Charismatic,ideological, & pragmatic (CIP) model of leadership: A critical review and agenda for future research

Criticisms of the dominant leadership perspectives in the literature are increasing and, as such, a growing number of scholars are calling for more complex and conceptually sound theories of leadership. With a multi-faceted perspective on effective leadership, detailed conceptual underpinnings, and increasing body of empirical support, the Charismatic, Ideological, and Pragmatic (CIP) model of leadership has the potential to address many of these concerns and substantively contribute to our understanding of effective leadership. Despite such advantages, however, wide scale proliferation of the model remains elusive. As such, this effort provides the first comprehensive review of the CIP model to analyze its potential to expand our understanding of leadership in science and practice. In doing so this review frames and organizes the existing CIP literature, identifies key strengths of the model, addresses key limitations of the model, and outlines future research opportunities that would benefit from adopting a CIP perspective.     

Positive youth development in Māori and New Zealand European adolescents through an adventure education programme

Within Aotearoa New Zealand there is growing interest in positive youth development (PYD). A PYD approach provides balance to narratives surrounding outcomes for youth and broadens our views of what we consider beneficial developmental outcomes. In the current study we used sail training as a method to promote PYD in Māori and New Zealand European adolescents. Specifically, 54 Māori and 37 New Zealand European adolescents completed the 7-day youth-development voyage on-board the gaffed rigged schooner, R. Tucker Thompson. We demonstrate that, for both Māori and New Zealand European adolescents, psychological resilience, self-esteem, and positive outlook on life increased from the first day to the last day of the voyage. In addition, we demonstrate that the increases in psychological resilience were driven by the social/collective identity adolescents formed with their group over the course of the voyage.     

Working toward effective anonymization for surveillance data: innovation at South Africa’s Agincourt Health and Socio-Demographic Surveillance Site

Linking people and places is essential for population-health-environment research. Yet, this data integration requires geographic coding such that information reflecting individuals or households can appropriately be connected with characteristics of their proximate environments. However, offering access to such geocoding greatly increases the risk of respondent identification and, therefore, holds the potential to breach confidentiality. In response, a variety of “geographic masking” techniques have been developed to introduce error into geographic coding and thereby reduce the likelihood of identification. We report findings from analyses of the error introduced by several masking techniques applied to data from the Agincourt Health and Socio-Demographic Surveillance System in rural South Africa. Using a vegetation index (Normalized Difference Vegetation Index (NDVI)) at the household scale, comparisons are made between the “true” NDVI values and those calculated after masking. We also examine the tradeoffs between accuracy and protecting respondent privacy. The exploration suggests that in this study setting and for NDVI, geomasking approaches that use buffers and account for population density produce the most accurate results. However, the exploration also clearly demonstrates the tradeoff between accuracy and privacy, with more accuracy resulting in a higher level of potential respondent identification. It is important to note that these analyses illustrate a process that should characterize spatially informed research but within which particular decisions must be shaped by the research setting and objectives. In the long run, we aim to provide insight into masking’s potential and perils to facilitate population-environment-health research.

     

Clients as Teachers: Reciprocal Influences in Therapy Relationships

The value of the continuing education industry for therapists is questioned, as is the usefulness of therapy books and journal articles, as a means of engaging therapists in life‐long learning. Instead, it is argued that our clients are our best teachers and that therapists learn most effectively from their clients. Drawing on research studies with prominent theoreticians and therapists, and on case studies from clinical work, a number of important themes are identified as ways in which therapists are influenced by their therapeutic encounters with their clients. The themes explored in this article include: (1) intimacy and high emotional arousal with clients as we witness profound change; (2) being challenged by clients; and (3) allowing for boundary ‘crossings’ in order to develop more flexible ways of working with clients. The implications for professional development are discussed.     

The Relationship Between Peer Victimization and Children's Humor Styles: It's No Laughing Matter!

This study assessed the concurrent and prospective (fall to spring) associations between peer victimization and four humor styles, two of which are adaptive (affiliative and self‐enhancing) and two maladaptive (aggressive and self‐defeating). Participants were 1234 adolescents (52 percent female) aged 11–13 years, drawn from six secondary schools in England. Self‐reports and peer reports of peer victimization were collected, as were self‐reports of humor styles. In cross‐sectional analyses, peer victimization was associated with all four humor styles, most strongly with self‐defeating and affiliative humor. Across the school year, peer victimization was associated with an increase in self‐defeating humor and a decrease in affiliative humor (and vice‐versa). These results have implications for models of humor development and how we understand the continuity of peer victimization.     

The Race for Education: Class,White Tone,and Desegregated Schooling in South Africa

In the early 1990s, privileged “white” South African public schools began to admit “black” pupils. Drawing on interviews, ethnography, and archival sources related to formerly‐white schools in Durban, this article addresses two main questions: first, why did white parents so enthusiastically vote for schooling desegregation when apartheid was still in place?; and second, why, over time, did intense competition emerge between schools, and become so focused on improving sports results? In addressing these questions this study takes an historical‐geographical approach, paying particular attention to two areas of Durban: the middle‐class central Berea area and the more working‐class areas in Durban's south. This story begins in the 1950s, a period of major schooling expansion and urban segregation, tracing how a hierarchy of white schools developed in relation to the city's uneven geographies of race and class. It is this schooling hierarchy and the way it became contested in the 1990s that is key to understanding the schools' shift from “cooperative desegregation” to “aggressive competition.” More broadly, the article argues that education provides a window into key post‐apartheid tensions – namely between the deracialization of privilege, the continued dividend of whiteness, and efforts to redistribute resources to the poor. Finally, in an age of mass education, it argues that the actions of schools play an important role in shaping raced and classed divisions in society.