Working together in the context of protracted asymmetric conflict: Israeli Jews and Palestinians in joint medical work teams.

The spread of the COVID-19 pandemic requires each country to limit activities of its people outside the home by doing Work from Home (WFH). The purpose of this paper is to reveal the impact of WFH on worker productivity in the perspective of social psychology. The analysis shows that during WFH, worker productivity can increase due to the effects of social facilitation. Workers perceive the presence of others as triggers to increase their productivity. Conversely, workers' productivity can also decrease during working together with others because the presence of other people is perceived as a threat. On the other hand, job demands, distractors, and facilitators can activate the latent personality trait of an individual so that it manifests into a new work behavior during WFH. Strategies to maintain productivity is to use brainstorming, break down work teams into smaller, as well as the application of Nominal Group Technique

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Project BRAIN: Working Together to Improve Educational Outcomes for Students With Traumatic Brain Injury

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld22.3.106 ◽

2012 ◽

Vol 22 (3) ◽

pp. 106-118 ◽

Cited By ~ 3

Author(s):

Paula Denslow ◽

Jean Doster ◽

Kristin King ◽

Jennifer Rayman

Keyword(s):

Traumatic Brain Injury ◽

At Risk ◽

Brain Injury ◽

Educational Outcomes ◽

School Personnel ◽

Department Of Education ◽

Health Providers ◽

Accurate Identification ◽

Transition Intervention ◽

Working Together

Children and youth who sustain traumatic brain injury (TBI) are at risk for being unidentified or misidentified and, even if appropriately identified, are at risk of encountering professionals who are ill-equipped to address their unique needs. A comparison of the number of people in Tennessee ages 3–21 years incurring brain injury compared to the number of students ages 3–21 years being categorized and served as TBI by the Department of Education (DOE) motivated us to create this program. Identified needs addressed by the program include the following: (a) accurate identification of students with TBI; (b) training of school personnel; (c) development of linkages and training of hospital personnel; and (d) hospital-school transition intervention. Funded by Health Services and Resources Administration (HRSA) grants with support from the Tennessee DOE, Project BRAIN focuses on improving educational outcomes for students with TBI through the provision of specialized group training and ongoing education for educators, families, and health professionals who support students with TBI. The program seeks to link families, hospitals, and community health providers with school professionals such as speech-language pathologists (SLPs) to identify and address the needs of students with brain injury.

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Small Group Research in Europe

European Psychologist ◽

10.1027//1016-9040.7.4.265 ◽

2002 ◽

Vol 7 (4) ◽

pp. 265-274 ◽

Cited By ~ 1

Author(s):

Francisco Gil Rodríguez ◽

Carlos María Alcover de la Hera

Keyword(s):

Social Psychology ◽

Work Teams ◽

Rapid Development ◽

Spanish History ◽

Organizational Contexts ◽

Scarce Resources ◽

Long Period ◽

Group Research ◽

Important Field ◽

Scientific Results

After a long period of scarce resources and a long delay in new scientific results suffered as a consequence of recent Spanish history, research concerning groups has experienced a rapid development over the last 15 years of the 20th century—the result of the late but then clear institutionalization of psychology into university structure. Although most research has been carried out at the very heart of social psychology and along the traditional lines of the field, a significant growth in the study of groups and work teams in organizational contexts can now be highlighted, coinciding with the tendency detected internationally during the last years. Beyond the normalization of group research in Spain, it is necessary to point out its excessive dependency in both theory and methodology on models and tools elaborated throughout North America and Europe. The present review closes with the proposal of creating a European formative curriculum for group psychologists in order to unify and promote research within this active and important field of psychology.

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