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Recent studies have introduced new productive theoretical orientations to the vignette studies. There is not, however, sufficient analytical discussion on how the vignettes can be used in qualitative interviews for different functions. The paper aims to discuss this issue.

Whatever theoretical framing the researcher decides to apply in qualitative interviews using vignettes, the paper proposes that it is always important to consider in what way the chosen vignettes refer to the object under examination, whether they represent it as clues (metonyms, symptoms, enigmatic traces), as microcosms (icons, metaphors, totems, ideal types, homologies) or as provokers (anomalies, taboos, controversies).

When vignettes are used as clues in interviews, they can be introduced as puzzling traces, tracks or indexes which together with the interview questions carry out the interviewees to metonymic reasoning. When vignettes are used in interviews as microcosms, the interview questions are built so that they encourage the interviewees to consider the vignettes as icons that mimic reality or realities, their actors, situations, acts, events and processes. And when vignettes are used as provokers, they are selected and produced so that they challenge the forms, boundaries, meanings and habits of the well-known and plausible realities of the interviewees.

The paper demonstrates with examples how vignettes function in the interviews as clues, microcosms or provokers and shows why it is important to pay attention to this.

Work groups and teams are common across all types of organizations. After providing both practical and scholarly definitions, this chapter examines work team processes common across groups (groupthink and bullying) that largely constrain group work both in and out of meetings. The chapter concludes with attention to work team evaluations (satisfaction with group process and continuity), meeting evaluations, and an overview of relational byproducts of task accomplishment.

The purpose of this study was twofold: to explore the everyday experiences and interpretations of verbalised self-criticism in emergent adult males (ages 18–25) in social contexts and, secondly, to explore the utilisation of vignettes in phenomenological research exploring social processes.

Four Australian male participants participated in semi-structured interviews to share the participants' experiences and sense-making of self-criticism in social contexts. Vignettes of verbalised self-criticism were used to prompt attentive reflection. Interpretative phenomenological analysis was used to analyse the data.

Four superordinate themes emerged from participant responses: (1) searching for context, (2) self-improving or self-attacking, (3) self-criticism as a social tool, and (4) engaging and distancing responses.

This study provides useful insights into how verbalised self-criticism in social contexts was experienced by four emergent adult males. Furthermore, this study provides a working example of how vignettes can be used within an interpretative phenomenological analysis frame to prompt attentive reflection on sensitive, nuanced social phenomenon. Implications for future research are discussed. Further research could use this study's findings to explore female responses to verbalised self-criticism and potential causality between contextual factors and the nature of responses.

In the realm of applied psychology, the major factors explaining organizational behavior in the context of organizational intervention are emotion, cognition, and context. In organizational analysis and intervention, however, organizational behavior models explicitly rooted in a theory of mind that assumes and thoroughly addresses their conjoint interplay are rare. To address this issue, we review definitions of emotion and cognition with a view to clarifying their specificity, as well as their differences from similar but potentially confounding constructs (e.g., perception, consciousness, and awareness). We also review the most common definitions of unconscious as a relevant intersection between cognition and emotion. Our ultimate objective therefore is to introduce an interactionist (individual-context) model of both cognitive and emotional levels of functioning of mind, based on what we refer to as the theory of analysis of demand (TAD). Finally, we outline and discuss its related intervention methodology, the Individual-Setting of consultation, Organization (I-S-O) technique.

The purpose of this paper is to propose research‐based principles of conflict management that are grounded in practical experience.

The paper presents a review of literature on topics related to each of four proposed conflict management principles as well as practical advice on implementing the principles.

The principles are as follows: take action early in the conflict cycle; use ground rules to encourage productive discussion of disagreements; discuss substantive conflict issues openly with the entire group; and discuss interpersonal conflict issues with the entire group only if doing so is concurrent with the purpose, time availability, and skill set of the group.

The principles should be useful to anyone who works with or on teams.

This paper provides a useful review of literature and proposes four conflict management principles that are based on research and grounded in practice.

This paper aims to investigate Western studies on beliefs about aggression which have found that men typically hold instrumental beliefs and women hold expressive beliefs.

To investigate whether beliefs about aggression are qualitatively different in an Indian sample, interviews were undertaken with focus groups of 16 and 26‐year‐olds from north‐east India.

IPA analysis indicated that respondents viewed their aggression in terms of: how they might appear; honour or shame; gender roles; and as a loss of self‐control. These findings indicate that beliefs about aggression held in this Indian sample are more complex than can be characterised by the instrumental/expressive dimension.

Implications of these findings for developing more culture‐specific measures of beliefs about aggression are discussed.

The purpose of this paper is to explore if a ringing cell phone could impact cognitive performance as well as being agitating to provoke aggressive reactions. The study investigated variables that could impact a participant’s willingness to aggress and retaliate, such as sensitivity to arousal and dark personalities (DRPs), Machiavellianism, narcissism, and subclinical psychopathy and sadism.

There were 128 participants (77 women and 51 men). The cognitive load task consisted of forming anagrams while being in a high or low provocation condition. Participants were subsequently asked how willing they would be to allow one out-group member to be harmed in favor of saving several in-group members. Three personality measures were used: two measuring DRPs and one measuring arousal sensitivity.

The authors discovered that older age and subclinical psychopathy were significant predictors for the willingness to aggress. Those in the high provocation condition retaliated the most against the experimenter, and a participant’s English ability was the only variable that predicted good performance on the cognitive task.

The results warrant further research into how personality types, aggression, and everyday, multiple arousal sources intertwine to inform personalized evidence-based interventions. Organizational and educational psychologists could also use this research to in form how offices and schools are run.

This article summarises an interesting training situation. It describes how a major express parcels delivery organisation went about improving the public interface of its business and how retail skills were introduced to area managers. The training aspects of particular interest centre on the need to clarify at an early stage which retail skills were applicable and acceptable. Interesting results include the early practical environmental improvements which resulted from the first courses.