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1 – 10 of over 1000Stakeholders often engage in actions aimed at either benefitting or punishing firms for their behaviour. Such behaviours can have very serious implications for various types of…
Abstract
Stakeholders often engage in actions aimed at either benefitting or punishing firms for their behaviour. Such behaviours can have very serious implications for various types of firm performance, including financial performance. Though one might expect that the investigation of possible precursors of such “stakeholder action” would be a priority of researchers in stakeholder theory, to date research within the stakeholder literature directed towards understanding stakeholder behaviour has been somewhat scarce. In this chapter, I present common themes and assumptions that prevail in the existing research on stakeholder action, identify certain important questions concerning such assumptions and suggest avenues for future research on stakeholder behaviour.
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Tui McKeown, Melanie Bryant and Luise Raeder
Perhaps no other workplace issue represents better the harm that can come of neglecting emotional experiences in organizations than workplace bullying. Organizational…
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Perhaps no other workplace issue represents better the harm that can come of neglecting emotional experiences in organizations than workplace bullying. Organizational interventions aimed at the reduction of workplace bullying generally emphasize the identification of negative employee behaviors and the punitive consequences associated with the manifestation of these behaviors at work. While such interventions raise awareness of the unacceptability of workplace bullying, we argue that they generally adopt a “compliance” approach aimed solely at dealing with bullying after it has occurred rather than developing strategic initiatives that proactively promote workplace wellness. We detail a project within the Victorian public sector, which developed a proactive framework for the prevention of workplace bullying based on the principles of positive psychology. The chapter concludes with the view that the Positive Workplace Environment framework we develop is clearly applicable to a much wider range of issues than bullying and that embedding any call for organizational change within such a framework is likely to find resonance with both practitioners and researcher alike.
Andrew L. Wiley, Melody Tankersley and Andrea Simms
Although we have improved identification of and access to evidence-based interventions for addressing student problem behavior, teacher use of these practices remains low. In this…
Abstract
Although we have improved identification of and access to evidence-based interventions for addressing student problem behavior, teacher use of these practices remains low. In this chapter, we examine teachers’ causal attributions for student problem behavior and their implications for use of effective school-based behavioral interventions and supports. Attribution theory and research suggest that causal attributions strongly influence how individuals (e.g., teachers) perceive and respond to the problem behavior of others (e.g., students). Teacher perception regarding problem behavior and appropriate responses to it can be a significant barrier to the adoption and sustained implementation of empirically supported practices. In light of these factors, causal attribution theory and research can be used as a framework for better understanding and even changing teacher beliefs related to acceptance, implementation, and sustained use of effective behavior management practices. In this chapter, we make the case for cultivating an understanding of teachers’ causal attributions of student problem behavior and considering implications of causal attributions in future research. We explore how such research endeavors can potentially positively impact teacher implementation of effective school-based behavioral interventions and supports.
Maureen L. Ambrose, Regina Taylor and Ronald L. Hess Jr
In this chapter, we examine employee prosocial rule breaking as a response to organizations’ unfair treatment of customers. Drawing on the deontic perspective and research on…
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In this chapter, we examine employee prosocial rule breaking as a response to organizations’ unfair treatment of customers. Drawing on the deontic perspective and research on third-party reactions to unfairness, we suggest employees engage in customer-directed prosocial rule breaking when they believe their organizations’ policies treat customers unfairly. Additionally, we consider employee, customer, and situational characteristics that enhance or inhibit the relationship between employees’ perceptions of organizational policy unfairness and customer-directed prosocial rule breaking.
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Tyler G. Okimoto and Michael Wenzel
This chapter proposes and provides evidence for a conceptual framework for understanding the restoration of justice. Specifically, there is a fundamental distinction between two…
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This chapter proposes and provides evidence for a conceptual framework for understanding the restoration of justice. Specifically, there is a fundamental distinction between two primary symbolic concerns that follow from transgressions: concern over the status/power relations between the involved parties, and over the violation of the values those parties expect to share. Recognizing these concerns is paramount to understanding the psychological needs of injustice victims, how they conceptualize the restoration of justice, and the processes by which various interventions instill feelings of justice. This framework also elucidates when alternative avenues towards justice might be more effective than traditional retributive responses.
The School Behaviours Rating Scale (SBRS) measures observable school behaviour in primary aged students. It provides a tool for teachers and psychologists to use to assess…
Abstract
The School Behaviours Rating Scale (SBRS) measures observable school behaviour in primary aged students. It provides a tool for teachers and psychologists to use to assess behaviour and determine targets for intervention. The Scale measures strengths and needs, is easy to administer and score and is time efficient. It has been developed in Australia using data from classroom teachers on almost 2,000 students aged 5–12 years of age. The SBRS has sound psychometric qualities with subscale internal consistency scores ranging between .88 and .96, and test–retest reliability coefficients ranging from .86 to .97. The Scale comprises 51 behavioural descriptors which measure observable school behaviour across six domains or subscales comprising: General Classroom Behaviour; General Playground Behaviour; Getting Along with Other Students; Attempting Tasks Presented; Development of Social Skills and Aggressive Behaviours. The SBRS can be used to provide explicit information about a student's behavioural strengths, target areas for intervention, support functional assessment and provide a measure for pre- and post-intervention efficacy.
Timothy J. Landrum, Lauren W. Collins and Bryan G. Cook
In this chapter, we consider the complexity of issues associated with violence in schools and provide an overview of this 33rd volume of Advances in Learning and Behavioral…
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In this chapter, we consider the complexity of issues associated with violence in schools and provide an overview of this 33rd volume of Advances in Learning and Behavioral Disabilities. We begin with a brief consideration of the nature and definitions of violence as it manifests in schools and then consider three broad areas addressed by the chapters in this volume. First, we consider bullying and the bullying dynamic, including cyberbullying, and the intersection of bullying and students with disabilities. Next, we address the extraordinarily difficult topic of school shootings, including whether and how we can predict, prevent, and respond to school shootings. Finally, we consider more broadly advances in building a more positive school climate and sense of community and creating safer schools generally. In all of these, we acknowledge the challenges of understanding the complexity and multiple causes of school violence, and the apparent rise in many forms of violence in schools, but conclude with thoughts on the positive avenues identified by authors in this volume for ways we might better support children and youth in both preventing violence and responding to it in appropriate, supportive ways.
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School leaders seeking to implement restorative justice discipline practices in diverse urban schools have a series of subtle and crucial decisions to make that are omitted in the…
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School leaders seeking to implement restorative justice discipline practices in diverse urban schools have a series of subtle and crucial decisions to make that are omitted in the literature on alternatives to suspension. The current chapter examines one group of Black teachers from a larger study of schools using restorative practices. In interviews and observations, these teachers demonstrated Du Bois’s theory of Double Consciousness; they recognized both the institutional dynamics of the school’s discipline policy and the ways in which enactment of that policy ultimately replicated traditional racial inequality. They repeatedly challenged restorative theory and practices in terms of their relevance to students whose everyday reality involved police violence, community violence, and impoverished living conditions. While praising its potential as a foundation for communication and trust building, they perceived its implementation as a way to restore obedience for the student and restore order in the school. While stemming from one group of teachers in one school setting, my findings beg important questions for school leaders, researchers, and policymakers concerned with school discipline reform.
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