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Interpersonal Interaction (interpersonal + interaction)
Selected AbstractsInterpersonal Interaction and Economic Theory: The Case of Public GoodsANNALS OF PUBLIC AND COOPERATIVE ECONOMICS, Issue 2 2000Nicholas Bardsley Interpersonal interaction in public goods contexts is very different in character to its depiction in economic theory, despite the fact that the standard model is based on a small number of apparently plausible assumptions. Approaches to the problem are reviewed both from within and outside economics. It is argued that quick fixes such as a taste for giving do not provide a way forward. An improved understanding of why people contribute to such goods seems to require a different picture of the relationships between individuals than obtains in standard microeconomic theory, where they are usually depicted as asocial. No single economic model at present is consistent with all the relevant field and laboratory data. It is argued that there are defensible ideas from outside the discipline which ought to be explored, relying on different conceptions of rationality and/or more radically social agents. Three such suggestions are considered, one concerning the expressive/communicative aspect of behaviour, a second the possibility of a part-whole relationship between interacting agents and the third a version of conformism. [source] Interpersonal Interactions and the Bounds of AgencyDIALECTICA, Issue 2 2007Jesús H. Aguilar According to the Causal Theory of Action, actions are causally produced events and causal transitivity seems to apply to all such events. However, strong intuitions support the idea that actions cannot be transitively caused. This is a tension that has plagued this theory's effort to account for action. In particular, it has fueled a serious objection suggesting that this theory of action seriously distorts the attribution of agency when two agents interact with each other. Based on Donald Davidson's analysis of the accordion effect and the nature of actions, I provide an answer to the problem of agential attribution. It is an answer that shows that the Causal Theory of Action can unambiguously attribute agency without resorting to a stipulation or denying that actions can be transitively caused. I then identify the sources of the problematic intuitions in the need to recognize spheres of agential influence and preserve their integrity. [source] Interpersonal Interaction and Economic Theory: The Case of Public GoodsANNALS OF PUBLIC AND COOPERATIVE ECONOMICS, Issue 2 2000Nicholas Bardsley Interpersonal interaction in public goods contexts is very different in character to its depiction in economic theory, despite the fact that the standard model is based on a small number of apparently plausible assumptions. Approaches to the problem are reviewed both from within and outside economics. It is argued that quick fixes such as a taste for giving do not provide a way forward. An improved understanding of why people contribute to such goods seems to require a different picture of the relationships between individuals than obtains in standard microeconomic theory, where they are usually depicted as asocial. No single economic model at present is consistent with all the relevant field and laboratory data. It is argued that there are defensible ideas from outside the discipline which ought to be explored, relying on different conceptions of rationality and/or more radically social agents. Three such suggestions are considered, one concerning the expressive/communicative aspect of behaviour, a second the possibility of a part-whole relationship between interacting agents and the third a version of conformism. [source] Identifying the faces in the mirror: Untangling transference and countertransference in self psychologyJOURNAL OF CLINICAL PSYCHOLOGY, Issue 8 2001James D. Guy Experienced psychotherapists realize that there are many levels of meaning behind much that is said during the therapeutic hour. The challenge for the competent professional is to become wise enough to learn what to ignore and sensitive enough to know what to emphasize. Sorting this out is at the heart of the practice of good psychotherapy. In this article, we will briefly share our thoughts on this rich but complicated interpersonal interaction using Kohutian self psychology theory to understand the role of countertransference in the process of conducting psychotherapy. © 2001 John Wiley & Sons, Inc. J Clin Psychol/In Session 57: 993,997, 2001. [source] Social status and shaming experiences related to adolescent overt aggression at schoolAGGRESSIVE BEHAVIOR, Issue 1 2009Cecilia Ĺslund Abstract Feelings of rejection and humiliation in interpersonal interaction are strongly related to aggressive behavior. The aim of this study was to investigate the association between social status, shaming experiences, gender and adolescent aggressive behavior by using a status,shaming model. A population-based sample of 5,396 adolescents aged from 15 to 18 completed a questionnaire that asked questions regarding psychosocial background, shaming experiences, social status of family, peer group and school and involvement in physical or verbal aggression at school. Shaming experiences, i.e. being ridiculed or humiliated by others, were strongly related to aggressive behavior. Social status and shaming were related in the prediction of aggressive behavior, suggesting that a person's social status may influence the risk for taking aggressive action when subjected to shaming experiences. Medium social status seemed to have a protective function in the association between shaming experiences and aggression. This study confirms the importance of further evaluation of the role of perceived social status and shaming experiences in the understanding of aggressive behavior. Moreover, the results indicate the need for different kinds of status measures when investigating the associations between status and behavior in adolescent populations. The results may have important implications for the prevention of bullying at school as well as other deviant aggressive behavior among adolescents. Aggr. Behav. 35:1,13, 2009. © 2008 Wiley-Liss, Inc. [source] Work Relationships in Telephone Call Centres: Understanding Emotional Exhaustion and Employee WithdrawalJOURNAL OF MANAGEMENT STUDIES, Issue 4 2002Stephen Deery This paper examines the nature of employment and the conditions of work in five telephone call centres in the telecommunications industry in Australia. Call centre work typically requires high levels of sustained interpersonal interaction with customers which can lead to burnout and employee withdrawal. Customer service staff can also become targets of customer hostility and abuse. In addition, this form of work tends to involve extensive employee monitoring and surveillance with little job discretion or variety of tasks. The paper draws upon survey data from 480 telephone service operators to identify the factors that are associated with emotional exhaustion and the frequency of absence amongst the employees. A modelling of the data using LISREL VIII revealed that a number of job and work-setting variables affected the level of emotional exhaustion of employees. These included interactions with the customer, a high workload and a lack of variety of work tasks. Moreover, higher rates of absence were associated with emotional exhaustion. [source] Building a theoretical framework of web-based instruction in the context of distance educationBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 5 2001Insung Jung This study attempts to analyze teaching and learning processes of web-based instruction (WBI) as shown in recent literature, and to develop a theoretical framework of WBI using a prominent existing distance education theory called Transactional Distance Theory in order to provide better understanding of the essential pedagogical components of WBI. Recent studies have shown that the key elements of the structure of WBI are (1) content expandability, (2) content adaptability, and (3) visual layout. And also three emerging types of interaction, or three aspects of dialogue, in WBI have been identified through the studies. Those types were: (1) academic interaction, (2) collaborative interaction, and (3) interpersonal interaction. Finally, both learner collaboration (or learner collaboravity, if we create a new term) and learner autonomy seem to have emerged in Web-based learning environments. [source] Internalized shame and early interactions characterized by indifference, abandonment and rejection: replicated findingsCLINICAL PSYCHOLOGY AND PSYCHOTHERAPY (AN INTERNATIONAL JOURNAL OF THEORY & PRACTICE), Issue 4 2002Katja Claesson Emotions and interpersonal interaction and their interdependence are important issues in current clinical psychology. We studied memories of early interpersonal experience and their association to shame in two samples (N = 62, N = 122). Participants filled in the Internalized Shame Scale and the SASB (Structural Analysis of Social Behaviour) Intrex ,Mother Acted Toward Me'. An association between memories of an ignoring, abandoning mother and shame was replicated in both samples. The non-clinical nature of our samples demands caution, but therapists could profit from knowing that internalized shame tends to correlate with experiences of being met by indifference, abandonment and rejection. Copyright © 2002 John Wiley & Sons, Ltd. [source] Stress generation in depression: Reflections on origins, research, and future directionsJOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2006Constance Hammen Depressed individuals report higher rates of stressful life events, especially those that have occurred in part because of the person's characteristics and behaviors affecting interpersonal interactions. Termed stress generation, this phenomenon draws attention to the role of the individual as an active contributor rather than passive player in his or her environment, and is therefore an example of action theory. In this article, the author speculates about the intellectual origins of her stress generation perspective, and notes somewhat similar transactional approaches to the stress-disorder link outside of depression research. The literature on stress generation in depression is reviewed, including studies that attempt to explore its correlates and predictors, covering clinical, contextual, family, genetic, cognitive, interpersonal, and personality variables. Empirical and conceptual gaps in our understanding of processes contributing to stressors in the lives of depressed people remain. The author concludes with suggestions for further research, with the goal of furthering understanding both of mechanisms of depression and of dysfunctional interpersonal processes, as well as development of effective interventions to help break the stress-recurrence cycle of depression. © 2006 Wiley Periodicals, Inc. J Clin Psychol 62: 1065,1082, 2006. [source] Gender and relationships: Influences on agentic and communal behaviorsPERSONAL RELATIONSHIPS, Issue 1 2004Eun Jung Suh The present research examined the moderating influence of situations involving friends and romantic partners on gender differences in interpersonal behaviors reflecting agency and communion. Behavior was studied in three situations varying in social role and dyadic gender composition: same-sex friendships, opposite-sex friendships, and romantic relationships. To obtain multiple events representing each relationship situation, participants recorded information about their interpersonal interactions during a 20-day period using an event-contingent recording procedure. Results indicated gender differences consistent with gender stereotypes when men and women were interacting with same-sex friends; men with men were more dominant and women with women were more agreeable. In interactions with romantic partners, gender differences in communal behavior were opposite to gender stereotypes; women were less agreeable and more quarrelsome than men with their romantic partners. Results are considered in reference to developmental socialization theory, social role theory, and studies of gender differences in marital relationships. [source] | |||||||||||||