The Effects of Negative Legacies on the Adjustment of Parentally Bereaved Children and Adolescents

This is a report of a qualitative analysis of a sample of bereaved families in which one parent died and in which children scored in the clinical range on the Child Behavior Check List. The purpose of this analysis was to learn more about the lives of these children. They were considered to be at risk of developing emotional and behavioral problems associated with the death. We discovered that many of these “high risk” children had a continuing bond with the deceased that was primarily negative and troubling for them in contrast to a comparison group of children not at risk from the same study. Five types of legacies, not mutually exclusive, were identified: health related, role related, personal qualities, legacy of blame, and an emotional legacy. Coping behavior on the part of the surviving parent seemed to make a difference in whether or not a legacy was experienced as negative

Let\u27s Talk About How We Talk: Communication Agreements in the Library Workplace

Purpose: This chapter introduces a new tool, termed the Communication Agreement, for enhancing communication in the library workplace. The chapter defines the communication agreement, provides discussion questions for forming a communication agreement, provides examples of how communication agreements are beneficial to a diverse library workforce, and provides strategies to informally assess communication agreements’ effectiveness. Practical implications: Communication problems in diverse library workplaces can lead to, or exacerbate, conflict between employees. Generational, cross-cultural, gender, and other differences can lead to misunderstandings and conflict between employees. The communication agreement provides library managers with a tool to bridge differences in communication styles between employees, enable employees to engage in more effective communication, assist employees in developing better understandings and respect for colleagues of different backgrounds, and raise employees’ emotional intelligences. Originality/Value: Numerous resources and publications provide generalized approaches to communicating with others in a heterogeneous workplace or team, but the communication agreement provides a new approach for developing effective communication between people in a diverse library workplace. Limitations: The chapter lays out informal assessment strategies for the communication agreement, but formal assessment methods and metrics still need to be developed

The holistic phase model of early adult crisis

The objective of the current study was to explore the structural, temporal and experiential manifestations of crisis episodes in early adulthood, using a holistic-systemic theoretical framework. Based on an analysis of 50 interviews with individuals about a crisis episode between the ages of 25 and 35, a holistic model was developed. The model comprises four phases: (1) Locked-in, (2) Separation/Time-out, (3) Exploration and (4) Rebuilding, which in turn have characteristic features at four levels—person-in-environment, identity, motivation and affect-cognition. A crisis starts out with a commitment at work or home that has been made but is no longer desired, and this is followed by an emotionally volatile period of change as that commitment is terminated. The positive trajectory of crisis involves movement through an exploratory period towards active rebuilding of a new commitment, but ‘fast-forward’ and ‘relapse’ loops can interrupt Phases 3 and 4 and make a positive resolution of the episode less likely. The model shows conceptual links with life stage theories of emerging adulthood and early adulthood, and it extends current understandings of the transitional developmental challenges that young adults encounter

Transformative Autoethnography: An Examination of Cultural Identity and its Implications for Learners

The cultural experiences of minority learners are often omitted from the formal curriculum leading to exclusion and a sense of cultural loss. In this study, the researcher’s lived experience serves as the basis to develop a novel research strategy: transformative autoethnography. The researcher uses the method of autoethnography to more deeply understand his roles as Chickasaw and adult educator, amplified by his unique role as the developer of a tribal learning community situated at a research university. This immersive experience serves as the context for self-reflection, which includes an educational history marred by my perceptions of Whiteness and lack of cultural connectedness. Transformative learning theory serves as the theoretical framework by which the author comes to appreciate the intersection of culture, identity, and meaning. The research context is triangulated with the experiences of other Chickasaws, including learning community participants, providing an autoethnography steeped in phenomenological thought. This credible qualitative account serves as a roadmap for the educational journeys of Native Americans and other minority adult learners and the educators, advisors, and program developers who strive to support them.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Rediscovering Deep Time: Sustainability and the Need to Re-Engage With Multiple Dimensions of Time in Leadership Studies

The current article makes the case that increasing our comfort with and responsiveness to extended timescales—both the far future and past—is essential to leadership against the backdrop of wicked challenges that shape the current and future leadership landscape. We offer a loose structure of four dimensions of time—present, near, distant, and deep time—to help advance this work. We frequently fail in thinking about the broader impact of our leadership work for generations to come and to ground that work in our extended, collective history. In order to think about lasting leadership, and particularly when utilizing a framework of sustainability and peace, it is essential that we critically examine our relationship with time and better incorporate it into our leadership theory, practice, development, and education. We need to further develop our ability to relate to and make sound decisions based on an informed consideration of the futures we wish to create and the deep histories that have led us to where we are now

Not lost in translation: Managerial career narratives and the construction of protean identities

How can managers remain in charge of their own careers based on personal values and motivations, rather than surrendering to the vulnerabilities of modern day corporate bureaucracies? This question represents a core issue for managers whose careers have been significantly affected by changing business environments, new organizational forms and the related changes of work organization in modern day corporations. Managers can no longer rely on the traditional linear models of organizational careers. It is increasingly demanded that they be more flexible and direct their own careers, which is captured in new career concepts, such as the ‘protean career’. Drawing on narrative identity theory, this study sets out to investigate how managers construct a protean identity and how specific narrative practices support individuals in shaping, implementing and defending this identity. The life stories of 29 individuals, all of whom have experienced significant career changes, are analysed. Based on these stories, four core narrative building blocks at the heart of protean identity construction and related narrative practices are identified, including (i) the discovery of conflicting expectations, (ii) the exploration of one’s own values and capabilities, (iii) the commitment to one’s own path and (iv) defending that path

Computing probabilistic solutions of the Bernoulli random differential equation

[EN] The random variable transformation technique is a powerful method to determine the probabilistic solution for random differential equations represented by the first probability density function of the solution stochastic process. In this paper, that technique is applied to construct a closed form expression of the solution for the Bernoulli random differential equation. In order to account for the general scenario, all the input parameters (coefficients and initial condition) are assumed to be absolutely continuous random variables with an arbitrary joint probability density function. The analysis is split into two cases for which an illustrative example is provided. Finally, a fish weight growth model is considered to illustrate the usefulness of the theoretical results previously established using real data.This work has been partially supported by the Ministerio de Economía y Competitividad grant MTM2013-41765-P. Ana Navarro Quiles acknowledges the doctorate scholarship granted by Programa de Ayudas de Investigación y Desarrollo (PAID), Universitat Politècnica de València. Contratos Predoctorales UPV 2014- Subprograma 1.Casabán, M.; Cortés, J.; Navarro-Quiles, A.; Romero, J.; Roselló, M.; Villanueva Micó, RJ. (2017). Computing probabilistic solutions of the Bernoulli random differential equation. Journal of Computational and Applied Mathematics. 309:396-407. https://doi.org/10.1016/j.cam.2016.02.034S39640730

Reciprocal elucidation: a student-led pedagogy in multidisciplinary undergraduate research conferences

© 2016 HERDSA. There is no previous study of the benefits of attending a national multidisciplinary conference dedicated to undergraduate researchers, despite the growing number of such conferences internationally. This paper addresses the gap in knowledge of the learning gains from these conferences, and reveals a student driven learning process, a multidisciplinary signature pedagogy. It presents the results of 90 in-depth interviews with student conference participants conducted over three consecutive years of a multidisciplinary National Conference of Undergraduate Research (2012–2014). This paper uniquely captures the student voice on their perceived learning gains from this experience. The results reveal that some students co-create a pedagogy of Foucauldian reciprocal elucidation, through a sense of ‘unfinishedness’, allowing them to reflect on their own learning in the light of divergent perspectives, questions and frames of reference. Bidirectional exchange of ideas and insights enabled students to ask and answer questions that transformed each other’s thinking, allowing them to arrive at understandings they could not have achieved by themselves. The opportunity to present research in an authentic setting beyond disciplinary and institutional contexts developed students’ skills and confidence, giving additional value over and above the recognised benefits of engaging in research. The undergraduate research conference is framed as a threshold experience for the development of self-authorship. Significant implications for practice include supporting constructive dialogues between students and the creation of authentic and professional multidisciplinary contexts for sharing research