Was ist interkulturelles Coaching? 20 Jahre und (k)ein bisschen Klarheit

Looking at the articles and books published in German and English it becomes obvious that intercultural coaching has become a field of expertise just as leadership or conflict coaching. However, the developments in the scholarly debate about intercultural and cross-cultural communication have not expanded into coaching. To avoid constrictions coaching needs to be combined systematically with a dynamic and cohesive notion of culture. Inspired by the theories of transformative learning and the sociology of knowledge three methodological meta-perspectives are introduced to reflect and use cultures in coaching. A practical coaching example illustrates how these culture reflexive perspectives can be handled. Lastly, coaching itself needs to be considered as a culture bound format.     

Reactive and proactive aggression in children with and without ADHD and negative emotional lability

Children with attention‐deficit/hyperactivity disorder (ADHD) exhibit marked difficulty with frequent and intense shifts in negative or positive emotions, referred to as emotional lability. This study examines the relationships between negative emotional lability (NEL), ADHD, and reactive and proactive aggression. A community sample of 96 children (53 with ADHD, 43 control) ages 8–12 and their parents completed a baseline session include a diagnostic structured interview and the Reactive–Proactive Aggression Questionnaire (RPAQ). Parents then rated their child's NEL using the Positive and Negative Affect Scale as part of an Ecological Momentary Assessment protocol 3 times a day for 28 days. Seventy‐three participants (37 with ADHD, 36 control) completed the RPAQ at follow‐up. Hierarchical regression analyses indicated that NEL significantly and independently estimates reactive aggression at baseline and follow‐up, regardless of ADHD status. NEL and ADHD status significantly estimates concurrent proactive aggression, but not at follow‐up. Results of this study suggest that NEL accounts for a significant amount of the variability in reactive aggression, a common difficulty in children with ADHD. Further, individuals that are reportedly emotionally labile become more reactively aggressive over time. Both ADHD diagnostic and NEL are predictors of proactive aggression at baseline, although no interaction occurred.     

A preference foundation for Fehr and Schmidt’s model of inequity aversion

Fehr and Schmidt (FS) introduced an influential social utility function for individuals in interpersonal contexts that captures self-centered inequity aversion. The value of this social utility function lies in its exceptionally good balance between parsimony and fit. This paper provides a preference foundation for exactly the model of FS with preference conditions that exactly capture the exceptionally good balance of FS. Remarkably, FS is a special case of Schmeidler’s rank-dependent utility for decision under uncertainty.     

Landscape,vegetation characteristics,and group identity in an urban and suburban watershed: why the 60s matter

As highly managed ecosystems, urban areas should reflect the social characteristics of their managers, who are primarily residents. Since landscape features develop over time, we hypothesize that present-day vegetation should also reflect social characteristics of past residents. Using an urban-to-suburban watershed in the Baltimore Metropolitan Region, this paper examines the relationship between demographics, housing characteristics, and lifestyle clusters from 1960 and 2000 with areas of high woody and herbaceous vegetation cover in 1999. We find that 1960 demographics and age of housing are better predictors of high woody or tree coverage in 1999 than demographics and housing characteristics from 2000. Key variables from 1960 are percent in professional occupations (+), percent of pre-WWI housing (−), percent of post-WWII housing (+), and population density (−). Past and present demographic and housing variables are poor predictors of high herbaceous cover in 1999. Lifestyle clusters for 2000 are very good predictors of high herbaceous coverage in 1999, but lifestyle clusters from 1960 and 2000 are poor predictors of high woody vegetation coverage. These findings suggest that herbaceous or grassy areas, typically lawns, are good reflections of contemporary lifestyle characteristics of residents while neighborhoods with heavy tree canopies have largely inherited the preferred landscapes of past residents and communities. Biological growth time scales of trees and woody vegetation means that such vegetation may outlast the original inhabitants who designed, purchased, and planted them. The landscapes we see today are therefore legacies of past consumption patterns.     

Educational inequality across three generations in Australia

The transfer of advantage and disadvantage across multiple generations is receiving increasing attention in the international literature; however, transfers of resources across multiple generations in Australian families are less well understood. Using a longitudinal dataset of Australian children, we have the opportunity to not only investigate the transfer of educational resources across three generations in Australia, but also investigate the gendered nature of these transfers, which has been a limitation of other studies. We find no evidence of individual grandparent education effects on numeracy and reading scores for grandchildren in Year 3, independent of parent educational attainment and other covariates. However, significant effects on numeracy and reading scores were observed for children in families where both the grandmother and grandfather in maternal and paternal grandparent sets had high educational attainment (a diploma or university qualification), and where either or both the mother and father had a university qualification. These results suggest that the contribution of grandparents to the academic achievement of grandchildren cannot be fully explained by the parent generation and that the concentration of human capital in families contributes to educational inequalities across multiple generations that can be observed by eight years of age.     

Risk attitudes in a social context

Many experiments have demonstrated that when evaluating payoffs, people take not only their own payoffs into account, but also the payoffs of others in their social environment. Most of this evidence is found in settings where payoffs are riskless. It is plausible that if people care about the payoffs of others, they do so not only in a riskless context, but also in a risky one. This suggests that an individual’s decision making under risk depends on the risks others in his or her environment face. This paper is the first to test whether individuals’ risk attitudes are affected by the risks others face. The results show that risk attitudes appear to be less affected by others’ risks than expected, even though the same subjects do show concerns for inequality in a riskless setting. Interestingly, we find that people prefer risks to be independent across individuals in society rather than correlated.     

Captivating debris: Unearthing a world war two internment camp

Abstract

This article explores the potent force of material objects in testimional culture by enacting an encounter with the ‘debris’ of a World War Two internment camp for Japanese Canadians. Pushing beyond the limits of the repetition of linear history, the article moves instead towards a phenomenological analysis of how yielding to remains of the past might allow us to reconnect with the destroyed worlds from which they were removed. Using Michel Taussig's notion of mimesis and Peggy Phelan's work on mimicry, alongside Merleau‐Ponty's work on the habit‐body, this article brings into relief the neglected place of material objects collected by archives and brought to memorials in testimonial culture.     

Safety Nets and Scaffolds: Parental Support in the Transition to Adulthood

Using longitudinal data from the Youth Development Study (analytic sample N = 712), we investigate how age, adult role acquisition and attainments, family resources, parent-child relationship quality, school attendance, and life events influence support received from parents in young adulthood. Parental assistance was found to be less forthcoming for those who had made greater progress on the road to adulthood, signified by socioeconomic attainment and union formation. The quality of mother-child and father-child relationships affected parental support in different ways, positively for mothers, negatively for fathers. School enrollment, negative life events, and employment problems were associated with a greater likelihood of receiving support. The findings suggest that parents act as "scaffolding" and "safety nets" to aid their children's successful transition to adulthood.     

Detrimental Effects of Performance-Related Pay in the Public Sector? On the Need for a Broader Theoretical Perspective

Performance-related pay has been a key ingredient in New Public Management reforms. Nevertheless, the research presented here indicates some adverse effects of such incentives. These incentives may impair an initial motivation to work and change the norms that guide behavior. An issue which in particular has been given insufficient attention is fairness. Findings drawn from experimental economics supported by field studies demonstrate that perceived unfairness may have important negative effects on performance. The implication of a broader perspective in the analysis of performance-related pay in the public sector is that such a pay system, contrary to its aim, may have detrimental effects on performance.     

Enduring not enjoying? Emotional responses to studying abroad among Danish and Chinese students

ABSTRACT

Students’ emotions during stays abroad have mainly been treated as ”culture shock”, where difficulties are interpreted as universal ”stages” towards ”adaptation”. This paper explores how students from different cultural and educational traditions experience studying abroad differently. The study presents a qualitative study of 18 Danish and Chinese students in Chinese and Danish universities and situates itself within the literature on culture shock, student emotions and study-abroad experiences. The study exposes the students’ complex emotions throughout their studies abroad and explains how these emotions relate to processes of self-formation, professional and academic development, increase or decrease in freedom, and student agency.