Lynne Dale Halamish and Doron Hermoni
- Published in print:
- 2007
- Published Online:
- November 2011
- ISBN:
- 9780195325379
- eISBN:
- 9780199999811
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195325379.003.0027
- Subject:
- Palliative Care, Patient Care and End-of-Life Decision Making, Palliative Medicine and Older People
This chapter discusses the importance for medical professionals working with the terminally to know their boundaries and know what is theirs and what is not. It describes the author's experience in ...
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This chapter discusses the importance for medical professionals working with the terminally to know their boundaries and know what is theirs and what is not. It describes the author's experience in an interview with a physician who had treated children with infectious diseases and who claimed to have treated his patients like his own children and have been affected by their death. The chapter explains that knowing “what is yours” and “what is not” is important in effectively helping a bereaved person, and that it also protects the professional from burnout.Less
This chapter discusses the importance for medical professionals working with the terminally to know their boundaries and know what is theirs and what is not. It describes the author's experience in an interview with a physician who had treated children with infectious diseases and who claimed to have treated his patients like his own children and have been affected by their death. The chapter explains that knowing “what is yours” and “what is not” is important in effectively helping a bereaved person, and that it also protects the professional from burnout.
Michael S. Kelly, Johnny S. Kim, and Cynthia Franklin
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195366297
- eISBN:
- 9780199864010
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195366297.003.0004
- Subject:
- Social Work, Children and Families
Savvy school social workers have long known that one of their primary client populations in their schools is that of their teacher colleagues. The WOWW program is a teacher coaching intervention that ...
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Savvy school social workers have long known that one of their primary client populations in their schools is that of their teacher colleagues. The WOWW program is a teacher coaching intervention that helps school social workers target their interventions at a classroom level with the teacher and her classroom as the “client.” The intervention has shown some initial positive outcomes in pilot studies, and hopefully there will be larger-scale WOWW studies in the coming years on WOWW's impacts on teacher classroom management styles, teacher burnout, and student variables like academic achievement and attendance. With the ever-increasing pressure on both teachers and students to be productive, it is hoped that school social workers need to be using classroom interventions such as WOWW to identify the strengths of classrooms and help both teachers and students work together more effectively.Less
Savvy school social workers have long known that one of their primary client populations in their schools is that of their teacher colleagues. The WOWW program is a teacher coaching intervention that helps school social workers target their interventions at a classroom level with the teacher and her classroom as the “client.” The intervention has shown some initial positive outcomes in pilot studies, and hopefully there will be larger-scale WOWW studies in the coming years on WOWW's impacts on teacher classroom management styles, teacher burnout, and student variables like academic achievement and attendance. With the ever-increasing pressure on both teachers and students to be productive, it is hoped that school social workers need to be using classroom interventions such as WOWW to identify the strengths of classrooms and help both teachers and students work together more effectively.
Sandra L. Bloom and Brian Farragher
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780195374803
- eISBN:
- 9780199865420
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195374803.003.0003
- Subject:
- Social Work, Health and Mental Health
Most people may not recognize that stress has become a major risk for a wide variety of health and mental health problems, although when surveyed most people talk passionately about the stress they ...
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Most people may not recognize that stress has become a major risk for a wide variety of health and mental health problems, although when surveyed most people talk passionately about the stress they confront at work. Nowhere is that more true than in human services. It is impossible to understand the full impact of the last thirty years of changes in human service delivery without understanding the impact of acute and chronic stress on workers at every level of the system. This chapter reviews what is known so far about the magnitude of stress impacting daily existence with a specific focus on workplace stressors. The issue of workplace stress is a public health problem of enormous proportion, not dissimilar to what existed two hundred years ago before we understood that microbes cause disease, only now the infectious agent is violence in all of its forms.Less
Most people may not recognize that stress has become a major risk for a wide variety of health and mental health problems, although when surveyed most people talk passionately about the stress they confront at work. Nowhere is that more true than in human services. It is impossible to understand the full impact of the last thirty years of changes in human service delivery without understanding the impact of acute and chronic stress on workers at every level of the system. This chapter reviews what is known so far about the magnitude of stress impacting daily existence with a specific focus on workplace stressors. The issue of workplace stress is a public health problem of enormous proportion, not dissimilar to what existed two hundred years ago before we understood that microbes cause disease, only now the infectious agent is violence in all of its forms.
Nicole M. Piemonte
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780262037396
- eISBN:
- 9780262344968
- Item type:
- book
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262037396.001.0001
- Subject:
- Philosophy, Moral Philosophy
While many commentators have pointed to the lack of compassion and empathy in medicine, their critiques, for the most part, have not considered seriously the deeper philosophical, psychological, and ...
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While many commentators have pointed to the lack of compassion and empathy in medicine, their critiques, for the most part, have not considered seriously the deeper philosophical, psychological, and ontological reasons why clinicians and medical students might choose to conceive of medicine as an endeavor concerned solely with the biological workings of the body. Thus, this book examines why it is that existential suffering tends to be overlooked in medical practice and education, as well as the ways in which contemporary medical epistemology and pedagogy not only perpetuate but are indeed shaped by the human tendency to flee from the reality of death and vulnerability. It also explores how students and doctors perceive medicine, including what it means to be a doctor and what responsibilities doctors have toward addressing existential suffering. Contending that the being of the physician is constituted by the other who calls out to her in his suffering, this book argues that the doctor is, in fact, called to attend to suffering that extends beyond the biological. It also discusses how future physicians might be “brought back to themselves” and oriented toward a deeper sense of care through a pedagogy that encourages intentional reflection and values the cultivation of the self, openness to vulnerability, and a fuller conception of what it means to be a healer.Less
While many commentators have pointed to the lack of compassion and empathy in medicine, their critiques, for the most part, have not considered seriously the deeper philosophical, psychological, and ontological reasons why clinicians and medical students might choose to conceive of medicine as an endeavor concerned solely with the biological workings of the body. Thus, this book examines why it is that existential suffering tends to be overlooked in medical practice and education, as well as the ways in which contemporary medical epistemology and pedagogy not only perpetuate but are indeed shaped by the human tendency to flee from the reality of death and vulnerability. It also explores how students and doctors perceive medicine, including what it means to be a doctor and what responsibilities doctors have toward addressing existential suffering. Contending that the being of the physician is constituted by the other who calls out to her in his suffering, this book argues that the doctor is, in fact, called to attend to suffering that extends beyond the biological. It also discusses how future physicians might be “brought back to themselves” and oriented toward a deeper sense of care through a pedagogy that encourages intentional reflection and values the cultivation of the self, openness to vulnerability, and a fuller conception of what it means to be a healer.
Justin Amery, Mary Bunn, Susie Lapwood, and Gillian Chowns
- Published in print:
- 2009
- Published Online:
- November 2011
- ISBN:
- 9780199567966
- eISBN:
- 9780191730566
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199567966.003.0019
- Subject:
- Palliative Care, Paediatric Palliative Medicine, Patient Care and End-of-Life Decision Making
Children's palliative care is rewarding but puts a heavy burden on health workers. Being a professional is more than being technically competent. It is about being able to understand one's strengths ...
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Children's palliative care is rewarding but puts a heavy burden on health workers. Being a professional is more than being technically competent. It is about being able to understand one's strengths and weaknesses. Burnout is damaging to oneself, to the team, and to the patients. Each one has built-in resilience that can be strengthened just like one can strengthen muscles or stamina. Building resilience is mostly common sense, but it's amazing how often health workers don't apply their common sense to their own health and well-being. There are easy-to-use tools for assessing how strong resilience is and techniques for developing it further. It describes some of the pitfalls that can trap health care professionals as they carry out their work, and makes suggestions as to how one can avoid the pitfalls, survive, and ultimately thrive.Less
Children's palliative care is rewarding but puts a heavy burden on health workers. Being a professional is more than being technically competent. It is about being able to understand one's strengths and weaknesses. Burnout is damaging to oneself, to the team, and to the patients. Each one has built-in resilience that can be strengthened just like one can strengthen muscles or stamina. Building resilience is mostly common sense, but it's amazing how often health workers don't apply their common sense to their own health and well-being. There are easy-to-use tools for assessing how strong resilience is and techniques for developing it further. It describes some of the pitfalls that can trap health care professionals as they carry out their work, and makes suggestions as to how one can avoid the pitfalls, survive, and ultimately thrive.
Stewart Gordon
- Published in print:
- 2006
- Published Online:
- January 2010
- ISBN:
- 9780195177435
- eISBN:
- 9780199864690
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195177435.003.16
- Subject:
- Music, Performing Practice/Studies
This chapter addresses significant changes in career patterns that performers frequently encounter, such as plateaus, burnout, goal shifts, and self-image changes. It offers advice for testing the ...
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This chapter addresses significant changes in career patterns that performers frequently encounter, such as plateaus, burnout, goal shifts, and self-image changes. It offers advice for testing the significance of impulses to change directions, as well as exercises.Less
This chapter addresses significant changes in career patterns that performers frequently encounter, such as plateaus, burnout, goal shifts, and self-image changes. It offers advice for testing the significance of impulses to change directions, as well as exercises.
Eric J. Cassell
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780195369052
- eISBN:
- 9780199979103
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195369052.003.0009
- Subject:
- Palliative Care, Patient Care and End-of-Life Decision Making
As illness deepens a state of illness begins. A state is a combination of circumstances or attributes belonging for a time to a person—a way or manner of existing. It happens to seriously ill persons ...
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As illness deepens a state of illness begins. A state is a combination of circumstances or attributes belonging for a time to a person—a way or manner of existing. It happens to seriously ill persons requiring care in bed who are unable to attend to themselves or who require institutional or hospital care. An example is given of a patient progressing to a state of illness. The essential characteristic of a state is a redirection of all of the person’s thoughts and actions to focus on the state. The impact on the person of a state of being is widespread from the social to the molecular level. What is happening includes the entire range of things emotional, social, and physical that occur in sickness. It is the personal experience of feeling decrepit, fragile, vulnerable, weak, without energy, and feeble. Dealing with the state of illness is discussed in detail.Less
As illness deepens a state of illness begins. A state is a combination of circumstances or attributes belonging for a time to a person—a way or manner of existing. It happens to seriously ill persons requiring care in bed who are unable to attend to themselves or who require institutional or hospital care. An example is given of a patient progressing to a state of illness. The essential characteristic of a state is a redirection of all of the person’s thoughts and actions to focus on the state. The impact on the person of a state of being is widespread from the social to the molecular level. What is happening includes the entire range of things emotional, social, and physical that occur in sickness. It is the personal experience of feeling decrepit, fragile, vulnerable, weak, without energy, and feeble. Dealing with the state of illness is discussed in detail.
Mike W. Martin
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780195133257
- eISBN:
- 9780199848706
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195133257.003.0013
- Subject:
- Philosophy, Moral Philosophy
According to the consensus paradigm, burnout and family life are either irrelevant to understanding professional integrity or pose threats to it. The consensus paradigm limits professional ethics, in ...
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According to the consensus paradigm, burnout and family life are either irrelevant to understanding professional integrity or pose threats to it. The consensus paradigm limits professional ethics, in terms of which professional integrity is defined, to the duties accepted as a consensus within a profession and incumbent on all its members. Whatever the cause of increasing involvement with professions, integrating work with family and other commitments is now a major moral challenge. The emphasis on personal ideals in professional life may seem to make matters worse by encouraging excessive zeal at work, compounding the dangers of burnout and harm to families. But excessive zeal is just that — a lack of reasonable proportion and balance. Realistic ideals of caring bring resources for avoiding burnout and for integrating professional and other commitments by keeping moral imperatives clear. To see this, we need a pragmatic view of moral reasoning that cautions against rigid hierarchies among personal commitments, while being sensitive to the need for setting priorities in specific contexts where work and family compete.Less
According to the consensus paradigm, burnout and family life are either irrelevant to understanding professional integrity or pose threats to it. The consensus paradigm limits professional ethics, in terms of which professional integrity is defined, to the duties accepted as a consensus within a profession and incumbent on all its members. Whatever the cause of increasing involvement with professions, integrating work with family and other commitments is now a major moral challenge. The emphasis on personal ideals in professional life may seem to make matters worse by encouraging excessive zeal at work, compounding the dangers of burnout and harm to families. But excessive zeal is just that — a lack of reasonable proportion and balance. Realistic ideals of caring bring resources for avoiding burnout and for integrating professional and other commitments by keeping moral imperatives clear. To see this, we need a pragmatic view of moral reasoning that cautions against rigid hierarchies among personal commitments, while being sensitive to the need for setting priorities in specific contexts where work and family compete.
Mike W. Martin
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780195133257
- eISBN:
- 9780199848706
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195133257.003.0001
- Subject:
- Philosophy, Moral Philosophy
The expression “professional ethics” can mean three things: de facto morality, justified morality, and moral inquiry. Professional ethics consists entirely of the moral requirements attached to a ...
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The expression “professional ethics” can mean three things: de facto morality, justified morality, and moral inquiry. Professional ethics consists entirely of the moral requirements attached to a profession and imposed on all its members, together with the ethical dilemmas created when the requirements conflict or are too vague to provide guidance. This dominant perspective is called the consensus paradigm, which the present book argues is implausible and constricting. The consensus paradigm neglects how personal moral commitments and ideals motivate, sustain, and guide professionals in their work. In exploring personal commitments, this book introduces narrative case studies and also includes portrayals of professionals in works of fiction. Case studies are ubiquitous in studying professional ethics, but almost invariably they consist of episodic (time-slice) dilemmas about how to act when confronted with conflicting obligations. A diachronic perspective reveals the importance of caring relationships, meaningful work, voluntary service, burnout, self-betrayal, balancing family with other commitments, and other topics examined in this book.Less
The expression “professional ethics” can mean three things: de facto morality, justified morality, and moral inquiry. Professional ethics consists entirely of the moral requirements attached to a profession and imposed on all its members, together with the ethical dilemmas created when the requirements conflict or are too vague to provide guidance. This dominant perspective is called the consensus paradigm, which the present book argues is implausible and constricting. The consensus paradigm neglects how personal moral commitments and ideals motivate, sustain, and guide professionals in their work. In exploring personal commitments, this book introduces narrative case studies and also includes portrayals of professionals in works of fiction. Case studies are ubiquitous in studying professional ethics, but almost invariably they consist of episodic (time-slice) dilemmas about how to act when confronted with conflicting obligations. A diachronic perspective reveals the importance of caring relationships, meaningful work, voluntary service, burnout, self-betrayal, balancing family with other commitments, and other topics examined in this book.
Abraham P Buunk and Pieternel Dijkstra
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199586073
- eISBN:
- 9780191731358
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199586073.003.0004
- Subject:
- Psychology, Evolutionary Psychology, Developmental Psychology
As organizations are large groups, and consist of many subgroups, evolutionary theorizing would seem very relevant to understand behaviour in organizations. Applying evolutionary thinking to ...
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As organizations are large groups, and consist of many subgroups, evolutionary theorizing would seem very relevant to understand behaviour in organizations. Applying evolutionary thinking to organizations may help understand why people in organizations behave the way they do, even if these behaviours seem counterproductive or irrational. We first discuss how the human brain seems to have evolved particularly to deal with living in large groups. We suggest that comparing oneself with others seems a basic human characteristic that may have various positive and negative consequences for individuals, as well as for organizations. Next, we focus on intrasexual competition, and discuss how this may lead not only to investing in one’s career, but also to gossip, bullying and conspicuous consumption. Finally, we discuss the role of altruistic behaviour within organizations, and link this also to intrasexual competition. An evolutionary perspective does not provide unequivocal recommendations for organizational practice, but it may help understand why some persistent problems in organizations continue to occur.Less
As organizations are large groups, and consist of many subgroups, evolutionary theorizing would seem very relevant to understand behaviour in organizations. Applying evolutionary thinking to organizations may help understand why people in organizations behave the way they do, even if these behaviours seem counterproductive or irrational. We first discuss how the human brain seems to have evolved particularly to deal with living in large groups. We suggest that comparing oneself with others seems a basic human characteristic that may have various positive and negative consequences for individuals, as well as for organizations. Next, we focus on intrasexual competition, and discuss how this may lead not only to investing in one’s career, but also to gossip, bullying and conspicuous consumption. Finally, we discuss the role of altruistic behaviour within organizations, and link this also to intrasexual competition. An evolutionary perspective does not provide unequivocal recommendations for organizational practice, but it may help understand why some persistent problems in organizations continue to occur.
Tsutomu Hoshuyama
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780195380002
- eISBN:
- 9780199893881
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195380002.003.0011
- Subject:
- Public Health and Epidemiology, Public Health
Stress can be considered to be a psychological reaction to an imbalance between demand on the worker and the workers' ability to do the job to a satisfactory degree of comfort or expectation. The ...
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Stress can be considered to be a psychological reaction to an imbalance between demand on the worker and the workers' ability to do the job to a satisfactory degree of comfort or expectation. The body's response to stress is the same as the normal response to a threat, the so-called “flight or fight” response. When the threat is not concrete, however, or when it is unavoidable and cannot be fought, the normal response to a threat does not work and causes health problems. There is no one, specific health effect that is always associated with stress. It often acts indirectly by disturbing sleep, worsening the workers' mood, motivating substance abuse and other addictive behaviors, and changing behavior. Special programs to help such people are called employee assistance programs. Positive stress, on the other hand, is a response to challenge that is goal-oriented, shared by the team and within the worker's ability to cope. Stress is now understood to be associated with two job characteristics, the pace of work and the degree of control the worker has over the work task or workplace (known as the Karasek model). Another model is that stress arises when workers feel that their rewards and recognition are too small proportionate to the effort they are making (Siegrist model). Stress reduction techniques can be taught to individual workers in order to reduce their feelings of stress. “Burnout” is a popular term for a debilitating psychological condition in which the worker feels tired, disappointed, unfulfilled and anxious. It occurs in some workers after prolonged periods of stress and a feeling of frustration or lack of accomplishment. Deaths have been attributed to karoshi, an extreme form of burnout observed in Japan.Less
Stress can be considered to be a psychological reaction to an imbalance between demand on the worker and the workers' ability to do the job to a satisfactory degree of comfort or expectation. The body's response to stress is the same as the normal response to a threat, the so-called “flight or fight” response. When the threat is not concrete, however, or when it is unavoidable and cannot be fought, the normal response to a threat does not work and causes health problems. There is no one, specific health effect that is always associated with stress. It often acts indirectly by disturbing sleep, worsening the workers' mood, motivating substance abuse and other addictive behaviors, and changing behavior. Special programs to help such people are called employee assistance programs. Positive stress, on the other hand, is a response to challenge that is goal-oriented, shared by the team and within the worker's ability to cope. Stress is now understood to be associated with two job characteristics, the pace of work and the degree of control the worker has over the work task or workplace (known as the Karasek model). Another model is that stress arises when workers feel that their rewards and recognition are too small proportionate to the effort they are making (Siegrist model). Stress reduction techniques can be taught to individual workers in order to reduce their feelings of stress. “Burnout” is a popular term for a debilitating psychological condition in which the worker feels tired, disappointed, unfulfilled and anxious. It occurs in some workers after prolonged periods of stress and a feeling of frustration or lack of accomplishment. Deaths have been attributed to karoshi, an extreme form of burnout observed in Japan.
Martha K. Hugginsv, Mika Haritos-Fatouros, and Philip G. Zimbardo
- Published in print:
- 2002
- Published Online:
- May 2012
- ISBN:
- 9780520234468
- eISBN:
- 9780520928916
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520234468.003.0013
- Subject:
- Anthropology, Latin American Cultural Anthropology
This chapter examines one result of carrying out sustained occupational violence: burnout and the personal, social, and occupational factors related to it. It investigates the consequences when ...
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This chapter examines one result of carrying out sustained occupational violence: burnout and the personal, social, and occupational factors related to it. It investigates the consequences when occupational accomplishments and the positive self-definitions attached to them are challenged by changes in social and political conditions. The chapter discusses job burnout and torture burnout, and describes the common characteristics of violence workers who showed no sign of burnout.Less
This chapter examines one result of carrying out sustained occupational violence: burnout and the personal, social, and occupational factors related to it. It investigates the consequences when occupational accomplishments and the positive self-definitions attached to them are challenged by changes in social and political conditions. The chapter discusses job burnout and torture burnout, and describes the common characteristics of violence workers who showed no sign of burnout.
Girishwar Misra (ed.)
- Published in print:
- 2019
- Published Online:
- January 2020
- ISBN:
- 9780199498864
- eISBN:
- 9780190990619
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199498864.001.0001
- Subject:
- Psychology, Developmental Psychology, Cognitive Models and Architectures
This survey of research on psychology in five volumes is a part of a series undertaken by the ICSSR since 1969, which covers various disciplines under social science. Volume Three of the survey, ...
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This survey of research on psychology in five volumes is a part of a series undertaken by the ICSSR since 1969, which covers various disciplines under social science. Volume Three of the survey, Psychology of Organizations, focusses on some of the important facets of organizational behaviour. Research in the work setting has observed that factors like family responsibilities, non-work events, and employment-related legislation also influence work behaviour. Today, technology is increasingly playing greater role in organizational settings and workplaces are becoming more and more diverse in their social compositions. In addition, work is increasingly being accomplished by teams rather than by single individuals. The performance in work settings is not determined by the mental and physical abilities but by other attributes such as personality, interpersonal skills, and emotional intelligence. Work is also becoming complex, as people who participate in the activities at workplace often interact in complex ways. In this scenario, worker motivation is becoming a key challenge as it influences organizational performance. This volume examines issues of motivation, performance, and leadership in Indian organizations, along with consumer concerns in India. It explicates the dynamics of organizational performance and analyses the impact of employees’ negative attitude, affect, and behaviour in the corporate setting. The contributors also study moral and ethical dimensions of the corporate life and look at the way consumption practices have evolved in contemporary India. This volume also presents a model of ethical leadership based on Guna theory and principle of Karma appropriate for Indian setting. It explores the potential of inspirational meta value for revamping the corporate functioning and overcoming corruption and other malpractices.Less
This survey of research on psychology in five volumes is a part of a series undertaken by the ICSSR since 1969, which covers various disciplines under social science. Volume Three of the survey, Psychology of Organizations, focusses on some of the important facets of organizational behaviour. Research in the work setting has observed that factors like family responsibilities, non-work events, and employment-related legislation also influence work behaviour. Today, technology is increasingly playing greater role in organizational settings and workplaces are becoming more and more diverse in their social compositions. In addition, work is increasingly being accomplished by teams rather than by single individuals. The performance in work settings is not determined by the mental and physical abilities but by other attributes such as personality, interpersonal skills, and emotional intelligence. Work is also becoming complex, as people who participate in the activities at workplace often interact in complex ways. In this scenario, worker motivation is becoming a key challenge as it influences organizational performance. This volume examines issues of motivation, performance, and leadership in Indian organizations, along with consumer concerns in India. It explicates the dynamics of organizational performance and analyses the impact of employees’ negative attitude, affect, and behaviour in the corporate setting. The contributors also study moral and ethical dimensions of the corporate life and look at the way consumption practices have evolved in contemporary India. This volume also presents a model of ethical leadership based on Guna theory and principle of Karma appropriate for Indian setting. It explores the potential of inspirational meta value for revamping the corporate functioning and overcoming corruption and other malpractices.
Emma Craddock
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9781529205701
- eISBN:
- 9781529205749
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781529205701.003.0007
- Subject:
- Philosophy, Feminist Philosophy
This chapter explores the ‘dark side’ of activist culture, labelled this because of its negative effects and the fact that it is hidden from public view. It illustrates the negative aspects, ...
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This chapter explores the ‘dark side’ of activist culture, labelled this because of its negative effects and the fact that it is hidden from public view. It illustrates the negative aspects, including how the activist identity is maintained and policed by other activists through practices of shaming. It examines the implications of such practices and of the ideal activist identity, focusing on ‘activist burnout’ and its relation to care (or a lack of it) within activist culture. While the ideal activist is constructed within the local anti-austerity activist culture as an abstract individual, this chapter argues that it is actually the white, able-bodied male, given the criteria that define it. Significantly, this chapter asserts that the implicit gendered nature of the ideal activist identity and its damaging gendered consequences are not recognised, resulting in gendered symbolic violence – with women feeling guilt and blaming themselves for their perceived failure to adequately perform the identity. This chapter thus reveals the complex ways in which spaces of resistance can reinforce dominant gendered power structures, while ostensibly fighting against them.Less
This chapter explores the ‘dark side’ of activist culture, labelled this because of its negative effects and the fact that it is hidden from public view. It illustrates the negative aspects, including how the activist identity is maintained and policed by other activists through practices of shaming. It examines the implications of such practices and of the ideal activist identity, focusing on ‘activist burnout’ and its relation to care (or a lack of it) within activist culture. While the ideal activist is constructed within the local anti-austerity activist culture as an abstract individual, this chapter argues that it is actually the white, able-bodied male, given the criteria that define it. Significantly, this chapter asserts that the implicit gendered nature of the ideal activist identity and its damaging gendered consequences are not recognised, resulting in gendered symbolic violence – with women feeling guilt and blaming themselves for their perceived failure to adequately perform the identity. This chapter thus reveals the complex ways in which spaces of resistance can reinforce dominant gendered power structures, while ostensibly fighting against them.
Erika Effler
- Published in print:
- 2010
- Published Online:
- February 2013
- ISBN:
- 9780226188652
- eISBN:
- 9780226188676
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226188676.001.0001
- Subject:
- Sociology, Organizations
Why do people keep fighting for social causes in the face of consistent failure? Why do they risk their physical, emotional, and financial safety on behalf of strangers? How do these groups survive ...
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Why do people keep fighting for social causes in the face of consistent failure? Why do they risk their physical, emotional, and financial safety on behalf of strangers? How do these groups survive high turnover and emotional burnout? To explore these questions, the authors of this book undertook three years of ethnographic fieldwork with two groups: anti-death penalty activists STOP and the Catholic Workers, who strive to alleviate poverty. In both communities, members must contend with problems that range from the broad to the intimately personal. Adverse political conditions, internal conflict, and fluctuations in financial resources create a backdrop of daily frustration—but watching an addict relapse or an inmate's execution are much more devastating setbacks. This book finds that overcoming these obstacles, recovering from failure, and maintaining the integrity of the group require a constant process of emotional fine-tuning, and it demonstrates how activists do this through thoughtful analysis and a lucid rendering of their deeply affecting stories.Less
Why do people keep fighting for social causes in the face of consistent failure? Why do they risk their physical, emotional, and financial safety on behalf of strangers? How do these groups survive high turnover and emotional burnout? To explore these questions, the authors of this book undertook three years of ethnographic fieldwork with two groups: anti-death penalty activists STOP and the Catholic Workers, who strive to alleviate poverty. In both communities, members must contend with problems that range from the broad to the intimately personal. Adverse political conditions, internal conflict, and fluctuations in financial resources create a backdrop of daily frustration—but watching an addict relapse or an inmate's execution are much more devastating setbacks. This book finds that overcoming these obstacles, recovering from failure, and maintaining the integrity of the group require a constant process of emotional fine-tuning, and it demonstrates how activists do this through thoughtful analysis and a lucid rendering of their deeply affecting stories.
Annette Johnson, Cassandra McKay-Jackson, and Giesela Grumbach
- Published in print:
- 2018
- Published Online:
- November 2020
- ISBN:
- 9780190858728
- eISBN:
- 9780197559864
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190858728.003.0014
- Subject:
- Education, Care and Counseling of Students
Maslach and Jackson (1981) aptly pointed out that helping professionals are often required to spend considerable time in intense involvement with clients. The time is ...
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Maslach and Jackson (1981) aptly pointed out that helping professionals are often required to spend considerable time in intense involvement with clients. The time is focused on solving the client’s current problem and may therefore be charged with a wide array of strong emotions. In addition, Maslach and Jackson (1981) noted that solutions are not always easily reached, thus adding to the social workers’ feelings of frustration or inadequacy about job performance. “For the helping professional who works continuously with people under such circumstances, the chronic stress can be emotionally draining and poses the risk of burnout” (Maslach & Jackson, 1981, p. 99). Finding solutions to client problems can be tough, especially dur¬ing times of dwindling resources. It is critical for social workers to stay connected to their own energy level, sense of agency, and self- care during times when the lack of adequate resources constrains the amount and types of services practitioners are able to provide.The practice of self-care is important in providing quality service and may help to prevent burnout in the workplace. Over time, practitioners may become overwhelmed by societal ills, declining resources, and the pressure to fix really tough problems. Critical service learning (CSL) is an approach to practice that empowers students or youth to work toward solutions and encourages them to take action toward social change within their own communities. Furthermore, CSL provides secondary benefits to the practitioner. The practitioner becomes proactive in addressing community problems by empowering youth to examine and challenge the status quo. In this way, practitioners may feel reenergized by an empow¬ering process. Practitioners may also realize faster returns on their investment of time and energy as students or youth become more engaged in community action. In addition, CSL allows the practitioner to seek creative solutions and new strategies for dealing with difficult problems. Implementing CSL projects promotes innovative youth engagement. A well- executed CSL project has the potential to enhance the practitioner’s job satisfaction as well as increase youth motivation. As practitioners engage youth in CSL and witness youth becoming more empowered, the practitioner’s sense of purpose may be renewed.
Less
Maslach and Jackson (1981) aptly pointed out that helping professionals are often required to spend considerable time in intense involvement with clients. The time is focused on solving the client’s current problem and may therefore be charged with a wide array of strong emotions. In addition, Maslach and Jackson (1981) noted that solutions are not always easily reached, thus adding to the social workers’ feelings of frustration or inadequacy about job performance. “For the helping professional who works continuously with people under such circumstances, the chronic stress can be emotionally draining and poses the risk of burnout” (Maslach & Jackson, 1981, p. 99). Finding solutions to client problems can be tough, especially dur¬ing times of dwindling resources. It is critical for social workers to stay connected to their own energy level, sense of agency, and self- care during times when the lack of adequate resources constrains the amount and types of services practitioners are able to provide.The practice of self-care is important in providing quality service and may help to prevent burnout in the workplace. Over time, practitioners may become overwhelmed by societal ills, declining resources, and the pressure to fix really tough problems. Critical service learning (CSL) is an approach to practice that empowers students or youth to work toward solutions and encourages them to take action toward social change within their own communities. Furthermore, CSL provides secondary benefits to the practitioner. The practitioner becomes proactive in addressing community problems by empowering youth to examine and challenge the status quo. In this way, practitioners may feel reenergized by an empow¬ering process. Practitioners may also realize faster returns on their investment of time and energy as students or youth become more engaged in community action. In addition, CSL allows the practitioner to seek creative solutions and new strategies for dealing with difficult problems. Implementing CSL projects promotes innovative youth engagement. A well- executed CSL project has the potential to enhance the practitioner’s job satisfaction as well as increase youth motivation. As practitioners engage youth in CSL and witness youth becoming more empowered, the practitioner’s sense of purpose may be renewed.
Robin Detterman, Jenny Ventura, Lihi Rosenthal, and Ken Berrick
- Published in print:
- 2019
- Published Online:
- November 2020
- ISBN:
- 9780190886516
- eISBN:
- 9780197559901
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190886516.003.0008
- Subject:
- Education, Care and Counseling of Students
Changing the economic and structural systems of schooling, as explored in the previous chapter, is essential. But systems change, in and of itself, is insufficient for ...
More
Changing the economic and structural systems of schooling, as explored in the previous chapter, is essential. But systems change, in and of itself, is insufficient for true transformation (Elmore, 2007). Our schools are more than structural systems. They are communities—networks of human relationships that inform the trajectory of students’ future lives while defining their current experiences. As discussed in Chapter 2, under-resourced, siloed systems create a fractured framework troubled with economic inefficiencies. These same conditions simultaneously promote a splintered relational network. In other words, schools with the greatest opportunity gaps face multiple layers of resource-related stressors that shape not only their physical and systematic design but also the psyches of entire school communities. Parents come to expect that schools lack either the willingness or the ability to help their children and engage with schools in a manner consistent with this underlying belief. Students make sense of the system by figuring out what others expect from “students like them” and acting out their assigned role accordingly. Staff squabble over the few resources that do exist and blame each other for the gaps in support and services available. To mitigate the effects of resource-related stressors we must cultivate school communities of safety, acceptance, and belonging. In this chapter, we ask: How can specific intentional approaches to relationship remediate past experiences of exclusion? Childhood poverty is widespread in the United States and income inequality has become increasingly pronounced in recent years. According to a report published by the National Center for Children in Poverty, nearly half of our nation’s children (30.6 million) live in families classified as “low income,” many without consistent means to meet their most basic needs (Jiang, Ekono, & Skinner, 2016). Nowhere is America’s class divide more evident than in our nation’s schools. Low socioeconomic status has time and again been linked to reduced educational outcomes. Ultimately, students from low-income families nationwide are less likely to graduate on time than their peers (National Center for Education Statistics, 2015).
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Changing the economic and structural systems of schooling, as explored in the previous chapter, is essential. But systems change, in and of itself, is insufficient for true transformation (Elmore, 2007). Our schools are more than structural systems. They are communities—networks of human relationships that inform the trajectory of students’ future lives while defining their current experiences. As discussed in Chapter 2, under-resourced, siloed systems create a fractured framework troubled with economic inefficiencies. These same conditions simultaneously promote a splintered relational network. In other words, schools with the greatest opportunity gaps face multiple layers of resource-related stressors that shape not only their physical and systematic design but also the psyches of entire school communities. Parents come to expect that schools lack either the willingness or the ability to help their children and engage with schools in a manner consistent with this underlying belief. Students make sense of the system by figuring out what others expect from “students like them” and acting out their assigned role accordingly. Staff squabble over the few resources that do exist and blame each other for the gaps in support and services available. To mitigate the effects of resource-related stressors we must cultivate school communities of safety, acceptance, and belonging. In this chapter, we ask: How can specific intentional approaches to relationship remediate past experiences of exclusion? Childhood poverty is widespread in the United States and income inequality has become increasingly pronounced in recent years. According to a report published by the National Center for Children in Poverty, nearly half of our nation’s children (30.6 million) live in families classified as “low income,” many without consistent means to meet their most basic needs (Jiang, Ekono, & Skinner, 2016). Nowhere is America’s class divide more evident than in our nation’s schools. Low socioeconomic status has time and again been linked to reduced educational outcomes. Ultimately, students from low-income families nationwide are less likely to graduate on time than their peers (National Center for Education Statistics, 2015).
Alice M. Hammel and Ryan M. Hourigan
- Published in print:
- 2011
- Published Online:
- November 2020
- ISBN:
- 9780195395402
- eISBN:
- 9780197562819
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195395402.003.0012
- Subject:
- Education, Teaching of Specific Groups and Special Educational Needs
Classroom behavior is a common concern among many music educators. This is particularly true for music educators who teach in inclusive settings. This ...
More
Classroom behavior is a common concern among many music educators. This is particularly true for music educators who teach in inclusive settings. This chapter is designed to provide effective tools and strategies at the micro-level (e.g., behavior and management techniques), and the macro-level by informing the reader of philosophical underpinnings that encompass a successful inclusive classroom. The socialization and lasting relationships that all students develop in school are also of considerable importance. Therefore it is imperative for music educators to strive for a caring, inclusive environment that is conducive for all students to learn. The practical strategies suggested at the end of this chapter are presented to encourage music educators to create a tolerant, caring classroom that is conducive for music teaching and learning. Many of the techniques discussed in this chapter are just examples of good teaching regardless of what population of students you are teaching. Effective classroom management begins long before the students enter the music room. A well-prepared environment is essential for optimal instruction and is particularly important when teaching music to students with special needs. This groundwork can be time-consuming and requires a thoughtful approach to the classroom setting; however, it is well worth the planning when the classroom becomes an inclusive and student-centered environment. Conroy, Sutherland, Snyder and Marsh (2008), explains that specific teacher interventions can lead to improved student behavior. These interventions include: (a) close supervision and monitoring, (b) classroom rules, (c) opportunities to respond, and (d) contingent praise. As music educators, we can apply these principles to music classrooms. The next section of this chapter is designed to relate these interventions to music teaching and learning, and to provide strategies for music teachers. Close supervision and monitoring. Conroy et. al found that close supervision and monitoring can by implemented in the music classroom in the following ways: (a) student proximity to the teacher; (b) a music teacher’s ability to visually monitor all students; (c) active engagement with students; (d) student access to teacher; and (e) ratio of adults to students that is conducive to close supervision.
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Classroom behavior is a common concern among many music educators. This is particularly true for music educators who teach in inclusive settings. This chapter is designed to provide effective tools and strategies at the micro-level (e.g., behavior and management techniques), and the macro-level by informing the reader of philosophical underpinnings that encompass a successful inclusive classroom. The socialization and lasting relationships that all students develop in school are also of considerable importance. Therefore it is imperative for music educators to strive for a caring, inclusive environment that is conducive for all students to learn. The practical strategies suggested at the end of this chapter are presented to encourage music educators to create a tolerant, caring classroom that is conducive for music teaching and learning. Many of the techniques discussed in this chapter are just examples of good teaching regardless of what population of students you are teaching. Effective classroom management begins long before the students enter the music room. A well-prepared environment is essential for optimal instruction and is particularly important when teaching music to students with special needs. This groundwork can be time-consuming and requires a thoughtful approach to the classroom setting; however, it is well worth the planning when the classroom becomes an inclusive and student-centered environment. Conroy, Sutherland, Snyder and Marsh (2008), explains that specific teacher interventions can lead to improved student behavior. These interventions include: (a) close supervision and monitoring, (b) classroom rules, (c) opportunities to respond, and (d) contingent praise. As music educators, we can apply these principles to music classrooms. The next section of this chapter is designed to relate these interventions to music teaching and learning, and to provide strategies for music teachers. Close supervision and monitoring. Conroy et. al found that close supervision and monitoring can by implemented in the music classroom in the following ways: (a) student proximity to the teacher; (b) a music teacher’s ability to visually monitor all students; (c) active engagement with students; (d) student access to teacher; and (e) ratio of adults to students that is conducive to close supervision.
Daniel L. Clay and T. David Elkin
- Published in print:
- 2006
- Published Online:
- November 2020
- ISBN:
- 9780195169850
- eISBN:
- 9780197562192
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195169850.003.0038
- Subject:
- Clinical Medicine and Allied Health, Clinical Oncology
As evidenced by the chapters in this book, psychosocial hematology/oncology (hem/onc) presents a wide array of complex problems and issues for the ...
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As evidenced by the chapters in this book, psychosocial hematology/oncology (hem/onc) presents a wide array of complex problems and issues for the patients, their families, and the health care team. Because the diseases are unpredictable and often life-threatening, treating the whole child effectively requires a multidisciplinary team of health care professionals working in concert to address the physical, emotional, and spiritual needs of affected families. Working effectively on such a team requires specialized training to manage disease-specific issues such as pain, complexities of multidisciplinary work, and the stress resulting from working with severe and sometimes terminal illnesses. In general, there are many complex roles for psychosocial service providers in the delivery of health care (Brown et al., 2002), and for these reasons, the roles in the hem/onc setting can be even more important and complex. The purposes of this chapter are to (a) describe the phases of training, (b) discuss issues that have an impact on the training process, and (c) describe key content areas in which training is necessary to reach an acceptable level of competence for working in the area of psychosocial hem/onc. Although the team members consist of various health care professionals and subspecialties such as physicians, nurses, dieticians, psychologists, and social workers, this chapter focuses on graduate and postdoctoral training of psychosocial service providers such as psychologists, social workers, and counselors. However, many of the issues we discuss also apply to training in the other professions at both the preservice and postgraduate levels. This chapter consists of two main sections: the first section deals with the process of training, and the second addresses the content of specialized training in hem/onc. The first section begins with a detailed description of training that incorporates a developmental model of knowledge and skill acquisition. We then discuss current trends that have a direct impact on the implementation of training methods and the settings in which clinical training takes place. The second section includes a description of several content areas specific to the needs of patients and health care staff working in hem/onc. These areas address specific knowledge and skill domains and the methods by which these domains can be integrated into the training model.
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As evidenced by the chapters in this book, psychosocial hematology/oncology (hem/onc) presents a wide array of complex problems and issues for the patients, their families, and the health care team. Because the diseases are unpredictable and often life-threatening, treating the whole child effectively requires a multidisciplinary team of health care professionals working in concert to address the physical, emotional, and spiritual needs of affected families. Working effectively on such a team requires specialized training to manage disease-specific issues such as pain, complexities of multidisciplinary work, and the stress resulting from working with severe and sometimes terminal illnesses. In general, there are many complex roles for psychosocial service providers in the delivery of health care (Brown et al., 2002), and for these reasons, the roles in the hem/onc setting can be even more important and complex. The purposes of this chapter are to (a) describe the phases of training, (b) discuss issues that have an impact on the training process, and (c) describe key content areas in which training is necessary to reach an acceptable level of competence for working in the area of psychosocial hem/onc. Although the team members consist of various health care professionals and subspecialties such as physicians, nurses, dieticians, psychologists, and social workers, this chapter focuses on graduate and postdoctoral training of psychosocial service providers such as psychologists, social workers, and counselors. However, many of the issues we discuss also apply to training in the other professions at both the preservice and postgraduate levels. This chapter consists of two main sections: the first section deals with the process of training, and the second addresses the content of specialized training in hem/onc. The first section begins with a detailed description of training that incorporates a developmental model of knowledge and skill acquisition. We then discuss current trends that have a direct impact on the implementation of training methods and the settings in which clinical training takes place. The second section includes a description of several content areas specific to the needs of patients and health care staff working in hem/onc. These areas address specific knowledge and skill domains and the methods by which these domains can be integrated into the training model.
Momcilo Jankovic and Giuseppe Masera
- Published in print:
- 2006
- Published Online:
- November 2020
- ISBN:
- 9780195169850
- eISBN:
- 9780197562192
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195169850.003.0041
- Subject:
- Clinical Medicine and Allied Health, Clinical Oncology
How does one help a family whose child has been diagnosed with a life-threatening illness? It is a deceptively simple question with complicated answers. ...
More
How does one help a family whose child has been diagnosed with a life-threatening illness? It is a deceptively simple question with complicated answers. This brief chapter is not meant to be a history of biopsychosocial pediatric oncology, and it does not cover every theme. The explosion of studies on children with cancer over these past decades (Pizzo & Poplack, 2001) renders a retrospective look formidable and subjective. The sole purpose of this retrospective examination into the earliest beginnings is to place into context some of the main themes that have appeared over the past years, so that they can serve as a foundation for our recommendations for future intervention and research in the field. That is our assigned task. Much of the review reflects personal respective experiences beginning in the late 1960s. The chapters that form this volume, written by many of the most experienced psychosocial researchers who have brought the field so far forward over these many years, are the state of the art, tell us where we have been most recently, and tell us in greater detail where we are at the moment. Where does our psychosocial history begin? What have we done these past many years to help the children and their families cope with the illness and its treatment? With due awareness of the subjectivity and inevitable unfairness of our venture, we undertake the task with due apologies for any omissions that may occur in this retrospective review. As we begin to look in some detail at the main themes formed over the past four decades, we place our review into the context of four preambles: a multidisciplinary and international effort; an alliance between physicians and parents; research and service; and a sharing of the research wealth with economically struggling countries. From the earliest years, the effort to care for the child with cancer has been multidisciplinary, multi-institutional, and international, involving a highly cooperative and collaborative effort of physicians, nurses, psychologists, social workers, and allied health care professionals working together across national borders.
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How does one help a family whose child has been diagnosed with a life-threatening illness? It is a deceptively simple question with complicated answers. This brief chapter is not meant to be a history of biopsychosocial pediatric oncology, and it does not cover every theme. The explosion of studies on children with cancer over these past decades (Pizzo & Poplack, 2001) renders a retrospective look formidable and subjective. The sole purpose of this retrospective examination into the earliest beginnings is to place into context some of the main themes that have appeared over the past years, so that they can serve as a foundation for our recommendations for future intervention and research in the field. That is our assigned task. Much of the review reflects personal respective experiences beginning in the late 1960s. The chapters that form this volume, written by many of the most experienced psychosocial researchers who have brought the field so far forward over these many years, are the state of the art, tell us where we have been most recently, and tell us in greater detail where we are at the moment. Where does our psychosocial history begin? What have we done these past many years to help the children and their families cope with the illness and its treatment? With due awareness of the subjectivity and inevitable unfairness of our venture, we undertake the task with due apologies for any omissions that may occur in this retrospective review. As we begin to look in some detail at the main themes formed over the past four decades, we place our review into the context of four preambles: a multidisciplinary and international effort; an alliance between physicians and parents; research and service; and a sharing of the research wealth with economically struggling countries. From the earliest years, the effort to care for the child with cancer has been multidisciplinary, multi-institutional, and international, involving a highly cooperative and collaborative effort of physicians, nurses, psychologists, social workers, and allied health care professionals working together across national borders.
