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We propose an elaboration of the social structure and personality framework from sociological social psychology that is intended to promote integration across social psychological traditions and between social psychology and sociology, using the study of inequality as an example.

We develop a conceptualization of “generic” proximate processes that produce and reproduce inequality in face-to-face interaction: status, identity, and justice.

The elaborated framework suggests fundamental questions that analysts can pose about the macro-micro dynamics of inequality. These questions direct attention to the “how” and “why” of macro-micro relations by connecting structural and cultural systems, local contexts, and the lives of individual persons; highlighting implicit processes; making meaning central; and directing our attention to how people act efficaciously in the face of constraint.

Applying this framework, scholars can use existing theories and generate new ones, and can do so inductively or deductively.

Research on inequality is enriched by social psychological analyses that draw on the full complement of relevant methods and theories.

We make visible the social psychological underpinnings of sociological research on inequality and provide a template for macro-micro analyses that emphasizes the centrality of social psychological processes.

To assess the mental health of members of the police force and expose any gaps existing at what should be its ideal level, with reference to aspiring policemen of the future. Aims to explain the health realization model and give a definition of optimal mental health with specific reference to the police force.

Employs the well‐being inventory, a survey investment designed specifically to measure five dimensions of optimal mental health, to assess the mental condition of 179 prospective police professionals.

The results of the survey appear to suggest that future job satisfaction for many prospective police professionals in the study could be less than optimal, with the implication that high notes of mental dysfunction in its various forms could be experienced.

It is imperative that sound mental health instruction be incorporated into all future police training programs. However, further research needs to be done in order to advance a process which is at present only experimental.

Emphasizes the value of teaching future police officers the nature and source of optimal psychological functioning.

According to a widely accepted view, the Methodenstreit between the historical and Austrian school was the result of misunderstandings. Argues that it was rather the outcome of different solutions to genuine philosophical and methodological problems, in particular to a demarcation problem. Presents a reconstruction of the position of Roscher. Argues that Roscher sought to solve a demarcation problem and therefore triggered a problem situation which was of fundamental importance for further discussion. Contrasts the views of Roscher and Menger. Argues that Menger′s views constitute a direct response to Roscher′s problem situation.

This chapter explores the concept and application of learner-centered leadership. The exploration of learner-centered leadership requires rethinking the purposes and actions of school leaders, and its application implies new knowledge and skills for aspiring administrators and new models for professional development for those already on the job. The chapter explores foundational concepts on leadership and their application to a U.S. Department of Education funded project on administrator preparation and professional development.

The purpose of this paper is to evaluate the effect of a community-based resilience intervention for Filipino displaced survivors of Super Typhoon Haiyan.

The researchers used a quasi-experimental and mixed-method design comparing a treatment group with a control group across three time periods: before, immediately after, and six months after the intervention.

Results showed significant improvements in survivors’ anxiety scores and resilience scores compared to those who did not undergo the program. However, although there was an increase in adaptive coping of participants immediately after the program, there was a reduction in adaptive coping behaviors for all groups six months after the program. Focus group discussions revealed this might be due to significant environmental challenges among displaced survivors.

A limitation of the study was the lack of randomization and a small sample size due to attrition.

The study highlights the positive effects of culturally adapted group interventions.

The results suggest the importance of a systemic approach to enabling the recovery of displaced survivors in developing countries.

This study provides evidence for a resilience intervention developed in a low-middle income country in Southeast Asia.

Liberal arts education has traditionally emphasized critical thinking and other components of information literacy. Because knowledge is accumulating and changing even more rapidly than in earlier eras, it is more crucial than ever that students develop the motivation and ability to become lifelong learners if they are to flourish personally and professionally in this information age. Cornell College has established a campus-wide emphasis on information literacy since 2000. While the skills and knowledge that constitute information literacy have been a part of the curriculum long before, an intentional effort to integrate information literacy into coursework in all disciplines has revitalized the dialog about teaching these critical thinking skills and has re-invigorated effort toward information literacy goals. That dialog causes us to ask one another and ourselves “What is information literacy? How is it to be taught, nurtured, learned, and utilized?” These questions and others were highlighted as the College undertook its re-accreditation self-study where information literacy was a particular point of emphasis.

This study aims to identify effective behaviors in labor-management negotiation (LMN) and, on that basis, derive overarching psychological principles of successful negotiation in this important context. These empirical findings are used to develop and test a comprehensive negotiation training program.

Twenty-seven practitioners from one of the world’s largest labor unions were interviewed to identify the requirements of effective LMN, resulting in 796 descriptions of single behaviors from 41 negotiation cases.

The analyses revealed 13 categories of behaviors critical to negotiation success. The findings highlight the pivotal role of the union negotiator by illustrating how they lead the negotiations with the other party while also ensuring that their own team and the workforce stand united. To provide guidance for effective LMN, six psychological principles were derived from these behavioral categories. The paper describes a six-day training program developed for LMN based on the empirical findings of this study and the related six principles.

This paper has three unique features: first, it examines the requirements for effective LMN based on a systematic needs assessment. Second, by teaching not only knowledge and skills but also general psychological principles of successful negotiation, the training intervention is aimed at promoting long-term behavioral change. Third, the research presents a comprehensive and empirically-based training program for LMN.

Change in culture brought about by effective leadership is at the core of this case. Therefore, two broad topics can be discussed using this case: organizational culture change and Change Leadership OR Role of leaders in organzational change.

The case was prepared using primary data collected through a series of interviews conducted with participants of the change process. The participants included R. Sivanesan, Senior Vice President (Quality, Sourcing and Supply Chain) of Ashok Leyland, many members of the quality team, production department, HR executives and members of the marketing team. Secondary data in the form of an interview of Mr Vinod Dasari published in a popular magazine Autocar Professionals and organizational documents/presentations used during the change process were also used to build the case.

In 2011, when Vinod Dasari took over as the Managing Director and CEO of Ashok Leyland (AL), he hired R. Sivanesan. The quality standards of the vehicles produced in the AL plants in 2011 was far from satisfactory. He decided to change this. Part A of the case discusses the challenges faced by Sivanesan and Vinod Dasari in bringing about a change in the quality management practices at AL. Part B discusses the steps they actually took and the change that resulted from it.

At the end of the case discussion, the participants will be able to develop an understanding of the various aspects of organizational culture and how it manifests itself; become aware of the underlying causes of resistance to change; critically evaluate and apply various theories of change management; create an action plan for changing the culture of any organization; and appreciate the role of leaders as change agents.

The central theme in this case is managing culture change within organizations through effective leadership. Instructors teaching courses in organizational theory, organization structure/culture and leadership will find this case relevant. It is primarily intended for use in MBA and Executive Education programs in Management.

This paper aims to outline strategies for defence against social engineering that are missing in the current best practices of information technology (IT) security. Reason for the incomplete training techniques in IT security is the interdisciplinary of the field. Social engineering is focusing on exploiting human behaviour, and this is not sufficiently addressed in IT security. Instead, most defence strategies are devised by IT security experts with a background in information systems rather than human behaviour. The authors aim to outline this gap and point out strategies to fill the gaps.

The authors conducted a literature review from viewpoint IT security and viewpoint of social psychology. In addition, they mapped the results to outline gaps and analysed how these gaps could be filled using established methods from social psychology and discussed the findings.

The authors analysed gaps in social engineering defences and mapped them to underlying psychological principles of social engineering attacks, for example, social proof. Furthermore, the authors discuss which type of countermeasure proposed in social psychology should be applied to counteract which principle. The authors derived two training strategies from these results that go beyond the state-of-the-art trainings in IT security and allow security professionals to raise companies’ bars against social engineering attacks.

The training strategies outline how interdisciplinary research between computer science and social psychology can lead to a more complete defence against social engineering by providing reference points for researchers and IT security professionals with advice on how to improve training.