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3In this comprehensive Encyclopedia, Matthijs Bal brings together over 190 international experts to present fresh perspectives on key concepts, theories and research in organizational psychology. Entries cover central topics in the field, such as performance and work family balance, as well as upcoming and underrepresented areas such as decolonization, authenticity and playful work. The Elgar Encyclopedia of Organizational Psychology is designed to be an interesting read. Established topics within the field, such as leadership and performance, are viewed through an engaging and sometimes critical lens, incorporating perspectives from non-Western contexts and the rejection of hegemonic and ideological tendencies within organizational psychology. Encompassing 144 entries, the Encyclopedia also includes entries on emerging topics such as ideology, psychoanalytic critique of capitalism, and critical work and organizational psychology. Promoting equality, dignity and emancipation, authors argue for a more global point of view that strives for a better world rather than solely better-performing organizations. This engaging and accessible Encyclopedia is an indispensable resource for any student, academic, practitioner, or policymaker looking to gain a deeper understanding and appreciation of organizational psychology, studies, and behavior. It is similarly useful for scholars of occupational, economic, and social psychology.
BOEKDEEL
Background: So far, there has been limited interaction between the field of discursive psychology, crisis communication and issue management, despite the relevance of discursive approaches for understanding how meaning, responsibility, and emotions are negotiated during crises and issues. Methods: To address this gap, this study explores how insights from discursive psychology can be operationalized for crisis communication and issue management practice. We developed a learning environment, the Bird's Eye Perspective (BEP), which includes an analytical tool, BEP360. This tool uses a set of algorithms to identify and provide feedback on different linguistic strategies employed in online discussions around issues and crises. The study draws on qualitative feedback from media monitoring professionals (n = 13) who engaged with the BEP360 learning environment. Results: While participants did not always perceive immediate added value of the BEP360 tool, their feedback indicates openness to applying discursive psychology in crisis and issue contexts beyond this specific imple mentation. This openness should be interpreted in light of the fact that most participants reported no prior familiarity with discursive psychology, while some participants (n = 5) indicated a need for additional explanation and guidance regarding both discursive psychological concepts and the affordances of the tool. Conclusion: Discursive psychology offers valuable analytical perspectives for crisis communication and issue management practice. At the same time, effective application requires targeted training to support professionals in interpreting linguistic patterns and applying these insights in real-time media monitoring contexts.
ARTIKEL
This is the first of a series of four articles on psychological foundations from an applied psychological perspective. To begin with, the psychology of give and take, which is contradictory in its application, like many basic psychological mechanisms: sometimes emphasized, sometimes denied. In this first article it is argued that humans are equipped with a psychological reciprocity mechanism that constantly judges whether give and take in the social group we belong to is in balance (reciprocal altruism: favour others at their own expense, because it is later repaid). On the other hand, sometimes it is necessary to hide inequalities in give and take, especially in a complex hierarchical society.
ARTIKEL
This paper is an introduction to the theoretical and methodological assumptions of Social Therapy and its practical application as a group intervention. Developed from the post-modern Marxist approach and inspired by the Vygotksy development theory, it is a performatory therapy which is very little known in Brazil. In this paper, initially, we will present the historical background in which this approach was developed and its main authors. Later we will present its concepts and methodology and finally its practices, taking the group as the focal point of this modality of work. Having in its proposal the permanent focus in building the group and in its emancipation, the Social Therapy has been presented as a potent group intervention in the construction of social change.
ARTIKEL
In The Netherlands, workplace learning consists of 40% of initial teacher education. The main activities in workplace learning are the training of teaching skills and assignments for the teacher education institution and school. But five Professional Development Schools (PDS) we – teacher educators at the University of Applied Sciences in Rotterdam - work with also saw possibilities to provide more theoretical subjects, like adolescence psychology. At our teacher education institution this subject is quite theoretical, with a number of lectures, a handbook, and an exam. We lacked an important goal of the course: that the students should be able to use the knowledge about 12-18 year olds to improve their relationship with them. So we decided to redesign the course with a team of four university-based teacher educators and nine school-based teacher educators into a work-based learning assignment.
ARTIKEL
Research work on robots in the context of neurodevelopmental disorders and psychology has traditionally been developed by researchers with a background primarily in engineering and computer science. As psychology is getting ready to play a more prominent role, there is a chance to apply specific psychological theory and methods. Such application may be facilitated by the establishment of a relevant scientific infrastructure, such as through a specialist journal on robopsychology.
ARTIKEL
To enhance the training of sport psychology consultants, it is important to know which learning experiences are useful for which components of professional development. We interviewed 15 novice consultants on their learning experiences related to 13 different topics. Traditional learning experiences (e.g., courses, teachers) were related to the development of practical know-how. Learning from others (e.g., peers, colleagues) was related to professional development (i.e., dealing with issues, challenges, and dilemmas that occur in sport psychology practice). Practical experience and reflective activities were related to both know-how and professional development. These results can be used to shape effective sport psychology education.
ARTIKEL
