Alle Publikationen
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2010
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(2010): Evaluation eines Trainings zur Förderung sozialer Kompetenzen von Auszubildenden. In: Zeitschrift für Arbeits- und Organisationspsychologie A&O 54 (4), S. 182-191. DOI: 10.1026/0932-4089/a000032
Abstract: This paper discusses approaches to promote social competence in the context of vocational training and presents a training program for apprentices. The proposed training intervention addresses issues concerning communication and cooperation and encompasses several teamwork exercises as well as role-playing exercises in order to foster the apprentices' skills. Furthermore, an integrated workshop with apprenticeship supervisors aims to improve role clarity of the trainees. The training intervention was evaluated within a longitudinal design with one pretest and two posttest assessments (N = 45). The results reveal that the training contributes to improvements of knowledge and role clarity. We also found specific effects on the improvement of social competence. In particular, a higher improvement of knowledge and role clarity is associated with higher levels of social competence. Overall, the study shows that improving the conditions of social competence, i.e., knowledge and role clarity, are critical factors for the promotion of social competence.
Keywords: Ausbildung, Disziplin, Erziehung, Erziehungswissenschaften, Lehrling/Young professional, Postkasten, Psychologie, Rollen, Situationsbedingter Kontext, social competence training, social competences, Soziale Angemessenheit, Sozialkompetenz, Status / biologische Marker, SV, Verhalten am Arbeitsplatz, Verhalten in der Gruppe 1995
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(1995): A Social Identity Model of Deindividuation Phenomena. In: European Review of Social Psychology 6 (1), S. 161-198. DOI: 10.1080/14792779443000049
Abstract: This chapter challenges traditional models of deindividuation. These are based on the assumption that such factors as immersion in a group and anonymity lead to a loss of selfhood and hence of control over behaviour. We argue that such models depend upon an individualistic conception of the self, viewed as a unitary construct referring to that which makes individuals unique. This is rejected in favour of the idea that self can be defined at various different levels including the categorical self as well as the personal self. Hence a social identity model of deindividuation (SIDE) is outlined. Evidence is presented to show that deindividuation manipulations gain effect, firstly, through the ways in which they affect the salience of social identity (and hence conformity to categorical norms) and, secondly, through their effects upon strategic considerations relating to the expression of social identities. We conclude that the classic deindividuation paradigm of anonymity within a social group, far from leading to uncontrolled behaviour, maximizes the opportunity of group members to give full voice to their collective identities.
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