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2014
Ehrke, Franziska; Steffens, Melanie C. (2014): Diversity-Trainings. Einstellungen zwischen Gruppen sozialpsychologisch fundiert verbessern. In: Aktuelle Trends in der Personal- und Organisationsentwicklung

Abstract: Grundlagen des Diversity-Konzepts und des Diversity-Managements in Unternehmen werden erlautert und Erfahrungen mit Diversity-Trainings werden reflektiert. Im Rahmen einer Definition werden unterschiedliche Dimensionen und Typen von Diversity beschrieben und theoretische Modelle erlautert. Nach einer Darstellung der Grunde und Ziele von Diversity-Management werden Massnahmen zum Umgang mit Stereotypen und Vorurteilen am Arbeitsplatz beschrieben, von denen die wichtigste in Diversity-Trainings besteht. Neben grundlegenden Aspekte der Trainingsgestaltung und moglichen Fehlern bei der Durchfuhrung wird ein Uberblick uber die Trainingspraxis gegeben und ein Diversity-Training vorgestellt, welches theoriegeleitet entwickelt wurde, um soziale (vor allem sexistische) Einstellungen zu verbessern. Anhand von Evaluationsergebnissen wird verdeutlicht, dass die Erhohung wahrgenommener Vielfalt innerhalb von Gruppen einen wesentlichen Faktor fur die Verbesserung von Gruppenbeziehungen darstellt.

Keywords: Arbeits - und Organisationspsychologie, Diversity in the workplace, Employee Characteristics, Geschlechterforschung, Gruppenverhalten, Management Methods, Organizational Characteristics, PREJUDICE, Program Evaluation, Sexism, Stereotyped Attitudes, Training
2007
Reid, M. J.; Webster-Stratton, C.; Hammond, M. (2007): Enhancing a classroom social competence and problem-solving curriculum by offering parent training to families of moderate- to high-risk elementary school children. In: Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 36 (4), S. 605-620. DOI: 10.1080/15374410701662741

DOI: http://www.ncbi.nlm.nih.gov/pubmed/18088218

Abstract: The Incredible Years parent and classroom interventions were evaluated for the first time in elementary schools. Culturally diverse, socioeconomically disadvantaged schools were randomly assigned to intervention or control (CON). In intervention schools, all children received a 2-year classroom intervention beginning in kindergarten. In addition, indicated children were randomly assigned to also receive parent training (PT + CR) or only the classroom intervention (CR). PT + CR mothers reported that, following intervention, children showed fewer externalizing problems and more emotion regulation than CR or CON children. Observations showed that child-mother bonding was stronger in the PT + CR condition than in the CON condition, and PT + CR mothers were significantly more supportive and less critical than CR or CON mothers. Teachers reported that PT + CR mothers were significantly more involved in school and that children in the PT + CR and the CR conditions had significantly fewer externalizing problems than in the CON condition.

Keywords: Adult, Affective Symptoms/prevention & control/psychology, Child, Child Behavior Disorders/prevention & control/psychology, Child Behavior/psychology, Conduct Disorder/prevention & control/psychology, Developmental Disabilities/epidemiology/psychology, Female, Humans, Maternal Age, Mother-Child Relations, Object Attachment, Parents/education/psychology, Postkasten, Problem Solving, Problem-Based Learning/methods, Program Development, Program Evaluation, Psychotherapy, Group, Risk Factors, Schools/organization & administration, Social Adjustment, Social Behavior, social competence training, social competences, SvA, Teaching, Treatment Outcome

2014

2007

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