Adolescent group therapy membership selection

Conclusions Social agency practitiooners can employ adolescent group therapy as an effective treatment mode, as long as a great deal of attention and planning is put into the details of group membership selection. The authors have presented suggestions and guidelines that can be used in overcoming the logistic problems inherent in forming an adolescent therapy group. We feel that proper pregroup planning is just as important in determining group results as is the ongoing group process. Group treatment does not necessarily incease a therapist's productivity or reduce the amount of time spent in therapy, but it does offer a unique experience which has certain qualitative advantages for teenagers experiencing behavioral and relationship problems within and, particularly, outside of the family system.     

Können Organisationen nicht lernen? Facetten organisationaler Lernkulturen

Recently, the concept of ‘learning culture’ has entered the discussion on learning organizations and organizational learning, especially in the German speaking countries. Most of the academics, but also practitioners seem to use the term ‘learning culture’ in a particular sense as nurturing a self-directed, on-the-job learning of all employees. An implicit, often neglected assumption of this conception is that organizations can be divided into those who have a learning culture and those who do not. Although this idea of a dichotomy is also found in the discussion on learning organizations, it can be called into question. Past research has shown that (organizational) learning is a multifaceted phenomenon. Different organizations engage in very diverse kinds of learning due to the fact that they are facing varying environmental conditions. This brings us to doubt the idea of a ?one-best-way“ learning culture. Following the basic question, who learns what, how, when and why, the article presents a set of distinguishing attributes to distinguish between different types of learning cultures. Finally, yet unanswered questions and paths for future research are discussed.     

Projective (2n,n,λ,1)-designs

A projective (2n,n,λ,1)-design is a set $\text{D}$ of n element subsets (called blocks) of a 2n-element set V having the properties that each element of V is a member of λ blocks and every two blocks have a non-empty intersection. This paper establishes existence and non-existence results for various projective (2n,n,λ,1)-designs and their subdesigns.     

Assumptions of social mobility research in the U.S.: The case of occupational status

This paper examines the theoretical and empirical basis for common rank-orderings of occupational roles by raters throughout the world. From an illustrative comparison of occupational stratification in Australia and the United States we conclude tentatively that (1) commonalities in the socioeconomic characteristics of occupational roles provide the basis for interplace consistencies in “prestige” scores, (2) the structure of occupational mobility in the U.S. and Australia is largely similar, (3) this similar structure of occupational stratification manifests a common socioeconomic process which defines a (the?) major component of occupational mobility in capitalist, industrial (only?) societies. We infer that “prestige” scores for occupations are fallible estimates of the socioeconomic statuses of occupation, within the context of mobility processes in (at least) the U.S. and Australia.     

The program effect of batterer programs in three cities

Recent meta-analyses and experimental designs of batterer program evaluations suggest little or no program effect. This finding may be compromised by a variety of analytical issues. Instrumental variable analysis addresses some of these issues, especially the relationship of program dropout to batterer reassault. This method of analysis was, therefore, used to test for program effect in a multi-site evaluation. The sites were three well-established batterer programs using a gender-based, cognitive-behavioral approach (n = 640). Completing a batterer program reduced the likelihood of reassault by 44% to 64%, depending on the specification used. Completing a 3-month program appeared to be as effective as completing a 5 1/2- or 9-month program. This moderate effect is an accomplishment considering the problems associated with the program participants and the inconsistency in the criminal justice system at the research sites. The findings remain tentative because of weak instrumental variables for reassault, but do confirm the need for more complex analyses of program effect.     

Psychiatric inpatients' experience of nursing observation. A United Kingdom perspective

1. Nursing observation is a key component of psychiatric inpatient nursing care. 2. Patients' experiences of being observed are strongly influenced by the attitudes and behaviors of the observing nurses. 3. Patients prefer to be observed by nurses they know and who talk to them.     

Virtuelles Selbstcoaching — Konzept und erste Erfahrungen

Combining management consultation with psychotherapy in the early nineties, coaching is a real innovation. Its success story grounds on a huge market demand. Nevertheless, actual market observations revealed a declining success progress over the past years caused by two factors. The first one refers to economic reasons since coaching is a high-budget-product and focuses mainly on managers and important specialists. The second factor is a psychological one: many potential clients associate coaching with psychotherapy and therefore react with resistance. To continue the progress, it is necessary to overcome both restrictions. The solution is virtual self-coaching as an innovative combination of coaching and e-learning. It is an online-tool that guides the user through a well-defined path of problem solving questions. This is for many users attractive because of the low costs in combination with the fact that working with an online-tool is associated with further education and not therapy. Our tests have demonstrated that the program is useful for a big variety of different problems and that best results can be expected if virtual self-coaching is combined with telephone coaching.