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Article
Publication date: 1 January 1975

David Baggley

Those celebrating the 450th anniversary of the institution in which they work (as did Bolton School in 1974) would be well advised to look forward quite as hard as they look back…

15

Abstract

Those celebrating the 450th anniversary of the institution in which they work (as did Bolton School in 1974) would be well advised to look forward quite as hard as they look back. An existence which exceeds four centuries must count for something, even if it be only an extremely tough shell or a Vicar of Bray‐like capacity to adapt to external circumstances. But no institution has a built‐in right to live for ever, and history is littered with the remains of institutions and organisations (or their monuments) which—like the great Cistercian Abbeys of the north of England—were apparently unchallengeable in their hey‐day but which now are little more than names writ in water. If something is to survive as a living and successful entity, it must fulfil a need and, even more, be seen to do so. These reflections have been much in the mind of those looking back this year over the 450 years in which a ‘grammar school’ has flourished in Bolton; and their outline has been sharpened by contemporary noises on the Left which suggest that, at some not‐too‐distant date, the present pattern of the school—an urban, academically‐selected day school in receipt of direct grant from the DES—may be under considerable pressure to change.

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Education + Training, vol. 17 no. 1/2
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 24 February 2020

Kaitlyn R. Schuler, Natasha Basu, Nicholas A. Fadoir, Laura Marie and Phillip N. Smith

US age-adjusted suicide rates increased by 33 per cent from 1999 to 2017 (Hedegard et al., 2018). Communications about suicide and death are a commonly cited warning sign (SPRC…

135

Abstract

Purpose

US age-adjusted suicide rates increased by 33 per cent from 1999 to 2017 (Hedegard et al., 2018). Communications about suicide and death are a commonly cited warning sign (SPRC, 2014) and are foundational to the vast majority of risk assessment, prevention and intervention practices. Suicidal communications are critically understudied despite their implications for prevention and intervention practices. The purpose of this study is to examine the association between five factor model personality traits and forms of suicidal communications.

Design/methodology/approach

A sample of 154 people admitted to emergency psychiatry for suicide ideation or attempt completed self-report measures about their suicide ideation and behavior. Kruskal–Wallis ANOVA examined differences between five-factor model personality domains and forms of communications.

Findings

There were no significant differences; however, two nonsignificant trends related to indirect or non-communication and extraversion and openness emerged.

Research limitations/implications

Future studies should focus on using more nuanced measures of dimensional personality and suicidal communications.

Originality/value

This study is the first to examine differences in the Five-Factor Model personality traits and suicidal communications.

Details

Journal of Aggression, Conflict and Peace Research, vol. 12 no. 2
Type: Research Article
ISSN: 1759-6599

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Publication date: 19 May 2015

Mary Dickinson and David Dickinson

The reported inquiry-based learning (IBL) study was designed in 2012–2013 for the highest achieving undergraduate students at a research-intensive university in the United Kingdom…

Abstract

The reported inquiry-based learning (IBL) study was designed in 2012–2013 for the highest achieving undergraduate students at a research-intensive university in the United Kingdom (U.K.). In 2005, the University received national funding from the U.K. Higher Education Academy (HEA) to develop an innovative model of IBL to be used in a multidisciplinary context (Tosey, 2006). As a consequence, IBL was an obvious tool when, in 2012, the authors set out to design learning interventions to improve the teamwork and leadership skills of high-attaining students. In the process of exploring the application of IBL to this task, the need to ensure the intervention allowed for development in the conative domain was considered important. Historically, IBL practice at the University had catered well for cognitive and affective learning but had not been focussed to develop conation. A conative-heavy element was therefore purposefully designed into the latest IBL intervention.

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Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-847-2

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Book part
Publication date: 10 February 2025

Jennifer E. Nutefall and Lynne Serviss

Trauma can affect everyone. The effects of trauma often extend into workspaces, adversely affecting relationships and productivity. A trauma-informed leader is someone who…

Abstract

Trauma can affect everyone. The effects of trauma often extend into workspaces, adversely affecting relationships and productivity. A trauma-informed leader is someone who incorporates compassion and empathy into their management toolkit. This chapter will define trauma-informed leadership, the role it can play in shaping the lives of individuals and creating a positive work environment which fosters health and well-being, and how it can be applied in a library setting with a specific focus on grief and loss.

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Trauma-Informed Leadership in Libraries
Type: Book
ISBN: 978-1-83797-881-6

Keywords

Available. Content available
Book part
Publication date: 19 May 2015

Abstract

Details

Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-847-2

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Book part
Publication date: 19 May 2009

John P. Trougakos and Ivona Hideg

Drawing from research on personal resources (e.g., Baumeister, Bratslavsky, Muraven, & Tice, 1998; Fredrickson, 1998) and the episodic nature of work (Beal, Weiss, Barros, &…

Abstract

Drawing from research on personal resources (e.g., Baumeister, Bratslavsky, Muraven, & Tice, 1998; Fredrickson, 1998) and the episodic nature of work (Beal, Weiss, Barros, & MacDermid, 2005), we examine research and theory relevant to the study of momentary recovery in the workplace. Specifically, we propose that the nature of within workday breaks influences the levels of psychological resources, which in turn influence various workplace outcomes. First, we discuss the momentary approach to studying workplace breaks and consequent resource levels. In doing so, we distinguish between two types of breaks, respites and chores; and we detail two types of psychological resources, regulatory and affective resources. Consequences of psychological resource levels on emotional exhaustion and performance are considered. We also explore possible moderators of the proposed relationships; we discuss job and individual characteristics, and motivation to perform. Finally, we conclude the chapter with a brief discussion on future research and possible applications of the momentary approach to work recovery in organizations.

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Current Perspectives on Job-Stress Recovery
Type: Book
ISBN: 978-1-84855-544-0

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Article
Publication date: 29 March 2011

Mona O'Moore and Niall Crowley

This paper aims to evaluate the subjective experience with associated clinical and health effects on workers subjected to persistent harassment in the workplace. The study also…

1764

Abstract

Purpose

This paper aims to evaluate the subjective experience with associated clinical and health effects on workers subjected to persistent harassment in the workplace. The study also attempts to explore an a priori hypothesised personality/clinical effects model of workplace bullying, identifying the relationships between relevant variables using structural equation modelling (SEM).

Design/methodology/approach

The sample represents 100 individual psychological assessments conducted by professional psychologists at an Anti‐bullying research and resource centre. The quantitative results are based on robust psychometric inventories. The conceptual models were tested using the software LISREL 8.7.

Findings

Results indicate elevated overall psychometric scores on all psychological and physical health inventories. The constructed a priori model was conceived based on grounded theoretical literature which assessed the moderating impact of individual factors such as personality on the severity of clinical effect, thought to be as a result of workplace bullying. Using a strictly confirmatory approach, however, all tested models were not adequate fits.

Social implications

Results of this study have implications for the prevention and intervention of workplace bullying both of which need to be intensified in order to minimise the physical and psychological ill effects of victimisation in the workplace. One of the key messages of this study is that the severity of the clinical effect may not relate to a person's character, but rather to the traumatic experience of bullying itself. The findings suggest that action is needed at an organizational level as explanations with regards to the intensity of psychological health outcomes may not be found in the constitution of one's personality.

Originality/value

This is a unique study that looks specifically at personality as a potential moderating factor of psychological and physical health in relation to workplace bullying.

Details

International Journal of Workplace Health Management, vol. 4 no. 1
Type: Research Article
ISSN: 1753-8351

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