The Competencies Used to Assess the Effectiveness of New Zealand Managers

<p>Research on the competencies required by effective New Zealand managers is lacking. This thesis addressed this deficiency by identifying the competencies managers use to assess the effectiveness of managers across organisations and industries in New Zealand. The research was carried out in two parts. First, repertory grid interviews were conducted with 225 chief executives and senior managers from 75 organisations. They described the constructs that differentiated their effective and less effective senior managers. Six independent people categorised the interview constructs, which were incorporated in a questionnaire. In the second part of the study, 185 managers from two organisations rated a manager they regarded as effective on the constructs, as well as their overall effectiveness. The questionnaire analysis revealed a six-factor managerial effectiveness model. One main factor (interpersonal Skills) contributed over 40% of the variance. The five other factors (Conscientious and Organised, Strategic Behaviour, Problem-Solving, Drive and Enthusiasm, and Honest Feedback) contributed between 1.6% and 6% of the variance. The factors were similar to non-New Zealand competency models and the frequently cited Big Five personality factors. The implications of these findings are discussed, as well as issues related to identifying and implementing competencies.</p>

The Competencies Used to Assess the Effectiveness of New Zealand Managers

<p>Research on the competencies required by effective New Zealand managers is lacking. This thesis addressed this deficiency by identifying the competencies managers use to assess the effectiveness of managers across organisations and industries in New Zealand. The research was carried out in two parts. First, repertory grid interviews were conducted with 225 chief executives and senior managers from 75 organisations. They described the constructs that differentiated their effective and less effective senior managers. Six independent people categorised the interview constructs, which were incorporated in a questionnaire. In the second part of the study, 185 managers from two organisations rated a manager they regarded as effective on the constructs, as well as their overall effectiveness. The questionnaire analysis revealed a six-factor managerial effectiveness model. One main factor (interpersonal Skills) contributed over 40% of the variance. The five other factors (Conscientious and Organised, Strategic Behaviour, Problem-Solving, Drive and Enthusiasm, and Honest Feedback) contributed between 1.6% and 6% of the variance. The factors were similar to non-New Zealand competency models and the frequently cited Big Five personality factors. The implications of these findings are discussed, as well as issues related to identifying and implementing competencies.</p>

Group Polarization in Disciplinary Panel’s Decisions Among Teachers: An Analysis of Schools’ Affiliation Differences

The study examined group polarization in decision-making among teacher-members of disciplinary panels based on secondary school affiliations in Kenya. The pre-post with Nonequivalent Control Group design was used. A sample size comprised of 78 teacher-members of disciplinary panels in 10 secondary schools. Group polarization was measured with decision tasks from the Modified Choice Dilemma Questionnaire (Kogan & Wallach, 1964). A multivariate test was used to analyze the data. Findings indicated significant differences in group polarization in decisions among teachers on the bases of school affiliations were reported on the effect of behaviour problem regarding disciplinary tone. This finding implied that school affiliations play an important role in management of students’ behavior problems. The study recommended that schools should provide training for school disciplinary panel members before they take up their roles in student behavior management.

A Study to Assess the Effectiveness of Token Economy for Behavior Problems among Mild and Moderate Mentally Challenged Children in Selected Special Homes

This study was conducted to evaluate the Effectiveness of Token Economy on Behavioural Problem among Mentally Challenged Children in a Selected Special homes, Chennai. In this study Pre Experimental (one group pre test- post test) design was adopted. Setting of the study was Matheraiee, special school, valluvargurukullam campus, Chennai. The sample size was 37 and they were selected through Non Probability Purposive Sampling Technique. Behaviour problem was assessed through Conner’s Abbreviated Rating Scale (CARS). After Token Economy Intervention the collected data were analysed by using both descriptive and inferential statistical methods. Of the study participants, 48.65% showed severe behavioral problem, 32.43% had moderate and 18.92% had mild behavioral problem. There was no significant similarity between the pre test score and behavirol problems but, the study showed significant relationship between the token economy and behavior of the participants. This study concluded that the Token Economy was effective, attractive, easy to carry, dispense and cost effective therapeutic intervention in reducing the Behavioral Problems among Mentally Challenged Children.

Human—Elephant Conflict in Sri Lanka: A Critical Review of Causal Explanations

Human–elephant conflict (HEC) is a severe and much-debated issue in Sri Lanka. An average of two hundred animals are intentionally killed, and seventy to eighty human casualties are counted each year. The Sri Lankan elephant (Elephas maximus maximus) is an endangered subspecies. The reported elephant mortality rates are high. On the other hand,human–elephant conflict also leads to hardship and trauma among rural populations. This research paper reviews causal explanations for HEC in Sri Lanka, tracing underlying narratives and connecting broader conservation theory and practical approaches. The paper discusses potential causes and contexts of HEC in Sri Lanka, including historical factors (i.e., colonial hunting and land-use changes), poaching, habitat loss due to population growth, crop-raiding behaviour, problem animals, and changes in agricultural production systems. The review concludes that socio-economic and cultural factors in HEC in Sri Lanka are poorly explained, and more research should focus on the underlying conditions of rural populations’ vulnerability.

Survivors of Hell: Resilience Amongst Unaccompanied Minor Refugees and Implications for Treatment- a Narrative Review

Approximately half of the world’s displaced population are children and a significant proportion of these are unaccompanied asylum-seeking children (UASC). UASC are the most vulnerable of all refugee populations. Up to 90% of UASC have been subjected to exploitation, including trafficking or being drafted into military groups. Having survived the perils of flight, UASC are confronted with continued challenges, including the uncertainties regarding their residential rights in host counties. Unsurprisingly, the prevalence of mental health problems is higher amongst UASC than in any other refugee group. Yet, Mental Health and Psychosocial Support (MHPSS) appears to neither reach nor engage UASC. This begs for re-examination of what and how MHPSS is offered. Despite high levels of adversity, UASC often have considerable resilience, and make remarkable recoveries. However, literature exploring their resources or their own views of what helps or hinders recovery is scarce. In this narrative review, we explore individual and systemic factors promoting recovery in UASC. We consider theoretical understanding of resilience, emerging data and user perspectives. From these we deduct four areas of resilience in UASC: Individual factors – prosocial behaviour, problem-solving skills; Lifetime relationships – positive early family relationships, connection with family and country of origin, positive peer and adult relationships in host country; Acculturation – integration of own and new culture, positive relationships with prosocial institutions; Care arrangements – supported but less restrictive living arrangements. We suggest, MHPSS may need to focus on enhancing social networks, including connectedness with positive relationships in the home-country, life-history work with a focus on resource-building experiences in addition to trauma, and promoting integration of old and new cultural values. We also conclude that despite growing data, there is a gap in both eliciting user perspectives and understanding adaptive resources, especially those emerging during early development and within their cultural setting.

Sources of variability in the prospective relation of language to social, emotional, and behaviour problem symptoms: implications for Developmental Language Disorder

Children with developmental language disorder (DLD) are at risk for social, emotional and behavioural (SEB) maladjustment throughout development, though it is unclear if poor language proficiency per se can account for this risk, as associations between language and SEB appear more variable among typical language children. This study investigates whether the relationship between language and SEB problems is stronger at very low levels of language, and considers confounders including socio-economic status, sex and non-verbal intelligence. These are examined using a population-based survey design, including children with a wide range of language and cognitive profiles, and assessed using the Strengths and Difficulties Questionnaire and six standardised language measures (n = 363, weighted n = 6,451). Structural equation models adjusted for prior levels of SEB reveal that the relationship of language at age 5-6 years to SEB at 7-9 years was non-linear. Language more strongly predicted all clusters of SEB at disordered language levels relative to typical language levels; with standardised betas of -0.25 versus 0.03 for behavioural, -0.31 versus -0.04 for peer, and 0.27 versus 0.03 for prosocial, problems. Wald tests between these pairs of betas yielded p-values from .049 to .014. Sex moderated the nonlinear association between language and emotional symptoms. These findings indicate a clinical need to support language development in order to mitigate against problems of SEB, and to carefully monitor the mental health needs of children with DLD, particularly in the context of multiple, and potentially sex-specific, risks.

Assessing the effectiveness of the “I Can Feel Good” programme mindfulness module for a group of detained intellectually disabled patients

Purpose This study aims to evaluate the clinical effectiveness of the Mindfulness module of the “I Can Feel Good” programme, an adapted dialectical behaviour therapy (DBT) informed skills programme for a group of intellectually disabled offenders (IDOs). Design/methodology/approach The programme module was delivered to a group of five male IDOs detained under the Mental Health Act 1983 (Revised 2007) at an intellectual disability (ID) rehabilitation hospital based in the UK. The mindfulness module was 12 sessions in length, and it was evaluated using the emotional problems scale (EPS) and the cognitive and affective mindfulness scale-revised (CAMS-R) self-assessment and observational scale. These measures were administered pre- and post-module and used the staff report scales as a primary source of evaluation. Findings Non-parametric testing revealed that there was a reduction in scores post module on the externalising behaviour problem scale of the EPS and increased scores on the CAMS-R observational scale, which would indicate clinical improvement in the IDO’s behavioural presentation, although it was not statistically significant. The internalising behaviour problem scale showed increased signs of anxiety post module, this could be related to increased self-awareness. The CAMS-R self-reported measure indicated reduced mindfulness qualities following the module. Originality/value The results indicate that following the mindfulness module, there was a reduced level of challenging behaviour displayed by the patients with increased signs of emotional regulation. There was also an observed reduction in symptoms of depression and low self-esteem post module.

HAI: An Instructional Motion Graphic of How to Interact with People with Autism for Grade Schoolers

Autism Spectrum Disorder (ASD) is known as ‘triad impairment’ which consists of communication, interaction, and behaviour problem. They also exhibit hypersensitivities or hyposensitivities to physical sensory stimuli which affect the processing system to be overloaded and cause an uncomfortable feeling or pain. Their reactions then trigger some particular behaviors, which are considered aggressive, harmful, repetitive, and odd. The main problem is most people judge and avoid them solely based on their actions without any effort to find out the reason and learn how to interact with them properly. This one-sided stereotype most probably leads them and their family to emotional insecurities, lack of self-esteem, and rebellious tendency. While this kind of situation is mostly centralized, institutionalized, and deep rooted in society, it can be reconditioned through a small step by teaching people since their early age the appropriate way to interact with people with autism. It is essential to realize that each individual with autism is first and foremost an individual who should not be treated as invisible in society. In order to facilitate this idea, I offer HAI: An Instructional Motion Graphic of How to Interact with People with Autism for Grade Schoolers which consists of several illustrated empirical steps which can be applied in school. The instructions are suitable to interact with several specific types of ASD, such as Classic Autism and Asperger syndrome, by reason of the severity of the symptoms which enables them to live relatively normal lives in society. In other words, the main objective of this project is to encourage and assist people, especially grade schoolers to have short conversation or simple interaction with their autistic friends through practical and proper set of actions. Throughout this project, sequential exploratory design method was implemented by combining qualitative and quantitative method in the process.

Relationship between non-cardiac chest pain and internalizing problems in pre-school aged children

Objective:Non-cardiac chest pain is a common and persistent problem for children; yet, typically, there is no clear medical cause. To date, no behavioural and/or psychological factors have been studied to explain chest pain in a pre-school paediatric sample. We hypothesized that pre-school children with medically unexplained chest pain would have higher rates of behavioural problems compared to healthy controls.Methods:We assessed 41 pre-school children with non-cardiac chest pain and 68 age matched children with benign heart murmurs as the control group using the Child Behaviour Check List-1 1/2–5 to evaluate emotional and behavioural problems.Results:Internalizing problem scores comprising emotionally reactive, anxiety/depression, and somatic complaints were higher in children with non-cardiac chest pain than in the control group. Among the possible factors, the factor that is related to behaviour problem scores, in univariate analysis, was a significant and inverse correlation between maternal education and behaviour problem scores. Also, maternal employment status was associated with behavioural problems. Children with a housewife mother were more susceptible to having such behavioural problems. Based on multiple regression analyses, being in the non-cardiac chest pain group was found to be significantly related to internalizing problems in our total sample.Conclusions:These results suggest that pre-school children with non-cardiac chest pain may experience increased levels of certain behavioural comorbidities. Systematic behavioural screening could increase the detection of behavioural problems and improve care for this population. Future studies of non-cardiac chest pain in pre-school children should include larger samples and comprehensive diagnostic assessments as well as long-term follow-up evaluations.