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To better understand contributing factors and mediating mechanisms related to team dynamics in isolated, confined, and extreme (ICE) environments.

Literature review.

Our primary focus is on cohesion and adaptation – two critical aspects of team performance in ICE environments that have received increased attention in both the literature and funding initiatives. We begin by describing the conditions that define ICE environments and review relevant individual biological, neuropsychiatric, and environmental factors that interact with team dynamics. We then outline a unifying team cohesion framework for long-duration missions and discuss several environmental, operational, organizational, and psychosocial factors that can impact team dynamics. Finally, we end with a discussion of directions for future research and countermeasure development, emphasizing the importance of temporal dynamics, multidisciplinary integration, and novel conceptual frameworks for the inherently mixed work and social setting of long-duration missions in ICE environments.

A better understanding of team dynamics over time can contribute to success in a variety of organizational settings, including space exploration, defense and security, business, education, athletics, and social relationships.

We promote a multidisciplinary approach to team dynamics in ICE environments that incorporates dynamic biological, behavioral, psychological, and organizational factors over time.

In addressing positive general education teaching practices for use with students with or at risk for emotional and behavioral disorders (EBD), the chapter emphasizes teacher behavior change research that has been informed by applied behavior analytic (ABA) principles. Its central theme is that general education teachers can access research informed by ABA in developing prosocial instructional and management practices. Highlighted teaching practices include fostering correct academic responses from students, increasing active student response, and using contingent praise with regularity. The chapter also discusses functional behavioral assessment, positive behavioral interventions and supports, and controversial behavior change issues surrounding seclusion and restraints and medication, topics related to teaching students with or at risk for EBD in general education settings.

In this chapter, we examined issues related to research design and research management as applied to scientific research conducted in applied school settings. In terms of research design, randomized controlled trials (RCTs) have an important role to play in advancing a scientific agenda for school-based research. However, given their enormous cost and complexity, it is important to carefully time their implementation in the development cycle. We suggested that the use of RCTs is most appropriate in the later stages of the development cycle when the focus is on demonstrating the efficacy and/or effectiveness of an intervention and establishing its generalizability under the real world conditions of schooling. We also recommended establishing a hierarchy of evidence for an intervention that involves implementing a cost-efficient mix of single case, quasi-experimental, and true experimental designs where appropriate and feasible. In examining issues related to the management of research and the implementation of a knowledge development agenda for schools, it has become apparent that treatment integrity is a keystone variable. We discussed the importance of treatment integrity, with attention to the impact on internal and external validity. Finally, we offered practical considerations to support high-quality, respectful school-based inquiry.

The purpose of this paper is to describe and discuss the variables which have contributed to the adoption of positive behaviour support (PBS) and applied behaviour analysis (ABA). Differences and similarities are highlighted, applications to contemporary issues in the UK and Australia are emphasised, and considerations posed for their improved adoption.

A conceptual framework for diffusion of innovations theory is used to guide the analysis of three sets of articles, and application of the framework is guided by narrative analysis.

Eight variables from the conceptual framework were identified, and the communication networks for PBS and ABA are argued to be distinct. There has been a positive change in the perception of PBS by the ABA field, but PBS has leveraged diffusion more successfully. ABA appears to have been separated from PBS in the UK while Australia is yet to fully benefit from the contributions of ABA. Those working in the fields of PBS and ABA should further collaborate for their mutual benefit.

Greater attention to the factors which promote diffusion can assist PBS and ABA to improve their adoption.

This is the first paper to use diffusion of innovations theory to analyse the adoption of PBS and ABA.

Building on theory in Part 2 of this paper, a relationship is developed between the strategic multiple identities considered there. Personality analytic pathologies arise when these identities are not consistent. This theory is then examined using the mindset agency theory (MAT) developed in Part 2 of the paper. Two classes of MAT models exist: a three-trait (MAT3T) and a five-trait (MAT5T). The former centres on personality traits, while the latter includes traits that are external to the personality. These are then applied to a case study of Donald Trump’s US election campaign.

By applying MAT3T and MAT5T to the Trump election campaign, personal and public identities are analysed using content analysis of his narratives.

Of the strategic identities, data can be accessed for two, and measured qualitatively using mindset theory, these indicating the likelihood of a personality with pathologies. It is found that Trump MAT3T and MAT5T take different values, suggesting that he has an analytical pathology in his political agency.

There is not currently any coherent dynamic theory of multiple identities able to provide measures indicative of personality pathologies.

In this chapter, I proposed the use of structured behavioral analysis (SBA) as a methodological approach to address critical questions in organizational behavior research in sub-Saharan Africa.

The chapter is a conceptual paper that reviews the extant literature on research tools aimed at coding and analyzing behavior, with a particular focus on employee behavior in African organizations.

SBA requires the researcher to act as both an organizational scholar and an anthropologist. As an organizational scholar, the researcher will identify predetermined behaviors that he/she intends to study. Thus, the observation and analysis will be geared toward such behaviors. As an anthropologist, the organizational researcher will observe behaviors that are displayed by employees and managers and use them as the basis for explanation and theory building.

SBA can be used to study behaviors that often occur in African organizations, such as nepotism, corruption, the role of tribal status, and the impact of family generosity, the forced solidarity tax, and obligations on employee behavior.

Findings from SBA could help design interventions to address the detrimental effects of negative behaviors while reinforcing positive behaviors in African organizations.

As a research methodology, SBA is relatively new in the African context although some versions of the method are used in industrial/organizational psychology and ergonomics.

While the right to life, ‘personhood’, and the educability of people with profound and multiple learning disabilities are still under‐debated, service providers and research workers continue to extend the boundaries of expectation with respect to what such people can achieve. In this paper the messages of recent research are summarised and key references for fuller information suggested. The need to bring together such specialised knowledge in the framework of an ordinary life aimed at enhancing competence and quality of life is urged.

Recent research suggests that multi-component and contextualized interventions are a good option for the treatment of children with ADHD. The primary goal of the present investigation was to examine the efficacy of a multi-component psychosocial intervention involving children, with ADHD, their parents and their teachers. Forty-two children with ADHD were distributed in two groups: one with 27 children who received the intervention (experimental group) and the other with 15 children who received no intervention (control group). The effects of the intervention program were evaluated in three basic developmental areas: school learning, emotional adjustment and social adjustment. Once the intervention was over, the learning problems of children with ADHD who participated in the intervention were significantly reduced, based on the observations of both parents and teachers. Furthermore, social adjustment of the treated group improved significantly at the posttest evaluation. In contrast, in the group of children with ADHD who did not receive treatment, the learning and social problems remained stable.