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This exploratory paper identifies variables for investigating competitive skill development; variables that help to shape a firm's entrepreneurship, and the privatization process in Central and Eastern Europe. The paper is organized as follows: The topics of entrepreneurship, privatization, and competitive skills are briefly introduced and grounded in the literature. A methodology section is then provided which includes a proposed firm‐level survey design, propositions, and survey questions. The last section discusses implications for future research.

Matching Porter's (1980) three generic strategies appropriately in each of the four arenas of hypercompetition is proposed to offer temporary competitive advantages. The longer‐term sustainability of these competitive advantages is argued to depend on matching the firm's resources/capabilities with the provision of customer value and needs, as well as the presence of isolating mechanisms in the industry/market environment. Stringing together a series of such ephemeral advantages can enhance the firm's competitiveness in the long‐run.

External globalization drivers have been proposed to influence the degree of internationalization occurring in industries (Yip, 1989). Industry globalization drivers, when used in conjunction with firm‐specific global strategy levers (Bartlett & Ghoshal, 1995), provide the bases for obtaining competitive advantage. However, the relative importance of the various drivers of globalization varies across industries. Further, the presence of each driver in different countries may also vary. This paper proposes that the interplay of these two factors impacts the investment decisions occurring in different industry sectors across different countries. The case of investments of the U.S. automobile, computer, and petroleum refining industries in the ASEAN region is used to illustrate the argument. The main proposition in this paper is that U.S. firms need to undertake more investments in the ASEAN region from a global competitiveness standpoint independent of traditional market‐ or resource‐drivers.

ONE OF THE MOST SIGNIFICANT DEVELOPMENTS in publishing since the Second World War has been the growth, on both sides of the Atlantic, of the ‘scholarly reprint’ business. To readers who cannot afford to buy expensive books this may seem by now to have become something of a luxury trade, the high prices asked—two, three and four pounds a volume—suggesting excessive profits. But in the context of such things as university expansion and the establishment of specialist libraries in need of standard works not normally available in the well‐known cheap editions, reprints of books which enjoy an acknowledged reputation in the world of learning have suddenly assumed a new importance. The demand for certain classes of books is so great that secondhand booksellers cannot meet it: and even if they could, they are under certain disadvantages when their wares are contrasted with freshly reprinted material coming straight from a modern publishing house.

Recently some of the most significant work in competitiveness studies has investigated the human side of economics. Concepts such as trust, fairness, and justice have emerged as important components of the healthy functioning of businesses, for both national and multinational corporations (MNCs). In fact, it may well be the case that MNCs have taken the lead in this arena. Ethical and religious issues are most clearly highlighted when cultural differences come into play. A corporate monoculture does not need to examine closely the basic propositions, which all its members share—or are assumed to share. But when a corporation must take into consideration the differing needs and expectations of many of the members of its corporate family, it can, and in fact must, begin to reconsider some of the basic premises upon which that corporation was founded or has been operating. This is manifestly a healthy situation, not only for the new “family members” when, through growth, acquisition, or merger, a national corporation becomes multinational, but also for all members of the original business.

Mood and anxiety disorders affect 20–30 percent of school-age children, contributing to academic failure, substance abuse, and adult psychopathology, with immense social and economic impact. These disorders are treatable, but only a fraction of students in need have access to evidence-based treatment practices (EBPs). Access could be substantially increased if school professionals were trained to identify students at risk and deliver EBPs in the context of school-based support services. However, current training for school professionals is largely ineffective because it lacks follow-up supported practice, an essential element for producing lasting behavioral change. The paper aims to discuss these issues.

In this pilot feasibility study, the authors explored whether a coaching-based implementation strategy could be used to integrate common elements of evidence-based cognitive behavioral therapy (CBT) into schools. The strategy incorporated didactic training in CBT for school professionals followed by coaching from an expert during co-facilitation of CBT groups offered to students.

In total, 17 school professionals in nine high schools with significant cultural and socioe-conomic diversity participated, serving 105 students. School professionals were assessed for changes in confidence in CBT delivery, frequency of generalized use of CBT skills and attitudes about the utility of CBT for the school setting. Students were assessed for symptom improvement. The school professionals showed increased confidence in, utilization of, and attitudes toward CBT. Student participants showed significant reductions in depression and anxiety symptoms pre- to post-group.

These findings support the feasibility and potential impact of a coaching-based implementation strategy for school settings, as well as student symptom improvement associated with receipt of school-delivered CBT.

Training clinical child psychologists necessitates explicit attention to the importance of developing cultural competencies for practice in diverse communities. This case study, comprising relevant social history, cultural models of child psychopathology and conceptual analysis of complex systems in bicultural Aotearoa New Zealand, offers salutary lessons for clinical practice internationally. In New Zealand, indigenous perspectives on children's mental health needs are holistic, encouraging trainee practitioners to recognise the systemic influences of extended family, school and community. Accommodating the expectations, values, and hegemony of both Māori and European populations requires service providers to acknowledge a broad interpretation of evidence‐based practice. In terms of true scientific progress, future best practice will require a rapprochement between the traditional knowledge of indigenous cultures and the empirically‐derived insights of psychology as an international discipline. The imperative to share power in decision‐making moves the debate beyond conventional multicultural sensitivities. Moral and political issues are inextricably entwined with clinical and professional activities.