Empowerment: In Search of a Viable Paradigm     

Anthony O. Putman 《Performance Improvement Quarterly》1991,4(4):4-11

The word “empowerment” is associated with several different and fundamentally inadequate paradigms. This paper presents an alternative, empowering view of empowerment. The essence of empowerment is increasing the behavior potential of persons, individually and in groups and organizations. Behavior potential is not some abstract concept of “what a person might do if” Instead, it is the totality of behaviors that are actually available to a given person in a given environment. These behaviors do not occur in a vacuum; behavior potential is the intersection of the person's behavioral productions with the organization's expectations and permissions. An individual is empowered to the extent that he or she possesses a rich repertoire of behaviors and is expected and permitted to make full use of this repertoire by the organization.  相似文献   

Role and function of school psychologists, 1992–93: A comparative study     

Alyson H. Roberts  James O. Rust 《Psychology in the schools》1994,31(2):113-119

The roles and functions of 52 school psychologists from Iowa and Tennessee were examined. A multivariate analysis of variance (MANOVA) was used to test differences between reported time spent on prereferral, assessment, intervention, consultation, and curriculum-based assessment. Significant differences were found for the time spent in all areas. A second one-way MANOVA was used to test the differences between the two groups in reported actual time spent and desired time spent. A significant difference was found for consultation. A third MANOVA was utilized to test the differences between the two groups' desired time spent on the five variables. A significant difference was found for curriculum-based assessment. The results suggest that school psychologists in Tennessee and Iowa occupy different roles. School psychologists in Tennessee reported spending the majority of their time on assessment activities, whereas the Iowa sample balances their time between the five functions. The Iowa role exemplifies alternative functions for school psychologists. The Tennessee role is oriented more toward the refer, test, place model.  相似文献   

How can experts help governments think?: inaugural lecture     

Glen O’Hara 《Journal of Cultural Economy》2019,12(1):1-20

Britain’s exit from the European Exchange Rate Mechanism in 1992 and the Second Iraq War in 2003 are two infamous examples of disastrous policy, but governments blunder all the time – whatever party is in power. Infrastructure projects overrun. The aims and techniques of different departments clash. Scandals erupt among officials and politicians. Controversies stymie attempts at agreement and consensus. But why exactly do these failures happen? Are they more or less widespread than in the private sector? And can studying British governments’ decision-making across the twentieth century improve it in the future? In his May 2018 inaugural lecture, Professor O'Hara recommended a slow, deliberative, transparent, democratic and above all humble and sensitive approach in order to avoid another Black Wednesday or ruinous war – an approach in contrast to the populist tone of much recent debate.  相似文献   

Behavior problems of children as perceived by teachers,mental health professionals,and children     

Dennis O. Vidoni  Nancy J. Fleming  Stanley Mintz 《Psychology in the schools》1983,20(1):93-98

The objective of this study was to examine current teacher and mental health professional ratings regarding the relative seriousness of 50 specific children's behavior problems and to compare the results to those found by Wickman (1928). Wickman's questionnaire and procedures were replicated to insure comparability. A second objective was to extend Wickman's work so that children's ratings of their own behavior problems may be ascertained. An increase in the similarity between teachers' and mental health professionals' judgements concerning the seriousness of specific children's behavior problems was found. These findings were attributable to a more pragmatic approach taken by mental health professionals. A very high agreement on the seriousness of specific behavior problem ratings was demonstrated by children and teachers. This similarity may be the result of proximity of effects.  相似文献   

Useful terms in psychoeducational reports: A survey of students,teachers, and psychologists     

Mary Ann Rafoth  Bert O. Richmond 《Psychology in the schools》1983,20(3):346-350

The usefulness of terminology in psychoeducational reports is examined. Students, teachers, and psychology interns rated the usefulness of 25 terms frequently found in reports. Psychology interns also rated each term on the frequency with which they used it in their own reports. Significant differences were found in the usefulness ratings of the terms, depending on major, category, and whether or not the rater had taken a special education course. Special education majors were found to be more comfortable with technical terms than were students who had prepared to be regular classroom teachers or students in other majors. Findings suggest that it is necessary to use clear, unambiguous terms in reports, and to explain more technical terms in context.  相似文献   

Self-regulation of timeout duration in the modification of disruptive classroom behavior     

Gary Allen Pease  Vernon O. Tyler 《Psychology in the schools》1979,16(1):101-105

The effects of self-determination vs. teacher-determination of timeout duration on disruptive behavior were investigated in a group of 15 students in a special classroom who had learning disabilities and/or behavior problems. There were five phases to the study: In a repeated measures design each subject received timeout for 5 minutes, no timeout, 5 minutes timeout, selfdetermined timeout duration, and student = teacher-determined timeout duration. The overall effect of timeout was to reduce significantly the rate of disruptive behavior. The effects of various timeout conditions did not differ, indicating self-management of timeout duration was just as effective as when the teacher set the timeout duration.  相似文献   

Ending the perpetuation of sex-role stereotypes in our schools: A possible consequence of psychological androgyny     

Vonda O. Long 《Psychology in the schools》1982,19(2):250-254

Research has shown that both historically and currently there has been sex-differentiated staffing in American public schools, with a disproportionate number of female teachers at the elementary level. Concern long has been expressed regarding the impact this might have on the sex-role development of American children and the perpetuation of stereotypic staffing patterns. This article supports the hypothesis that psychologically androgynous individuals might be more likely than masculine or feminine individuals to base teaching level choice upon individual preference without regard for its stereotype as more appropriate for one sex than the other. Data collected from preservice teachers at Washington State University support this hypothesis. It was found that while feminine females were more apt to choose the elementary teaching level, masculine males were more apt to choose secondary teaching. In comparison, androgynous preservice teachers of both sexes were as likely to choose the elementary as secondary teaching level.  相似文献   

Experiences of Danish Business Expatriates in Russia: Power Distance in Organizational Communication     

Elena V. Chudnovskaya  Laura S. O’Hara 《Journal of Intercultural Communication Research》2016,45(4):261-281

Rapid globalization of business processes stimulates many companies to dispatch their employees – business expatriates – on overseas assignments. Russia differs markedly from many other cultures in terms of specific communication norms and rules. Understanding such differences in organizational life is crucial for the success of business expatriates working there. This study employs in-depth interviews with eight Danish business expatriates who worked in Russia and examines the differences between the Danes and the Russians in terms of communication characteristics related to Hofstede’s cultural dimension power distance. This work enhances scholars’ empirical knowledge of power distance, which has rarely been investigated qualitatively.  相似文献   

Geographic clustering of economic activity: The case of prominent western visual artists   总被引：1，自引：1，他引：0  

Elish Kelly  John O’Hagan 《Journal of Cultural Economics》2007,31(2):109-128

This article compiles original data relating to artists’ place of birth and work migration patterns using various art history dictionaries. The broad historic pattern, from the 13th to the 20th century, of the birth locations of prominent artists is examined, followed by a detailed study of the work migration patterns of prominent artists in two important situations, namely Renaissance Italy and France in part of the 19th century. The evidence indicates a marked clustering of activity of prominent artists, both arising from birth location and migration patterns. Some possible explanations for the observed patterns are briefly outlined.

John O’HaganEmail:

  相似文献   

Survey of the Nicaragua route for a ship canal     

O.W. Childs 《Journal of The Franklin Institute》1870,90(5):325-330

  相似文献