challenged.