Suchergebnisse

Purpose– The purpose of this paper is to examine the role of protean and boundaryless career attitudes in early career employees during a time of economic recession in Ireland, specifically regarding their relationship to work characteristics, job satisfaction and career satisfaction.Design/methodology/approach– Using a quantitative design, data were obtained from a variety of Irish organizations. Employees in the trial career stage (aged between 18 and 29) responded to questions pertaining to their career attitudes, perceived work context and satisfaction.Findings– Skill variety was related to higher job satisfaction for those with a strong organizational mobility preference, and skill specialization was related to lower job satisfaction for those with a weak organizational mobility preference. Autonomy and skill specialization were positively related to career satisfaction for those who held a strong self-directed career attitude.Research limitations/implications– For researchers, this study contributes to our understanding of the boundary conditions of the work design-satisfaction relationship, and provides further insights into how these findings extend to career satisfaction.Practical implications– For managers, they demonstrate the importance of considering career attitudes when considering the relationship between job design and satisfaction during recessionary times.Originality/value– The research extends past findings on careers attitudes during times of recession, and provides insights into psychological and contextual variables that contribute to satisfaction during such economic periods.

The aim of this project is to systematically study the direct and moderating impacts of cultural background, individual characteristics such as personality, motivation, or self-regulatory skills, and other resources such as social support on individuals' professional trajectories and their career development. In order to do so, a longitudinal approach is implemented, implying a 7-year follow up of a large sample of workers and unemployed individuals, Swiss and non-Swiss. Since almost no longitudinal studies of professional trajectories based on a psychological perspective are available, we claim that this project bringing together different disciplinary specializations (personality and crosscultural psychology, career development psychology, positive psychology, work and organizational psychology) and combining different methodological approaches can extend and integrate the results obtained in specific research domains.

The impact of gender and the interaction effect of gender and doctoral program specialty (counseling psychology, school psychology, and educational psychology) on scientist and practitioner interests are assessed in this study. The sample consists of 153 doctoral students admitted to a doctorate of education program in a department of educational psychology from 1991 to 2004. The Scientist-Practitioner Inventory was group administered to students. There were between-group differences in practitioner interests and within-group differences between scientist and practitioner interests among students in three discipline areas within the same department. Faculty need to evaluate their attitudes and expectations toward promoting a scientist-practitioner model and students need to be fully informed about the philosophy, student expectations, and curriculum that relates to a scientist-practitioner oriented program.

The aim of this project is to systematically study the direct and moderating impacts of cultural background, individual characteristics such as personality, motivation, or self-regulatory skills, and other resources such as social support on individuals' professional trajectories and their career development. In order to do so, a longitudinal approach is implemented, implying a 7-year follow up of a large sample of workers and unemployed individuals, Swiss and non-Swiss. This is the first wave of the project. Since almost no longitudinal studies of professional trajectories based on a psychological perspective are available, we claim that this project bringing together different disciplinary specializations (personality and crosscultural psychology, career development psychology, positive psychology, work and organizational psychology) and combining different methodological approaches can extend and integrate the results obtained in specific research domains.

The aim of this project is to systematically study the direct and moderating impacts of cultural background, individual characteristics such as personality, motivation, or self-regulatory skills, and other resources such as social support on individuals' professional trajectories and their career development. In order to do so, a longitudinal approach is implemented, implying a 7-year follow up of a large sample of workers and unemployed individuals, Swiss and non-Swiss. This is the first wave of the project. Since almost no longitudinal studies of professional trajectories based on a psychological perspective are available, we claim that this project bringing together different disciplinary specializations (personality and crosscultural psychology, career development psychology, positive psychology, work and organizational psychology) and combining different methodological approaches can extend and integrate the results obtained in specific research domains.

The aim of this project is to systematically study the direct and moderating impacts of cultural background, individual characteristics such as personality, motivation, or self-regulatory skills, and other resources such as social support on individuals' professional trajectories and their career development. In order to do so, a longitudinal approach is implemented, implying a 7-year follow up of a large sample of workers and unemployed individuals, Swiss and non-Swiss. This is the first wave of the project. Since almost no longitudinal studies of professional trajectories based on a psychological perspective are available, we claim that this project bringing together different disciplinary specializations (personality and crosscultural psychology, career development psychology, positive psychology, work and organizational psychology) and combining different methodological approaches can extend and integrate the results obtained in specific research domains.

The aim of this project is to systematically study the direct and moderating impacts of cultural background, individual characteristics such as personality, motivation, or self-regulatory skills, and other resources such as social support on individuals' professional trajectories and their career development. In order to do so, a longitudinal approach is implemented, implying a 7-year follow up of a large sample of workers and unemployed individuals, Swiss and non-Swiss. This is the first wave of the project. Since almost no longitudinal studies of professional trajectories based on a psychological perspective are available, we claim that this project bringing together different disciplinary specializations (personality and crosscultural psychology, career development psychology, positive psychology, work and organizational psychology) and combining different methodological approaches can extend and integrate the results obtained in specific research domains.

The aim of this project is to systematically study the direct and moderating impacts of cultural background, individual characteristics such as personality, motivation, or self-regulatory skills, and other resources such as social support on individuals' professional trajectories and their career development. In order to do so, a longitudinal approach is implemented, implying a 7-year follow up of a large sample of workers and unemployed individuals, Swiss and non-Swiss. This is the first wave of the project. Since almost no longitudinal studies of professional trajectories based on a psychological perspective are available, we claim that this project bringing together different disciplinary specializations (personality and crosscultural psychology, career development psychology, positive psychology, work and organizational psychology) and combining different methodological approaches can extend and integrate the results obtained in specific research domains.

It is a commentary of some sort on the blurring and shifting of disciplinary lines that I should have been asked to talk on the psychology of capitalism, and should have accepted. Though during the past fifteen years I have had a good deal of exposure to the body of theory of social and personality psychology, I have no formal training in psychology. And I am not a professor of business management. My field of specialization is economic development and social change in the low income countries—which, I think, does make me an economic historian. If I have any individual specialization, it is on the emphasis that I insist must be given to the technical study of personality formation if we are to gain a full understanding of either economic development or social change. This interest in turn is related to the psychology of capitalism. One of the simpler things that this personal history symbolizes is that old disciplinary Lines are giving way, as scholars shift their analysis to new explanatory variables. The old lines of demarcation between sociology, anthropology, and political science are becoming obsolete, all of these disciplines are nibbling away at the domain of history, and personality theory is intruding into the domain of all four.

Undergraduate education for manpower staff was reviewed in relation to concern for need, curriculum content, and program design within the university. This article describes new curricula being developed for areas of manpower specialization, complemented by more traditional majors and offerings in economics, political science, psychology, public administration, and sociology.

We present an overview of the development of clinical neuropsychology, the current status of the specialty of clinical neuropsychology in Western countries, and the possibilities of developing this specialty in Lithuania. The main duties of a clinical neuropsychologist are to perform neuropsychological assessments and clinical interventions. Clinical neuropsychologists working within health care are professionals who offer services to patients across the lifespan with cognitive and behavioral/emotional symptoms related to neurological, developmental, and psychiatric disorders. Specialists of clinical neuropsychology are needed in neurology and psychiatry clinics, in centers of mental health and rehabilitation, and institutions of psychological assessment and education of children. The specialization models of clinical neuropsychology in Europe and North America are similar in their content and requirements for courses and practice. Nevertheless, specialist education in most of European countries is related to clinical training and not an academic degree, as it is in the USA and Canada. The duration of specialist education in clinical neuropsychology in Europe varies, but this education can only be started after acquiring a Master's degree in most of the European countries. The regulation of the specialty of clinical neuropsychology in Europe also varies. In some countries, this specialty is fully legally regulated, and in some countries not regulated at all. For specialization in clinical neuropsychology, the license of a psychologist, enabling an individual to work in the health care system of the country, is required in most Western countries. Taking into consideration the Scandinavian experience, it can be expected that the planning of specialization studies in Lithuania would be easier if the licensing of psychologists would be regulated. Today, traditional specializations of psychology in Lithuania may be obtained through Master's degree studies, i.e., a specialized Master's diploma compensates a license and any need of further specialization. This Lithuanian tradition is not in accord with the EuroPsy politics of obtaining a diploma: a Master's diploma is acquired within 6 years of studies, and, after these studies, specialization is continued for a few more years (participation in specialized courses, performance of supervised practice). The model of specialization in clinical neuropsychology in Lithuania should be developed in accordance with international standards of neuropsychology, which are in constant development. In Western countries, the knowledge and skills of clinical and health psychology are considered to be an important part of the specialist education in clinical neuropsychology. Therefore, two years of Master's studies in clinical neuropsychology would not be sufficient when preparing competent clinical neuropsychologists, unless it is combined with a supervised neuropsychological practice of a defined duration. A doctoral degree is required for neuropsychological practice in the USA, but it is usually not required in Europe. In Lithuania, such a tradition for other specializations of psychology does not exist either, which suggests that a doctoral degree should not be necessary for the specialty of clinical neuropsychology as well. Nevertheless, like in Western countries, supervised clinical neuropsychological practice should be a necessary part of the specialists' education in clinical neuropsychology.

We present an overview of the development of clinical neuropsychology, the current status of the specialty of clinical neuropsychology in Western countries, and the possibilities of developing this specialty in Lithuania. The main duties of a clinical neuropsychologist are to perform neuropsychological assessments and clinical interventions. Clinical neuropsychologists working within health care are professionals who offer services to patients across the lifespan with cognitive and behavioral/emotional symptoms related to neurological, developmental, and psychiatric disorders. Specialists of clinical neuropsychology are needed in neurology and psychiatry clinics, in centers of mental health and rehabilitation, and institutions of psychological assessment and education of children. The specialization models of clinical neuropsychology in Europe and North America are similar in their content and requirements for courses and practice. Nevertheless, specialist education in most of European countries is related to clinical training and not an academic degree, as it is in the USA and Canada. The duration of specialist education in clinical neuropsychology in Europe varies, but this education can only be started after acquiring a Master's degree in most of the European countries. The regulation of the specialty of clinical neuropsychology in Europe also varies. In some countries, this specialty is fully legally regulated, and in some countries not regulated at all. For specialization in clinical neuropsychology, the license of a psychologist, enabling an individual to work in the health care system of the country, is required in most Western countries. Taking into consideration the Scandinavian experience, it can be expected that the planning of specialization studies in Lithuania would be easier if the licensing of psychologists would be regulated. Today, traditional specializations of psychology in Lithuania may be obtained through Master's degree studies, i.e., a specialized Master's diploma compensates a license and any need of further specialization. This Lithuanian tradition is not in accord with the EuroPsy politics of obtaining a diploma: a Master's diploma is acquired within 6 years of studies, and, after these studies, specialization is continued for a few more years (participation in specialized courses, performance of supervised practice). The model of specialization in clinical neuropsychology in Lithuania should be developed in accordance with international standards of neuropsychology, which are in constant development. In Western countries, the knowledge and skills of clinical and health psychology are considered to be an important part of the specialist education in clinical neuropsychology. Therefore, two years of Master's studies in clinical neuropsychology would not be sufficient when preparing competent clinical neuropsychologists, unless it is combined with a supervised neuropsychological practice of a defined duration. A doctoral degree is required for neuropsychological practice in the USA, but it is usually not required in Europe. In Lithuania, such a tradition for other specializations of psychology does not exist either, which suggests that a doctoral degree should not be necessary for the specialty of clinical neuropsychology as well. Nevertheless, like in Western countries, supervised clinical neuropsychological practice should be a necessary part of the specialists' education in clinical neuropsychology.

We present an overview of the development of clinical neuropsychology, the current status of the specialty of clinical neuropsychology in Western countries, and the possibilities of developing this specialty in Lithuania. The main duties of a clinical neuropsychologist are to perform neuropsychological assessments and clinical interventions. Clinical neuropsychologists working within health care are professionals who offer services to patients across the lifespan with cognitive and behavioral/emotional symptoms related to neurological, developmental, and psychiatric disorders. Specialists of clinical neuropsychology are needed in neurology and psychiatry clinics, in centers of mental health and rehabilitation, and institutions of psychological assessment and education of children. The specialization models of clinical neuropsychology in Europe and North America are similar in their content and requirements for courses and practice. Nevertheless, specialist education in most of European countries is related to clinical training and not an academic degree, as it is in the USA and Canada. The duration of specialist education in clinical neuropsychology in Europe varies, but this education can only be started after acquiring a Master's degree in most of the European countries. The regulation of the specialty of clinical neuropsychology in Europe also varies. In some countries, this specialty is fully legally regulated, and in some countries not regulated at all. For specialization in clinical neuropsychology, the license of a psychologist, enabling an individual to work in the health care system of the country, is required in most Western countries. Taking into consideration the Scandinavian experience, it can be expected that the planning of specialization studies in Lithuania would be easier if the licensing of psychologists would be regulated. Today, traditional specializations of psychology in Lithuania may be obtained through Master's degree studies, i.e., a specialized Master's diploma compensates a license and any need of further specialization. This Lithuanian tradition is not in accord with the EuroPsy politics of obtaining a diploma: a Master's diploma is acquired within 6 years of studies, and, after these studies, specialization is continued for a few more years (participation in specialized courses, performance of supervised practice). The model of specialization in clinical neuropsychology in Lithuania should be developed in accordance with international standards of neuropsychology, which are in constant development. In Western countries, the knowledge and skills of clinical and health psychology are considered to be an important part of the specialist education in clinical neuropsychology. Therefore, two years of Master's studies in clinical neuropsychology would not be sufficient when preparing competent clinical neuropsychologists, unless it is combined with a supervised neuropsychological practice of a defined duration. A doctoral degree is required for neuropsychological practice in the USA, but it is usually not required in Europe. In Lithuania, such a tradition for other specializations of psychology does not exist either, which suggests that a doctoral degree should not be necessary for the specialty of clinical neuropsychology as well. Nevertheless, like in Western countries, supervised clinical neuropsychological practice should be a necessary part of the specialists' education in clinical neuropsychology.

We present an overview of the development of clinical neuropsychology, the current status of the specialty of clinical neuropsychology in Western countries, and the possibilities of developing this specialty in Lithuania. The main duties of a clinical neuropsychologist are to perform neuropsychological assessments and clinical interventions. Clinical neuropsychologists working within health care are professionals who offer services to patients across the lifespan with cognitive and behavioral/emotional symptoms related to neurological, developmental, and psychiatric disorders. Specialists of clinical neuropsychology are needed in neurology and psychiatry clinics, in centers of mental health and rehabilitation, and institutions of psychological assessment and education of children. The specialization models of clinical neuropsychology in Europe and North America are similar in their content and requirements for courses and practice. Nevertheless, specialist education in most of European countries is related to clinical training and not an academic degree, as it is in the USA and Canada. The duration of specialist education in clinical neuropsychology in Europe varies, but this education can only be started after acquiring a Master's degree in most of the European countries. The regulation of the specialty of clinical neuropsychology in Europe also varies. In some countries, this specialty is fully legally regulated, and in some countries not regulated at all. For specialization in clinical neuropsychology, the license of a psychologist, enabling an individual to work in the health care system of the country, is required in most Western countries. Taking into consideration the Scandinavian experience, it can be expected that the planning of specialization studies in Lithuania would be easier if the licensing of psychologists would be regulated. Today, traditional specializations of psychology in Lithuania may be obtained through Master's degree studies, i.e., a specialized Master's diploma compensates a license and any need of further specialization. This Lithuanian tradition is not in accord with the EuroPsy politics of obtaining a diploma: a Master's diploma is acquired within 6 years of studies, and, after these studies, specialization is continued for a few more years (participation in specialized courses, performance of supervised practice). The model of specialization in clinical neuropsychology in Lithuania should be developed in accordance with international standards of neuropsychology, which are in constant development. In Western countries, the knowledge and skills of clinical and health psychology are considered to be an important part of the specialist education in clinical neuropsychology. Therefore, two years of Master's studies in clinical neuropsychology would not be sufficient when preparing competent clinical neuropsychologists, unless it is combined with a supervised neuropsychological practice of a defined duration. A doctoral degree is required for neuropsychological practice in the USA, but it is usually not required in Europe. In Lithuania, such a tradition for other specializations of psychology does not exist either, which suggests that a doctoral degree should not be necessary for the specialty of clinical neuropsychology as well. Nevertheless, like in Western countries, supervised clinical neuropsychological practice should be a necessary part of the specialists' education in clinical neuropsychology.

В статье содержится историко-психологический анализ развития отечественной авиационной психологии в период 1912-2012 гг. Автор обосновывает положение о том, что военно-авиационная психология является спецификой и генетической основой авиационной психологии. Формулируется вывод о детерминантах развития авиационной психологии: 1)логика становления отечественной психологической науки; 2)технический прогресс в авиации. Современные тенденции развития авиационной психологии заключаются в преобладании интеграции над дифференциацией, дальнейшей специализации в интересах боеготовности и боеспособности Военно-воздушных сил. ; The article contains historical and psychological analysis of Russian aviation psychology development throughout the period from 1912 till 2012. The author argues that the military aviation psychology is a specific and genetic base of aviation psychology. The conclusion is made about the determinants of its development: 1)logic of development of Russian psychology; 2)technical progress in aviation. Contemporary tendencies of development of aviation psychology consist in prevalence of integration over differentiation, the further specialization for battle readiness and fighting capacity of Military-air forces.