The Psychopathy Checklist‐Revised is used in forensic and clinical settings to give an indication of the level of psychopathy an individual presents. The use of the PCL‐R with…
Abstract
The Psychopathy Checklist‐Revised is used in forensic and clinical settings to give an indication of the level of psychopathy an individual presents. The use of the PCL‐R with offenders with a learning disability (LD) is understudied. The current study aims to replicate a study by Morrissey (2003) which focused on the problems arising from assessing an LD service sample from Rampton Hospital. The results may suggest that the PCL‐R may be used reliably with offenders with low intellectual functioning.
Details
Keywords
Gaelynn P. Wolf Bordonaro, Laura Cherry and Jessica Stallings
The relationship between learning and mental health, as well as a growing body of literature, underscores the need for art therapy in educational settings. This is particularly…
Abstract
The relationship between learning and mental health, as well as a growing body of literature, underscores the need for art therapy in educational settings. This is particularly true for learners with special needs. Shostak et al. (1985) affirmed that “for children with special needs, art therapy in a school setting can offer opportunities to work through obstacles that impede educational success” (p. 19). School art therapy facilitates improved social interaction, increased learning behaviors, appropriate affective development, and increased empathy and personal well-being. It can be adapted to meet the specific developmental needs of individual students and to parallel students’ developmental, learning, and behavioral objectives. This chapter introduces the reader to the history and basic constructs of art therapy as a psychoeducational therapeutic intervention in schools. Model programs are identified, as well as the role of the art therapist within the context of K-12 education settings. Additionally, examples of special populations who benefit from art therapy intervention within school systems are provided, along with considerations for school-wide art therapy.
Details
Keywords
If we want to improve managerial cognition, we need to capture the full spectrum of cognitive functions and the complex processes through which they unfold. I propose two very…
Abstract
If we want to improve managerial cognition, we need to capture the full spectrum of cognitive functions and the complex processes through which they unfold. I propose two very different methods (one older and low-tech, one newer and high-tech) that allow us to observe cognitive functions and processes directly in real time.
Details
Keywords
Laura Cortellazzo and Selma Vaska
This study aims to explore the human resource management (HRM) practices related to training and feedback in the app work industry, specifically in online food delivery service…
Abstract
Purpose
This study aims to explore the human resource management (HRM) practices related to training and feedback in the app work industry, specifically in online food delivery service, and investigate the emotional and behavioral responses of gig workers.
Design/methodology/approach
This study adopts a qualitative approach by interviewing 19 gig workers from six food delivery firms operating in different countries.
Findings
The results show limited training and feedback opportunities are provided to app workers, although the complexity of training and delivery methods differ across platforms. To address this shortage, app workers developed response strategies relying on social interaction.
Research limitations/implications
This study adds to the research on HRM practices in the gig economy by portraying the way in which training and feedback unfold in the food delivery app ecosystem and by disclosing the gig workers’ emotional and behavioral responses to it.
Practical implications
This study shows that the way training activities are currently designed may provide little value to the ecosystem and are likely to produce negative emotional responses in gig workers. Thus, platform providers may make use of these findings by introducing more transparent feedback and social learning opportunities.
Originality/value
To the best of the authors’ knowledge, this study is among the first empirical studies on online delivery gig workers addressing specific HRM practices. It reveals significant insights for training and feedback, suggesting app economy characteristics strongly affect training and feedback practices for app workers.
Details
Keywords
Bernardo Bátiz-Lazo and Ignacio González-Correa
This chapter considers the process of entrepreneurial activity to deploy financial technologies (fintech) through mandate-specific new companies in Latin America. We deal with…
Abstract
This chapter considers the process of entrepreneurial activity to deploy financial technologies (fintech) through mandate-specific new companies in Latin America. We deal with important historical issues such as defining the term, establishing temporal and industrial activity boundaries, positioning this particular process within other organizational forms typical of the region, the role of women, and other relevant issues such as the modernization of retail payments and personal lending. A central question is whether fintech start-ups have had a “scissor” effect in the entrepreneurial process of Latin America: at the base of the pyramid (i.e., reducing frictions to support overall entrepreneurial activity, increasing financial inclusion, etc.) and near the top (by creating new business leaders). As a result, this chapter provides an initial assessment of gender disparities and barriers enabling women entrepreneurs in the fintech ecosystem.
Details
Keywords
The purpose of this study is to explore advisor–advisee relationships from the perspective of doctoral students with learning disabilities (LD) and/or…
Abstract
Purpose
The purpose of this study is to explore advisor–advisee relationships from the perspective of doctoral students with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). While some research exists on the importance of doctoral advisor/advisee relationships generally, few studies have focused on advisor support for doctoral students with LD and/or ADHD.
Design/methodology/approach
In total, 20 doctoral students from various US institutions with an average age of 28 years old participated in this study. In all, 2 participants had a dual diagnosis of LD and ADHD, 3 were diagnosed solely with LD and 15 solely with ADHD; 15 of the participants with ADHD indicated that they take medication. Each graduate student participated in an hour-long semi-structured Zoom interview inquiring about their disability and their relationship with their advisor. Interviews were transcribed and analyzed inductively.
Findings
The relationship between the participant and their advisor was the key theory. In total, 6 participants disclosed their disability status to their advisor with positive results, 2 had negative outcomes and 12 did not disclose for various reasons. The overarching theme of the study is that advisors are supportive of doctoral students with LD and/or ADHD whether or not they know about the student’s disability. Support was seen in offering flexible and strict deadlines, advocating on the student’s behalf and/or forming personal relationships with students.
Research limitations/implications
One of the biggest challenges of this study was recruiting participants. Graduate students with LD and ADHD are justifiably afraid of facing discrimination; therefore, it was difficult to identify participants despite having IRB approval and placing a very high value on confidentiality. The sample was consequently limited in size as well as in terms of race and gender diversity and was not representative of students with LD and/or ADHD in higher education. Qualitative research is typically not generalizable and the same was true for this study. This study gives a broader glimpse into the experiences of doctoral students with ADHD than those with LD. Additionally, when one of the researchers began each interview, she revealed that she also has a learning disability. While this may have helped participants feel more comfortable, it also could have influenced their responses.
Practical implications
This study undertakes a more detailed investigation than previous research on the experiences of individuals with LD and/or ADHD in doctoral programs in the US. The findings provide current data on perceptions of advisor–advisee relationships in the students’ own voices.
Social implications
Given the emphasis on diversity, equity and inclusion initiatives in US higher education, students with LD and/or ADHD need to be actively engaged in these conversations. With increasing numbers of students with LD and ADHD entering higher education and pursuing graduate degrees, faculty must be prepared to support all their students. By assessing strategies for positive mentor–mentee relationships among doctoral students with LD and/or ADHD, institutions can continue to foster increased diversity, creating doctoral programs and developing future faculty who more accurately represent the world in which we live.
Originality/value
The population studied doctoral students with LD and/or ADHD in the USA adds to the literature. The findings in terms of disclosure as it relates to advisors also adds to the literature. Doctoral students in the USA are dropping out at high rates making this an area that needs exploration.
Details
Keywords
Over the past decades the devastating issue of workplace bullying and its “cancerous” impact on workplace emotions has seen “today's costliest secret” become exposed (Einarsen…
Abstract
Over the past decades the devastating issue of workplace bullying and its “cancerous” impact on workplace emotions has seen “today's costliest secret” become exposed (Einarsen, Hoel, Zapf & Cooper, 2003, p. 32; Glendinning, 2001, p. 296; Needham, 2003, p. 12). Bullying at work has become so prevalent within today's workplace that 1 of the 4 of us are estimated to suffer the crippling abuse of the workplace bully, costing Australian organizations between $17 billion and $36 billion each year (Clarke, J. (2005). Working with monsters: How to identify and protect yourself from the workplace psychopath. Sydney: Random House Australia; Rayner, C. (2000). Building a business case for tackling bullying in the workplace: Beyond a cost-benefit analysis. In: Sheehan, M., Ramsey, C., & Patrick, J. (Eds), Transcending boundaries. Proceedings of the 2000 Conference, September, Brisbane). The impending doom faced by the target of the bully demeans the individual to such an extent that bullying has been associated with suicide, post-traumatic stress disorder, and even increased risk of coronary heart disease and has been demonstrated to sever “at home” relationships, with grave implications on work-life balance (Archer, 1999; Geffner, Braverman, Galasso & Marsh, 2004; Lewis, 2006). Yet despite the significant lose–lose outcomes of workplace bullying for both the individual and the well-documented consequences of decreased productivity for the organization, there seems to be little progress toward meaningfully addressing the issues that actually create, promote, and sustain workplace bullying (Bolton, 2007; Dutton & Ragins, 2007; Heames & Harvey, 2006; Peyton, 2003). Rather than narrowly concentrating on bullying and its drivers which limits workplace bullying to an occupational health and safety issue, this chapter demonstrates the practical implementation across five Victorian public sector organizations of a tool developed using the principles of positive psychology. This approach places bullying in the wider context of positive workplace emotions, allowing for consideration of the broader organizational characteristics and the subtle negative behaviors which are suggested to underlie the deep seated and pervasive nature of workplace bullying. The preliminary findings suggests that the tool was seen as valuable in creating a bully-free culture and resonates practically by offering insights into some of the issues organizations should consider to ensure such initiatives provide a genuine source of competitive advantage.
In the 1980s, as the United States encountered international economic and technological challenges, the very ability of the American educational system to produce a competitive…
Abstract
In the 1980s, as the United States encountered international economic and technological challenges, the very ability of the American educational system to produce a competitive labor force, able to learn and solve problems, was questioned. During this past decade, renewed concern about educational quality in the United States motivated over one hundred reports analyzing the shortcomings in our system of education and endorsing reform. All of the principal curriculum areas have been reviewed in this process; moreover, science education has been deemed particularly deficient. Major reports sponsored by the National Science Foundation (NSF) and the American Association for the Advancement of Science (AAAS) recommend both content revision of science courses and methodological changes in the way science is presented throughout the elementary and secondary grades.
Sabrina Gigli and Laura Mariani
The purpose of this paper is to examine the change from cash accounting to accrual accounting, identifying and assessing the institutional and organisational barriers that may…
Abstract
Purpose
The purpose of this paper is to examine the change from cash accounting to accrual accounting, identifying and assessing the institutional and organisational barriers that may affect this process. A specific focus on knowledge gaps is provided.
Design/methodology/approach
The study employs a mixed method design, combining action research activities, a survey, and in-depth qualitative interviews in the setting of Italian public universities.
Findings
The findings highlight a low degree of compliance with the accrual accounting system and budgeting system, which is the result of the lack of an accrual accounting culture in the Italian public sector.
Originality/value
The analysis confirms some barriers to the transition highlighted by previous literature and also adds further explanations of such limitations in terms of the lack of skills and accounting knowledge of the universities’ administrative staff possesses.
Details
Keywords
Kelly Hewett and Laura L. Lemon
This paper aims to explore the internal processes that can enable firms to identify and effectively respond to brand crises, with various groups coordinating and cooperating with…
Abstract
Purpose
This paper aims to explore the internal processes that can enable firms to identify and effectively respond to brand crises, with various groups coordinating and cooperating with each other, and also propose a guiding framework relevant for both managers and researchers.
Design/methodology/approach
A grounded theory methodology was adopted. Data collection included open-ended interviews with 13 executives representing the integrated marketing communications (IMC) function, the integrated corporate communications function and external agencies supporting firms while navigating crises.
Findings
Results revealed a three-stage process of internal coordination efforts during crises: sensing or scanning the environment and gathering insights regarding crises, informing or disseminating these insights throughout the organization to create transparency and responding or reacting to the event via a coordinated effort.
Research limitations/implications
The framework does not directly incorporate input from consumers or customer contact employees, both of which may be relevant.
Practical implications
Findings offer direction for managers to establish processes that prepare for and potentially reduce crises’ negative consequences. In addition, this study reveals the importance of decision-makers being vigilant regarding social media’s influence on such a process.
Originality/value
The conceptual framework moves beyond previous brand crisis research, provides insight into the processes firms use to successfully manage crises and reveals the relevant factors related to internal coordination.