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This paper reports on the pilot phase of a participatory project to develop an online ‘AS portal’, which provided peer‐to‐peer support for higher education students with Asperger's syndrome. The process of development is described and the initial outcomes of the pilot evaluated, including qualitative feedback from participants. Participants actively engaged with the portal, by giving and receiving support through in‐depth discussion, much of which centred on the experience of having autism. The research indicates that there is value in further exploring peer support networks for individuals on the autism spectrum and highlights the importance of appropriate design and sufficient time‐scale for such initiatives. It also reflects on the implications of participatory methodologies for both researchers and participants.

Routine data are needed to monitor ethnic health inequalities. The proportion of hospital discharge records with ethnicity information has been improving in Scotland. The aim of this paper is to assess whether routine data can provide valid comparisons of admission rates by ethnic group.

Routine hospital admissions data in four NHS Boards were analysed by ethnic group and sex to compare incidence rate ratios (IRRs) for acute myocardial infarction (AMI) and coronary heart disease (CHD). A previous study linking health and census ethnicity information for 2001‐2003 provided the comparison standard.

There was a similar risk of AMI for South Asian compared to non‐South Asian people in 2009‐2011 and 2001‐2003. South Asian people and Pakistani women had higher risk of CHD than White Scottish people. The Other White group had higher and the White Irish lower risk of AMI admission in comparison to 2001‐2003 data.

The comparison used a different age range, did not include community deaths, covered a part of Scotland rather than the whole, and may have been affected by changes to denominators, which were based on the UK census 2001.

The similar IRRs for AMI from census linkage in 2001‐2003 and NHS data from 2009‐2011 suggest routine ethnicity data are valid in some NHS Boards. Analyses can reveal previously unknown variations to justify health improvement action. To maximise the precision of analyses, data completeness needs to be increased and sustained.

Reports the findings of a qualitative study investigating the interactions relating to special education between principals and parent advocates. Specifically focuses on variations in perspectives among the principals and parent advocates on disability, special education and inclusion. Places a particular emphasis on exploring the perceived power imbalances in decision‐making processes and in incompatibility or conflict among values and interests. Data collected through a series of individual interviews and group dialogues involving both advocates and administrators, reveal how the participants define and manage their respective professional roles as they engage with one another in resolving ethical dilemmas in special education. The findings provide rich illustrations of shared decision‐making processes, alternative knowledge and understandings of special education and disability, and more politicized forms of parent involvement. These dialogical interactions also reveal the inequities, power imbalances and politics within organizational arenas that promote conflict. Proposes democratic, critical, and collaborative approaches to interactions as appropriate processes for managing such conflict.

Democratic leadership processes are desirable for schools not only because they reflect socially mandated ethical commitments to collective process. They can be professionally justified as a necessary approach to leading schools effectively in the increasingly culturally diverse communities and a world transformed by the effects of technology and the forces of globalization. Rational professional justifications for democratic leadership in schools include the nature of the school leadership role, the social contexts of the communities, as well as an ideological social mandate. A body of existing theory and research is used to illustrate that rational processes prevail as the primary influences on decision‐making by educational leaders. The appropriateness of rationalized democratic processes for schools is demonstrated by discussing the findings of recently completed research on school‐based interactions between school principals and parent advocates engaged in negotiating the educational needs of students with exceptionalities. Parent advocates were found to intentionally use democratic process to promote value confrontations and conflicts as a deliberate strategy aimed at transforming attitudes and practices in school administration specific to special education processes.

Negotiations are often conducted under stress. Previous studies show that stress can help or hurt negotiation outcomes. This study suggests that individual differences explain these effects, and the purpose of this study is to examine the effect of social value orientation (SVO) and stress on negotiation outcomes.

Two experimental studies and a pilot investigate the influence of stress and SVO (prosocial vs proself) on negotiation offers and outcomes. The authors’ studies are grounded on social interdependence theory and arousal literatures to explain the effects of stress on negotiation.

Stress has a positive influence on integrative offers (S1) and joint outcomes (S2). SVO moderates the effect of stress on joint negotiation outcomes (S2), such that, under stress, prosocials fare better than proselfs.

Managers negotiating under stress should pay attention to their own as well as the others’ SVOs. Managers could also build their negotiation teams considering this individual difference and favor the presence of prosocials in stressful negotiations.

The findings have practical implications for managers who are under stress on a daily basis.

This research contributes to managers that need to understand how to reach integrative agreements under stress. This is especially important when negotiators are representatives of employees or companies, as the outcomes can affect many individuals.

To the best of the authors’ knowledge, this is the first study examining the relationship between stress, SVO and negotiation offers and outcomes.

This selective annotated bibliography presents a snapshot of research published between 1990 and 1999 that has studied negative political advertising, primarily in the USA. Political scientists, psychologists, communication theorists and marketing scholars have used experiments, surveys, and case studies to examine the impact of this type of advertising on voter beliefs and behavior. The author categorizes the literature by broad themes such as typologies, effects of negative ads, media coverage of political campaigns, and actual candidate behavior, and provides descriptive annotations of representative articles in each category. In addition, several scholarly books that discuss negative political advertising are annotated. Since the focus of this bibliography is on social science research, articles from the popular literature are not included.

This study aims to examine the extent to which organizational dissent predicts perception of workplace bullying. As previous studies have reported inconsistent and sometimes contradictory results regarding the interaction between the reporting of bullying and demographic variables, these variables are examined in the New Zealand context. Organizational communication research provides considerable insight into the ways individuals make sense of and resist workplace bullying through juxtaposition with the concepts of dissent and intragroup conflict.

A nationally representative sample of managers in New Zealand (n = 239) was conducted. Surveys included demographic questions and the following measures: Organizational Dissent Scale and Negative Acts Questionnaire Revised Scale.

Key results and indications for further research are highlighted by the third model in this study. First, workers who reported they engaged in either articulated dissent or latent dissent were more likely to perceive workplace bullying. Second, workers who are more likely to express contrary opinions in the workplace are more likely to recognize, acknowledge and tolerate less positive interactions in the workplace such as bullying.

To the best of the authors’ knowledge, this study is the first to analyze dissent and bullying in the New Zealand context. Second, this research raises the question of whether there is a conflation of work-related bullying behaviors and bad leadership styles that may not be targeted (e.g. authoritative leadership and micromanaging). Finally, communication research provides a distinctive contribution by exploring the narrative form of worker responses to perceived bullying. In this manuscript, the authors examine potential predictors on the perception of workplace bullying in the context of New Zealand, particularly focus on the relationship between dissent and the perception of workplace bullying.

The purpose of this paper is to offer a pragmatic definition of clinical excellence.

The paper is a conceptual review of key studies relating to clinical excellence.

The pursuit of clinical excellence can be profitably considered in terms of 15 pillars of excellence comprising “technical” pillars, “personal” pillars, and “future” pillars. The five technical pillars are: evidence‐based thinking and practice; professional and peer accreditation; decision support systems; effectiveness and efficiency; learning and risk management. The five personal pillars comprise: interpersonal skills; collaboration and leadership; resilience and stress management; user involvement; moral principles. The five future pillars consist of: policy and succession planning; teaching and training; innovation; research and publications; income‐resource generation.

These 15 pillars of excellence may serve as an aide‐memoire for clinicians in their professional practice, as a pragmatic framework for both individual and organizational appraisal, accreditation, revalidation and reward systems, and as a teaching tool for a range of health‐care professionals.

This paper aims to outline the fundamental assumptions regarding the laddering methodology (Reynolds and Gutman), examine how some “hard” laddering approaches meet or violate these assumptions, provide a review and comparison of a series of studies using “soft” and “hard” laddering approaches to examine the hierarchical structure of means‐end theory, and assess if the discrepant conclusions from this series of studies may be attributed to violations of the fundamental assumptions of the laddering methodology.

A series of published empirical works using “hard” and “soft” laddering approaches, which aim to examine the hierarchical structure of means‐end theory (Gutman), are reviewed and compared to integrate research findings and to examine discrepancies. Discrepant conclusions, which appear to be attributable to violations of the assumptions underlying the laddering methodology, are explored through a reanalysis and reclassification of the content codes.

The paper validates the case for laddering and the care needed to gauge how conclusions can be affected when violations of fundamental assumptions of the laddering methodology occur.

Means‐end chain research and, more specifically, the laddering methodology are in need of investigations that assess the importance of its underlying assumptions. Additional work validating both the “hard” and “soft” laddering approaches is also needed.

Results of means‐end research are more interpretable and less ambiguous when the fundamental assumptions of the laddering methodology are met. In practice, means‐end theory benefits managers by providing a useful structure to aid in the interpretation of laddering data.

This paper outlines the fundamental assumptions regarding the laddering methodology to provide methodological guidelines for laddering researchers. This paper also reviews the academic literature examining the hierarchical structure of means‐end theory and explores how violations of the fundamental assumptions of the laddering methodology may impact research findings.

Being ignored or excluded is a painful experience. Belongingness theory suggests that individuals inherently desire for belongingness and social interactions. This study aims to explore whether ostracized employees take actions to seek potential re-inclusion in the workplace.

Data were collected from a two-wave survey. Ordinary least squares regressions were conducted to test the hypotheses.

Workplace ostracism is positively associated with victims’ impression management behaviors (i.e. self-promotion and exemplification) through need for approval. In addition, these indirect relationships are more salient for victims with stronger self-face concerns.

This study examines how ostracized employees strive for potential re-inclusion and who are more likely to seek approval. Specifically, this study identifies two impression management behaviors as victims’ potential re-inclusion tactics in response to ostracism in the workplace.