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This chapter discusses how the control and strategic management of resources plays a role in the occupational stress process. Building upon prior resource theories of stress, the idea is developed that control of external and internal resources, and not resource acquisition or maintenance, is a vital element that contributes to a strain response to workplace demands. This can occur at the level of objective resources (resources needed to cope with demands), and it can occur at the level of perceived resources (the individual’s perception of resource control). The chapter also discusses the importance of resource management strategies that individuals engage in, as well as both internal and external resource management resources. Several common stressors are discussed in resource control terms, and the role of power and politics in strategic resource management is discussed.

This chapter introduces a new theoretical framework for developing emotion-related abilities according to the emotional intelligence (EI) construct definition of Mayer, Salovey, and Caruso (2006). The awareness, reflection, and management (ARM) model has been devised and demonstrates a triadic cycle of emotional ARM relating to affect, cognition, and behavior. The ARM model constitutes an approach to nurture emotion-related abilities (ability EI) and responds to criticism raised by Zeidner, Matthews, and Roberts (2009). The ARM Theory was corroborated by both learning theory and schools of counselling (SOC). The potential to develop emotion-related abilities in emotional awareness, reflection and reasoning, coping and management is discussed.

We examine the effect of an offender’s occupational status on criminal sentencing recommendations using a vignette experiment that crosses the offender’s occupational status (white-collar vs blue- or pink-collar) and the crime label, with one label (overcharging) associated with white-collar offenders and the other (robbery) associated with lower-status offenders. We expect negative and potent post-crime impressions of the offender and the crime to increase perceptions of criminality and, in turn, the recommended sentence. We term these negative and potent impressions “criminality scores.” Drawing on affect control theory (ACT) impression formation equations, we generate criminality scores for the offenders and the crimes in each condition and, using those scores as a guide, predict that white-collar offenders and offenders described as “robbing” will receive a higher recommended sentence. We also expect eight perceptual factors central to theories of judicial sentencing mediate these relationships.

We test these hypotheses with a vignette experiment, administered to female university students, that varies a male offender’s occupation and the word used to describe his crime.

Consistent with our ACT-derived predictions, white-collar offenders and offenders described as robbing received a higher recommended sentence. But, contrary to predictions, only one perceptual factor, crime seriousness, mediated these effects, and the mediation was partial.

Our findings suggest the perpetrator’s post-crime appearance of negativity and power offer a valuable supplement to theories of judicial sentencing.

This study is the first to test the hypothesis that sentencing disparities may be due to the way the perpetrators’ sociodemographic attributes shape their post-crime appearance of negativity and power.

To explain how cumulative efforts contribute to learning and literacy development.

A representation of how efforts lead to lasting growth is discussed through a variety of historical and current perspectives across content disciplines. This chapter includes depictions of how positive experiences can promote further success and recognizing one’s cumulative efforts and the effects from those are fundamental to educational attainment.

The value one places on tasks such as reading or writing is often aligned to the frequency with which those events occur. Students view their time and effort as capital; they are students’ most valued possessions, and how they allocate these commodities is a choice.

For students to become avid readers and writers, we must utilize a host of strategies to impress the notion that these activities are worth their attention, time, and investment.

This paper explores the relationship between gender and the origins and implementation of federal welfare aims in the U.S. territory of Puerto Rico. It is argued that women's groups played a significantly less direct role in the establishment of federal social insurance and social assistance programs in Puerto Rico than on the U.S. mainland. Early 20th century Puerto Rican feminist and other groups dedicated to the welfare of women and children were subsumed in political parties and their conflicts about the Depression-era quest for economic relief and later U.S.-supported economic developmentalism.

The chapter revisits and updates an earlier analysis to assess the extent to which sociological social psychology’s treatment of race has changed since 2000, and evaluates the degree to which issues of intersectionality and sexuality are engaged in social psychological scholarship.

The chapter provides a content analysis of articles published between 2000 and 2012 in Social Psychology Quarterly, a leading journal in sociological social psychology, and of chapters published in two influential handbooks in social psychology.

It documents a notable increase in the percentage of articles in Social Psychology Quarterly in which race/ethnicity is referred to, included in the analysis, or seriously engaged. Patterns vary by methodological approach used in these articles. Social psychological attention to intersectionality and sexuality, as measured by the percentage of articles that broach these topics, is minimal.

This chapter restricts its analysis to the leading journal in sociological social psychology, but still demonstrates that there is potential for greater movement toward the incorporation of race/ethnicity, intersectionality, and sexuality in social psychological scholarship.

It calls attention to core topics in sociology that would benefit from greater scholarly engagement by social psychologists.