Functional Leadership in Interteam Contexts: Understanding ‘What’ in the Context of Why? Where? When? and Who?

This is the author accepted manuscript. The final version is available from Elsevier via the DOI in this recordResearch on team leadership has primarily focused on leadership processes targeted within teams, in support of team objectives. Yet, teams are open systems that interact with other teams to achieve proximal as well as distal goals. This review clarifies that defining ‘what’ constitutes functionally effective leadership in interteam contexts requires greater precision with regard to where (within teams, across teams) and why (team goals, system goals) leadership processes are enacted, as well as greater consideration of when and among whom leadership processes arise. We begin by synthesizing findings from empirical studies published over the past 30 years that shed light on questions of what, where, why, when, and who related to interteam leadership and end by providing three overarching recommendations for how research should proceed in order to provide a more comprehensive picture of leadership in interteam contexts

Playwork goes to School:Professional (mis)recognition and playwork practice in primary school.

The article considers some of the key contemporary challenges facing playwork professionals in England when working in interagency and inter-professional contexts, specifically in English primary schools. This paper is based on a small-scale qualitative evaluation of a pilot play project situated within a primary school in a large English town. By drawing on broader debates within sociological literature and interview and observational data, this paper provides insights into the gendered, classed and interprofessional discourses that are in play within a new phase of the austere economic and occupational public sector landscape. Drawing on concepts of ‘misrecognition’, the authors’ explore issues of professional power, the process of professionalisation and how aspects such as gender and status shape contemporary inter-professional dynamics in schools and playwork contexts

What is psychiatry? Co-producing complexity in mental health

What is psychiatry? Such a question is increasingly important to engage with in light of the development of new diagnostic frameworks that have wide-ranging and international clinical and societal implications. I suggest in this reflective essay that ‘psychiatry' is not a singular entity that enjoins consistent forms of critique along familiar axes; rather, it is a heterogeneous assemblage of interacting material and symbolic elements (some of which endure, and some of which are subject to innovation). In underscoring the diversity of psychiatry, I seek to move towards further sociological purchase on what remains a contested and influential set of discourses and practices. This approach foregrounds the relationships between scientific knowledge, biomedical institutions, social action and subjective experience; these articulations co-produce both psychiatry and each other. One corollary of this emphasis on multiplicity and incoherence within psychiatric theory, research and practice, is that critiques which elide this complexity are rendered problematic. Engagements with psychiatry are, I argue, best furthered by recognising its multifaceted nature

Transcriptome Analysis of the Desert Locust Central Nervous System: Production and Annotation of a Schistocerca gregaria EST Database

) displays a fascinating type of phenotypic plasticity, designated as ‘phase polyphenism’. Depending on environmental conditions, one genome can be translated into two highly divergent phenotypes, termed the solitarious and gregarious (swarming) phase. Although many of the underlying molecular events remain elusive, the central nervous system (CNS) is expected to play a crucial role in the phase transition process. Locusts have also proven to be interesting model organisms in a physiological and neurobiological research context. However, molecular studies in locusts are hampered by the fact that genome/transcriptome sequence information available for this branch of insects is still limited. EST information is highly complementary to the existing orthopteran transcriptomic data. Since many novel transcripts encode neuronal signaling and signal transduction components, this paper includes an overview of these sequences. Furthermore, several transcripts being differentially represented in solitarious and gregarious locusts were retrieved from this EST database. The findings highlight the involvement of the CNS in the phase transition process and indicate that this novel annotated database may also add to the emerging knowledge of concomitant neuronal signaling and neuroplasticity events. EST data constitute an important new source of information that will be instrumental in further unraveling the molecular principles of phase polyphenism, in further establishing locusts as valuable research model organisms and in molecular evolutionary and comparative entomology

Expert Leadership and Hidden Inequalities in Community Projets

This chapter explores the development of a mid-range theory that can be used in organisations when considering how to engage multiple stakeholders in a project that requires expert input. The case study presented here is concerned with a ground-breaking approach to integrate heritage, culture and social benefit through the medium of archaeology and heritage. The findings indicated that the ‘expert’ as a leader of the project created hidden inequalities in the team, preventing the longer-term social outcomes of the project from materialising. A Realist Evaluation (Pawson and Tilley, 1997a) protocol was developed which created an ‘intervention’, permitting the non-linear complex interactions between multiple groups and multiple stakeholders to be observed and evaluated. This allowed for the political, strategic, organisational, operational and individual perspectives to be addressed making it a suited evaluative approach to this type of multiple stakeholder project

Building effective networks for the transition from the military to the civilian workforce: Who, what, when, and how

Servicemembers leaving the military and entering the civilian workforce are often encouraged to network to identify and obtain civilian employment. However, there are few resources that offer insights into how to build an effective network when transitioning from the military to the civilian workforce. Based on extant literature, we present a Guiding Framework for Building an Effective Network for the Military to Civilian Workforce Transition to answer questions of who Veterans should include in their professional and personal networks (“Who”), what social resources are available from network contacts (“What”) at which phase of the transition (“When”), and how to build relationships with network contacts that may facilitate the transition from the military to civilian workforce (“How”). This framework identifies four types of network contacts that Veterans may include in their networks: family members, other Veterans, civilians, and formal resources persons. Furthermore, we describe the social resources they are likely to receive from these contacts (e.g., love/friendship, information, services, status, money, and goods) at each stage of the transition (e.g. approaching the transition, managing the transition, and assessing the transition) as well as practical suggestions for Veterans to connect with these network contacts. Additionally, we explain how the resources provided by network contacts enable successful role/identity transition. Finally, we discuss practical implications of our framework for service members, and we propose directions for future research on Veterans’ networks and the role that they play during Veterans’ transition from the military to the civilian workforce

Crossing the Bridge from Network Training to Development: A Guide to Move Trainees from Classroom Insights to Effective Networks

Professional networks help employees accomplish work tasks, progress in their careers, and thrive personally. Decades of research suggest that achieving these outcomes requires more than simply amassing \u27more\u27 network contacts. Instead, networks with certain characteristics (e.g., networks that are open, diverse, and deep) enhance effectiveness. Network training teaches trainees about effective networks and helps trainees identify their network development needs by providing feedback on their current network. Once back on the job, trainees are assumed to take appropriate actions to develop their networks. However, our research and experience training MBA students, executives, and employees at all levels suggest that trainees often struggle to develop their networks after training. We studied 119 trainees engaged in network training and development to understand why. Our investigation revealed that many trainees fail to set network development goals that match their personalized feedback, identify strategies that match their goals, and take actions to develop networks that match their strategies. These mismatches create gaps in the bridge that trainees build to take themselves from network training to development. Further, even after building strong bridges by aligning their feedback, goals, strategies, and actions, many trainees encounter on-the-job barriers that prevent them from improving the effectiveness of their network. We offer a guide to help address translational gaps and mitigate on-the-job barriers, thereby enhancing the translation of network training insights into network development

Long-term follow-up of children treated for high-grade gliomas: Children\u27s Oncology Group L991 final study report

Purpose: High-grade gliomas of the CNS are characterized by poor treatment response and prognosis for long-term survival. The Children\u27s Oncology Group (COG) L991 study investigated the neuropsychological, behavioral, and quality of life (QoL) outcomes after treatment on the Children\u27s Cancer Group (CCG) trial for high-grade gliomas (CCG-945). Patients and Methods: Fifty-four patients (29 males, 25 females) with a median age of 8.8 years at diagnosis (range, 0.2 to 19.5 years) were enrolled at 25 institutions in North America, representing 81% of available survivors; median length of follow-up was 15.1 years (range, 9.5 to 19.2 years), and median age at study evaluation was 23.6 years (range, 11.3 to 36 years). Standardized tests of neuropsychological functioning and QoL were performed. Descriptive statistics summarized principal findings, and one-way analysis of variance identified potential predictors of outcomes. Results: With an average follow-up time of 15 years, survivors demonstrated intellectual functioning within the low-average range. Executive functioning and verbal memory were between the low-average and borderline ranges. In contrast, visual memory and psychomotor processing speed were between the borderline and impaired ranges, respectively. Approximately 75% of patient reported overall QoL within or above normal limits for both physical and psychosocial domains. Nonhemispheric tumor location (midline or cerebellum), female sex, and younger age at treatment emerged as independent risk factors. Conclusion: These results serve as a benchmark for comparison with future pediatric high-grade glioma studies, in addition to identifying at-risk cohorts that warrant further research and proactive interventions to minimize late effects while striving to ensure survival. © 2012 by American Society of Clinical Oncology