Stereotypical Inferences as Mediators of Age Discrimination: The Role of Competence and Warmth

Drawing on theories of stereotype content and role congruity, this research investigated the role of stereotypes for employment discrimination against older candidates. Study 1 investigated the content of stereotypes about older workers, focusing on warmth and competence as the two core dimensions in social judgement. As predicted, older workers were perceived as less competent but warmer than younger workers. Studies 2 and 3 investigated how these stereotypes interact with job requirements to predict age bias in an experimental setting. Further, they tested if warmth‐ and competence‐related stereotypical inferences mediate the relation between candidate age and selection bias. Results showed that age bias was robust. Older candidates were discriminated against, even if the job primarily required warmth‐related qualities, and independently of evaluators' own age or professional experience in human resources. Moreover, age bias was mediated by competence‐related stereotypical inferences. Age bias was also mediated by inferences related to warmth but those inferences were opposite to the high‐warmth older worker stereotype identified in Study 1 . Implications of the findings for theoretical approaches to age discrimination and for organizational practice designed to combat age discrimination are discussed.     

Besondere Aspekte in der Supervision von Frauenhäusern

This article is about particular aspects in supervision of women’s shelters. The impact of organizational culture women’s shelter on the supervision process are examined. Key aspects such as the anti-hierarchical structure, interculturality, the effects of trauma are particularly studied in their effects on transfer processes in supervision. A helpful key competence is the psychotraumatological expertise in supervision.     

Qualitativ-diskursanalytische Erforschung von Coaching-Gesprächen

“What is happening in coaching?”—this question is given two readings in the current article: Coaching is understood as consulting business and as consulting interaction. With respect to the first reading, i.e. the coaching market, the trans- and interdisciplinary research group LOCCS (The Linguistics of Coaching, Consulting and Supervision) is introduced, dedicated to qualitative-linguistic analysis of coaching and other consulting interactions. With respect to the second reading, i.e. the coaching interaction itself, the special contribution of such qualitative-linguistic analysis will be outlined. With the help of concrete examples, we will illustrate this method and its benefits.     

What Works for Whom,How and under What Circumstances? Testing Moderated Mediation of Intervention Effects on Externalizing Behavior in Children

In this study, we investigate whether changes in child social cognitive functioning and parenting are the mechanisms through which an individually delivered real‐world child intervention, Stay Cool Kids, aimed at preventing externalizing problem behavior in high‐risk elementary school children, induces changes in child behavior. Moreover, we tested whether mediation was moderated by child characteristics (gender and personality). The sample consisted of 264 fourth‐grade children displaying externalizing behavior (TRF t‐score > 60). Forty‐eight schools were randomly assigned to the intervention or no‐intervention control condition. The results of mediation analyses provided evidence for child positive self‐perception and maternal involvement as working mechanisms of the intervention. Child personality factor extraversion moderated the mediating effect of involvement whereas no moderated mediation was found for gender. Working mechanisms of the intervention differ for children with different personality characteristiscs.     

The Role of Child Characteristics and Peer Experiences in the Development of Peer Cooperation

Cooperation with peers is challenging for young children, and there are large individual differences in the development of cooperation. The roles of child characteristics and peer experiences for peer interaction during free play have been studied extensively, but it is unclear which factors predict young children's successful cooperation at different points in development. In this study, 2‐, 3‐, and 4‐year‐old children were observed during a peer cooperation task. Both their interactive behavior and cooperation success were examined, and the association of these variables with child characteristics and peer experiences was explored. Results showed that successful peer cooperation increased with age. Moreover, early individual differences in peer cooperation were related to temperamental characteristics, and, among older children, the rate of cooperation was related to prior peer experience.     

Investir avec prudence : les usages d’un impératif juridique par les acteurs du capitalisme financiarisé

The recent history of the prudent investment standard, which provides clear evidence of the changes under way in American capitalism, is recounted by examining three processes: legislative, regulatory and judiciary. By bringing these three into a single study, we can follow up on how this standard has circulated through multiple historical processes of production and institutionalization. Its meaning has been negotiated both at the junction between the federal government's regulatory authority and the political power wielded by employers and financiers and at the junction between the procedural autonomy of judges and the intellectual authority drawn from economic theories. This method leads us to observe that there is no legal definition of this “prudence” but, instead, several overlapping acceptations of the phrase. This suggests that the force of the law is based on this semantic diversity, the latter being put to use in the structural evolution of financial capitalism.     

The longitudinal link between popularity,likeability, fear of negative evaluation and social avoidance across adolescence

This study investigated the longitudinal bidirectional associations between likeability, popularity, fear of negative evaluation, and social avoidance, to aid in preventing the negative consequences and persistent trajectories of low social status and heightened social anxiety. In total, 1741 adolescents in grades 7–9 participated at 3 yearly waves. A self-report questionnaire measured fear of negative evaluation. Peer nominations assessed likeability, popularity, and social avoidance. Lower popularity predicted more avoidance, and vice versa. More avoidance was related to lower likeability over time. Being less popular and/or more liked by peers, increased fear of negative evaluation. Support for a transactional model between social anxiety and social status was found, but distinguishing different social status and social anxiety components is necessary.