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Index
Author biographies
Abridged table of contents
Preface
Orientation
Guidelines for using this book
Foreword
PART ONE
CHAPTER 1
1.1 INTRODUCTION
1.2 INDUSTRIAL PSYCHOLOGY: PART OF AND APPLIED FIELD OF PSYCHOLOGY
1.2.1 Sub-fields in psychology
1.3 THE NATURE AND IDENTITY OF I-O PSYCHOLOGY
1.4 SUB-FIELDS AND PRACTICE AREAS IN I-O PSYCHOLOGY
1.4.1 Organisational psychology
1.4.2 Personnel psychology
1.4.3 Research methodology
1.4.4 Work-related psychological assessment
1.4.5 Career psychology and counselling
1.4.6 Employment relations
1.4.7 Employee and organisational well-being
1.4.8 Ergonomics
1.4.9 Consumer psychology
1.4.10 Other applied fields
1.5 THE HISTORY OF I-O PSYCHOLOGY
1.5.1 The development of industrial psychology in South Africa
1.6 PROFESSIONAL TRAINING AND PRACTICE ISSUES
1.7 FUTURE CHALLENGES FOR I-O PSYCHOLOGY
1.8 SUMMARY AND CONCLUSION
1.9 ASSESSMENT ACTIVITIES
CHAPTER 2
2.1 INTRODUCTION: AIM AND STRUCTURE OF THIS CHAPTER
2.2 THE FOUR WORLDS OF I-O PSYCHOLOGY AND THE IMPORTANCE OF I-O PSYCHOLOGY’S METATHEORY
2.2.1 The four worlds of I-O Psychology
2.2.2. The importance of exploring and understanding I-O Psychology’s metatheory
2.3 THE METATHEORY OF I-O PSYCHOLOGY
2.4. THE METATHEORETICAL BUILDING BLOCKS OF I-O PSYCHOLOGY
2.4.1 The definition of I-O Psychology
2.4.1.1 Defining I-O Psychology
2.4.1.2 Naming I-O Psychology
2.4.1.3 The relationship of I-O Psychology with other fields
2.4.2 The disciplinary framework of I-O Psychology
2.4.3 The scientific framework of I-O Psychology
2.4.4 The knowledge objects of I-O Psychology
2.4.5 The I-O Psychology structural blueprint
2.4.6 The I-O Psychology roles
2.4.7 The I-O Psychology credo
2.4.8 The value-add of I-O Psychology
2.4.9 The I-O Psychology context – the ideological framework of I-O Psychology
2.5 I-O PSYCHOLOGY METATHEORETICAL PERSPECTIVES: PAST, PRESENT AND EMERGING
2.6. SUMMARY AND CONCLUSION
2.7 ASSESSMENT ACTIVITIES
PART TWO
CHAPTER 3
3.1 INTRODUCTION
3.2 GENETICS
3.2.1 Cells
3.2.1.1 Mitosis
3.2.1.2 DNA
3.2.1.3 Meiosis
3.2.2 Twins
3.2.3 Sex determination
3.2.4 Genotype and phenotype
3.2.5 Multiple determination
3.3 THE NERVOUS SYSTEM
3.3.1 The neuron
3.3.1.1 Neurotransmitters
3.3.1.2 Summation
3.3.1.3 Classifying neurons
3.3.2 The central nervous system
3.3.2.1 The spinal cord
3.3.2.2 The brain
3.3.3 The peripheral nervous system
3.3.3.1 The autonomic nervous system
3.3.3.2 The somatic nervous system
3.4 THE ENDOCRINE SYSTEM
3.5 THE MUSCLE SYSTEM
3.5.1 The structure and functioning of muscles
3.5.2 Dynamic and static muscular activity
3.5.3 Repetitive strain
3.5.4 Working body posture
3.5.5 Loss of muscle power
3.5.6 The design of work stations
3.6 SUMMARY AND CONCLUSION
3.7 ASSESSMENT ACTIVITIES
CHAPTER 4
4.1 INTRODUCTION
4.1.1 The general nature of human development
4.2 SOME CHARACTERISTICS AND CONTROVERSIES OF HUMAN DEVELOPMENT
4.2.1 The hierarchical evolution of phases or stages
4.2.2 Differentiation from the general to the particular
4.2.3 Increased complexity
4.2.4 Predictability
4.2.5 Early experience and development: Sensitive periods
4.2.6 Stability versus change in development
4.3 DETERMINANTS OF HUMAN DEVELOPMENT
4.3.1 Hereditary and evolutionary determination
4.3.2 The interaction between person and environment
4.4 DOMAINS OF HUMAN DEVELOPMENT
4.4.1 The physical or biological domain
4.4.2 Cognitive development
4.4.3 Psychosocial development
4.4.4 The development of career-related tasks
4.5 STAGES OF HUMAN DEVELOPMENT ACROSS THE LIFESPAN
4.5.1 The first five or six years
4.5.2 Lifespan development
4.5.2.1 Trust versus mistrust (first year of life, oral, sensory): Virtue – hope
4.5.2.2 Autonomy versus shame and doubt (two to three years, muscular, anal): Virtue – will
4.5.2.3 Initiative versus guilt (four to five years, locomotor, genital): Virtue – purpose
4.5.2.4 Industry versus inferiority (6 to 11 years, through to puberty, latency): Virtue – competence
4.5.2.5 Identity versus role diffusion (12 to 18 years, puberty or early adolescence): Virtue – fidelity
4.5.2.6 Intimacy versus isolation (late adolescence, early adulthood): Virtue – love
4.5.2.7 Generativity versus stagnation (adulthood): Virtue – care
4.5.2.8 Ego-integrity versus despair / disgust (ageing, maturity): Virtue – wisdom
4.6 CAREER TRANSITIONS AND TASKS
4.6.1 Early life – occupational choice and preparation
4.6.2 Young adulthood – entry into and establishment in the workplace
4.6.3 Middle adulthood – consolidation, maintenance and change
4.6.4 Late adulthood – disengagement
4.7 SUMMARY AND CONCLUSION
4.8 ASSESSMENT ACTIVITIES
CHAPTER 5
5.1 INTRODUCTION
5.2 WHAT IS LEARNING?
5.3 THE LEARNING PROCESS
5.3.1 Classical conditioning
5.3.2 Operant conditioning
5.3.2.1 Reinforcement schedules
5.3.2.2 The effectiveness of punishment
5.3.3 Cognitive learning
5.3.4 Social learning
5.3.4.1 Attentional processes
5.3.4.2 Retentional processes
5.3.4.3 Behavioural-reproduction processes
5.3.4.4 Motivational processes
5.3.5 Learning as reorganisation and reconstruction of experience
5.3.6 More recent theories
5.4 THE ADULT LEARNER
5.4.1 Self-directed learning
5.4.2 The cognitive map
5.4.3 Motivation to learn
5.5 THE TRAINING PROCESS IN THE WORK CONTEXT
5.5.1 The needs-assessment and outcomes-development phase
5.5.1.1 Needs analysis
5.5.1.2 Outcomes development
5.5.2 The training and development phase
5.5.2.1 Learning principles
5.5.2.2 Transfer of learning
5.5.2.3 Training techniques
5.5.3 The evaluation phase
5.5.3.1 Criteria for evaluation
5.5.3.2 Summative versus formative evaluations
5.5.3.3 Evaluation design
5.6 THE LEARNING ORGANISATION
5.7 SUMMARY AND CONCLUSION
5.8 ASSESSMENT ACTIVITIES
CHAPTER 6
6.1 INTRODUCTION
6.2 NATURE OF PERCEPTUAL PROCESSES AND PSYCHOPHYSICS
6.2.1 Thresholds
6.2.2 The just-noticeable difference
6.2.3 Signal detection
6.2.4 Subliminal perception
6.2.5 Sensory adaptation
6.3 VISUAL PERCEPTION
6.3.1 Selective attention
6.3.2 Form perception
6.3.3 Depth and distance perception
6.3.4 Perception of movement or motion
6.3.5 Colour perception
6.3.6 Extrasensory perception
6.4 PERCEPTUAL CONSTANCY
6.4.1 Illusions
6.4.2 Factors influencing perception
6.4.2.1 The perceiver
6.4.2.2 The perceived object’s characteristics
6.4.2.3 The situation and culture
6.5 INTERPERSONAL PERCEPTION
6.5.1 Impression formation
6.5.1.1 Schemas
6.5.1.2 The primacy effect
6.5.1.3 Effects of physical appearance
6.5.1.4 Stereotypes
6.5.1.5 The halo effect
6.5.1.6 Contrast effects
6.5.1.7 Projection
6.5.1.8 The in-group and out-group dynamic
6.5.1.9 Selectivity in person perception
6.5.2 Attribution
6.5.2.1 Types of attribution
6.5.2.2 Attributional errors and biases
6.5.3 Perception in prejudice and discrimination
6.5.3.1 The development of prejudice
6.5.3.2 The influence of perception in the formation of prejudicial and discriminatory attitudes
6.5.3.3 Reducing prejudice and discrimination
6.6 PERCEPTION AND TECHNOLOGY
6.6.1 The Technology Acceptance Model
6.6.2 Desirable consequences of the appropriation of technology
6.7 SUMMARY AND CONCLUSION
6.8 ASSESSMENT ACTIVITIES
CHAPTER 7
7.1 INTRODUCTION
7.2 FORMS OF PRODUCTIVE THINKING
7.2.1 Concept formation
7.2.2 Problem-solving
7.2.2.1 Problem-solving strategies
7.2.2.2 Barriers to problem-solving
7.2.3 Decision-making: heuristics and cognitive control
7.2.3.1 Heuristics
7.2.3.2 Cognitive control in decision-making
7.2.4 Creativity and innovation
7.2.4.1 Characteristics of creative individuals
7.2.4.2 The creative process
7.2.4.3 Developing creativity in individuals and organisations
7.3 LANGUAGE
7.4 MEMORY
7.4.1 Stages of memory
7.4.1.1 Sensory memory
7.4.1.2 Short-term / working memory
7.4.1.3 Long-term memory
7.4.2 Prospective memory versus retrospective memory
7.4.3 Promoting memory
7.4.4 Forgetting
7.4.4.1 Interference effects
7.4.4.2 Motivated forgetting
7.4.4.3 Distortion
7.4.4.4 False memories
7.4.4.5 Mood
7.5 INTELLIGENCE
7.5.1 The intelligence quotient (IQ)
7.5.2 Approaches to intelligence
7.5.2.1 The structural approach
7.5.2.2 The dynamic approach
7.6 SUMMARY AND CONCLUSION
7.7 ASSESSMENT ACTIVITIES
CHAPTER 8
8.1 INTRODUCTION
8.2 VARIOUS PERSPECTIVES ON MOTIVATION
8.3 THE HAWTHORNE STUDIES AND HUMAN MOTIVATION
8.4 MOTIVATION AND PHYSIOLOGICAL NEEDS
8.5 MOTIVATION, VALUES AND PERSONALITY
8.6 EXTRINSIC SOURCES OF MOTIVATION
8.6.1 Reinforcement and behaviour modification
8.6.2 Goal setting theory
8.6.3 Work and job design
8.7 INTRINSIC SOURCES OF MOTIVATION
8.7.1 Maslow’s hierarchy of needs
8.7.2 Alderfer’s ERG theory
8.7.3 McClelland’s needs theory
8.7.4 Expectancy theory
8.7.5 Equity theory
8.7.6 Self-efficacy
8.7.7 Cognitive evaluations
8.7.8 Unconscious motivation
8.8 APPLYING MOTIVATIONAL THEORIES IN PRACTICE IN THE ORGANISATION
8.8.1 Herzberg’s two factor theory
8.8.2 Quality of work life
8.9 THE ROLE OF MOTIVATION IN EMOTION
8.10 MOOD, TEMPERAMENT AND THE EXPRESSION OF EMOTIONS
8.11 EXPLANATIONS FOR EMOTION
8.11.1 Physiological theories
8.11.1.1 James-Lange theory
8.11.1.2 Cannon-Bard theory
8.11.2 Emotions as a product of evolution
8.11.3 Cognitive appraisal theory
8.11.3.1 The two factor theory of emotion
8.11.3.2 Arnold and Lazarus’s theories
8.12 CULTURE AND EMOTION
8.13 EMOTIONAL INTELLIGENCE
8.14 SUMMARY AND CONCLUSION
8.15 ASSESSMENT ACTIVITIES
PART THREE
CHAPTER 9
9.1 INTRODUCTION
9.2 THE NATURE OF VALUES AND ATTITUDES
9.3 THE FUNCTIONS OF VALUES AND ATTITUDES
9.4 DIFFERENT APPROACHES TO UNDERSTANDING INDIVIDUAL VALUES
9.4.1 Milton Rokeach’s terminal and instrumental values
9.4.2 Values as part of personality: Spranger’s value orientations
9.4.3 Universal values: Schwartz’s theory
9.5 WORK-RELATED ATTITUDES
9.5.1 Values and the meaning of work
9.5.2 Job satisfaction
9.5.3 Organisational commitment
9.5.4 Job involvement and engagement
9.6 CULTURE AND VALUES
9.6.1 Norms and behaviour
9.6.2 The role of values and attitudes in culture
9.6.3 National culture
9.6.3.1 Geert Hofstede’s national cultural dimensions
9.6.3.2 The cultural framework of Trompenaars and Hampden-Turner
9.6.4 Organisational culture
9.6.4.1 Hofstede’s and Waisfisz’s Organisational Culture Model
9.7 ATTITUDE AND VALUE CHANGE
9.7.1 The individual as active agent
9.7.1.1 Cognitive dissonance
9.7.1.2 Self-perception
9.7.2 The individual as recipient
9.7.2.1 The credibility of the communicator
9.7.2.2 Characteristics of the communication
9.7.2.3 The situation
9.8 SUMMARY AND CONCLUSION
9.9 ASSESSMENT ACTIVITIES
CHAPTER 10
10.1 INTRODUCTION
10.2 THE SOCIAL NATURE OF HUMAN BEHAVIOUR
10.3 DESCRIPTIONS OF ATTRACTION AND AFFILIATION
10.3.1 Attraction
10.3.2 Affiliation
10.4 EXPLANATIONS FOR AND INFLUENCING FACTORS IN ATTACHMENT BEHAVIOURS
10.4.1 Similarity and dissimilarity
10.4.1.1 Similarity through social exchange and comparison
10.4.1.2 Types of similarity and dissimilarity
10.4.1.3 Similarity in personality and personal factors
10.4.2 Needs: Biological and psychosocial dependency
10.4.3 Social learning and stimulation
10.4.4 Situational factors
10.4.4.1 Proximity, exposure and familiarity
10.4.4.2 External events
10.5 AGGRESSION
10.5.1 What is aggression?
10.5.2 Types of aggression
10.5.2.1 Workplace aggression
10.5.2.2 Workplace violence
10.5.2.3 Workplace bullying
10.5.2.4 Harassment
10.6 CAUSES OF WORKPLACE AGGRESSION
10.6.1 Personal determinants of workplace aggression
10.6.1.1 Aggression as an inherent part of human nature
10.6.1.2 Aggression as learned behaviour
10.6.1.3 Personality and personal factors
10.6.2 Social, environmental and situational determinants of workplace aggression
10.6.2.1 Perceptions of unfair treatment: Procedural and distributive injustice
10.6.2.2 Poor management of diversity
10.6.2.3 Norms and norm violations
10.6.2.4 Workplace changes and discontinuity
10.6.2.5 Physical working conditions
10.6.3 Aggression as a response to frustration
10.7 CONFLICT
10.7.1 What is conflict?
10.7.2 Possible sources of conflict
10.7.3 Types of conflict
10.7.4 Stages in conflict escalation
10.7.4.1 Latent conflict
10.7.4.2 Perceived conflict
10.7.4.3 Felt conflict
10.7.4.4 Manifest conflict
10.7.4.5 Conflict aftermath
10.7.4.6 Conflict recuperation
10.7.5 Managing organisational and interpersonal conflict
10.7.5.1 Strategies for managing workplace aggression, violence and conflict
10.7.5.2 Dealing with interpersonal aggression and conflict
10.8 SUMMARY AND CONCLUSION
10.9 ASSESSMENT ACTIVITIES
CHAPTER 11
11.1 INTRODUCTION
11.2 GROUPS AS PART OF THE ORGANISATIONAL SYSTEM
11.2.1 Groups as a field of study
11.3 DEFINITION OF GROUPS
11.4 TYPES OF GROUPS
11.5 GROUP DEVELOPMENT
11.5.1 The Five-Stage Model of Group Development
11.5.2 The Punctuated-Equilibrium Model
11.6 GROUP STRUCTURE
11.6.1 Leadership
11.6.2 Roles
11.6.2.1 Role identity
11.6.2.2 Role perception
11.6.2.3 Role expectation
11.6.2.4 Role conflict
11.6.3 Norms
11.6.4 Conformity
11.6.5 Status
11.6.6 Size
11.6.7 Composition
11.6.8 Cultural diversity
11.7 GROUP PROCESSES
11.7.1 Group dynamics
11.7.2 Group tasks
11.7.3 Group cohesion
11.7.4 Group communication
11.7.5 Influence, power and organisational politics
11.7.6 Conflict and cooperation
11.7.7 Trust and ethics
11.8 GROUP DECISION-MAKING
11.8.1 Group decision-making techniques
11.8.1.1 Brainstorming
11.8.1.2 The nominal group technique
11.8.1.3 The Delphi technique
11.8.1.4 The SWOT analysis
11.8.1.5 Electronic meetings
11.8.2 Group-think and group-shift
11.8.2.1 Group-think
11.8.2.2 Group-shift
11.9 THE FACILITATION OF SOCIAL LEARNING IN GROUPS
11.9.1 A description of facilitating
11.9.2 The facilitator
11.9.2.1 Intrapersonal characteristics of an ideal facilitator
11.9.2.2 Interpersonal skills of an ideal facilitator
11.9.2.3 Modelling by an ideal facilitator
11.10 THE ORGANISATION AS A SOCIAL SYSTEM
11.10.1 How organisational culture is formed
11.10.2 Adaptive organisational cultures
11.11 ORGANISATIONAL SOCIALISATION
11.11.1 The process of organisational socialisation
11.11.2 Stages of socialisation
11.11.2.1 Pre-encounter phase or anticipatory socialisation phase
11.11.2.2 Encounter or accommodation phase
11.11.2.3 Role management – ongoing adjustment
11.12 ORGANISATIONAL CHANGE AND DEVELOPMENT
11.12.1 Forces for change
11.12.2 Change versus transformation
11.12.3 Resistance to change
11.12.4 Kurt Lewin’s change model for change
11.12.5 Organisational development as a change intervention
11.12.6 Appreciative inquiry
11.13 SUMMARY AND CONCLUSION
11.14 ASSESSMENT ACTIVITIES
CHAPTER 12
12.1 INTRODUCTION
12.2 THE SOCIAL PROCESS OF LEADERSHIP
12.3 APPROACHES TO STUDYING LEADERSHIP
12.3.1 The trait approach
12.3.2 The behavioural approach
12.3.3 The situational or contingency approach
12.3.3.1 Fiedler’s Contingency Model
12.3.3.2 The Path-Goal Model
12.4 LEADERSHIP: A STRATEGIC AND VISIONARY PERSPECTIVE
12.4.1 Future-state visioning
12.4.2 Characteristics of visionary leadership
12.4.2.1 Charismatic leadership
12.4.2.2 Transformational leadership
12.4.2.3 Intergroup leadership
12.5 TRANSACTIONAL VERSUS TRANSFORMATIONAL LEADERSHIP
12.6 LEADERSHIP AND MANAGEMENT
12.7 CONTEMPORARY LEADERSHIP ISSUES
12.8 ENTREPRENEURIAL BEHAVIOUR
12.8.1 Characteristics of entrepreneurs
12.8.2 The down side of entrepreneurship
12.8.3 Intrapreneurial culture and leadership in organisations
12.9 SUMMARY AND CONCLUSION
12.10 ASSESSMENT ACTIVITIES
PART FOUR
CHAPTER 13
13.1 INTRODUCTION: GENERAL NATURE OF PERSONALITY STUDY
13.2 INFLUENCES ON, CRITERIA FOR EFFECTIVE PERSONALITY STUDY AND CONTROVERSIES
13.2.1 Influences on personality study
13.2.2 Criteria for effective personality theories
13.3 APPROACHES TO PERSONALITY STUDY IN THE WORK CONTEXT
13.3.1 Psychodynamic or psychoanalytic theories (depth psychology)
13.3.2 Behaviourist or learning theories
13.3.3 Humanistic, phenomenological and existential approaches
13.3.4 Trait and type theories
13.3.5 Cognitive and social-cognitive theories
13.3.6 Biological / evolutionary perspectives
13.3.7 Psychosocial theories
13.3.8 Contextual approaches: Systemic and cultural perspectives
13.3.9 African and Asian perspectives
13.4 DEFINING “PERSONALITY” AND RELATED CONCEPTS
13.5 DETERMINANTS OF PERSONALITY DEVELOPMENT
13.5.1 Hereditary and biological factors
13.5.2 Environmental factors
13.6 DIMENSIONS AND DOMAINS OF PERSONALITY AND HUMAN BEHAVIOUR
13.6.1 Structure of personality
13.6.2 Motivation in personality
13.6.3 Personality development
13.6.4 Personality adjustment and psychological health
13.6.5 Personality assessment methods
13.7 UTILISING PERSONALITY RESEARCH IN THE WORK CONTEXT
13.8 SUMMARY AND CONCLUSION
13.9 ASSESSMENT ACTIVITIES
CHAPTER 14
14.1 INTRODUCTION
14.2 A BACKGROUND TO THE PSYCHODYNAMIC VIEW OF HUMAN NATURE
14.3 THE BASIC ASSUMPTIONS OF PSYCHODYNAMICS
14.4 THE ROLES OF THE UNCONSCIOUS AND THE CONSCIOUS IN PERSONALITY
14.5 THE STRUCTURE OF PERSONALITY
14.6 MOTIVATION AND PERSONALITY
14.7 THE DEVELOPMENT AND GROWTH OF PERSONALITY
14.8 PERSONALITY ADJUSTMENT
14.8.1 The healthy personality
14.8.2 Psychopathology (abnormal behaviour)
14.9 SUMMARY AND CONCLUSION
14.10 ASSESSMENT ACTIVITIES
CHAPTER 15
15.1 INTRODUCTION
15.2 A BACKGROUND TO THE BEHAVIOURIST VIEW OF HUMAN NATURE
15.3 THE MAIN ASSUMPTIONS OF BEHAVIOURIST THEORIES
15.3.1 Observable behaviour
15.3.2 How environments and situations shape behaviour
15.3.3 Personality expressed in learned responses
15.3.4 Self-control
15.3.5 Learning and unconscious factors
15.4 RESPONSE PATTERNS IN PERSONALITY STRUCTURE
15.5 MOTIVATION
15.5.1 Reinforcement
15.5.2 Habituation
15.5.3 Drives as activators
15.5.4 Conditioning processes
15.5.5 Person-environment interaction, cognitive control and behaviour regulation
15.5.5.1 Positive behavioural concepts
15.6 LEARNING IN PERSONALITY DEVELOPMENT
15.7 LEARNING AND PSYCHOLOGICAL HEALTH
15.8 SUMMARY AND CONCLUSION
15.9 ASSESSMENT ACTIVITIES
CHAPTER 16
16.1 INTRODUCTION
16.2 A BACKGROUND TO THE TRAIT APPROACH TO HUMAN NATURE
16.3 MAIN TRAIT ASSUMPTIONS
16.4 PERSONALITY DEFINED AS TRAITS
16.5 TRAITS, TYPES AND STYLES IN PERSONALITY STRUCTURE
16.5.1 Traits
16.5.1.1 Personality as three factors
16.5.1.2 Personality as 16 factors
16.5.1.3 Personality as five factors
16.5.2 Other trait applications
16.5.3 Types and styles
16.6 PERSONALITY EXPRESSED IN DIFFERENT TYPES OF TRAIT
16.6.1 General traits in most people
16.6.2 Unique traits in each individual
16.7 TRAITS IN PERSONALITY DEVELOPMENT
16.8 TRAITS AND PERSONALITY DYNAMICS (MOTIVATION)
16.9 PSYCHOLOGICAL ADJUSTMENT
16.10 CONSISTENCY IN PERSONALITY
16.10.1 Consistency via trait consistency in people
16.10.2 Consistency within and across situations
16.10.3 Consistency from person-situation interaction
16.11 SUMMARY AND CONCLUSION
16.12 ASSESSMENT ACTIVITIES
CHAPTER 17
17.1 INTRODUCTION
17.2 A BACKGROUND TO THE HUMANISTIC VIEW OF HUMAN NATURE
17.3 MAIN ASSUMPTIONS OF HUMANISTIC APPROACHES
17.3.1 Subjective or phenomenological experiences
17.3.2 The uniqueness of each individual
17.3.3 Personality as a Gestalt or holistic phenomenon
17.3.4 The intrinsic goodness, potential and self-actualisation of people
17.3.5 Free will or self-determination
17.4 SELF-CONCEPT: THE INTEGRATING PERSONALITY STRUCTURE
17.5 THE DEVELOPMENT AND MAINTENANCE OF SELF
17.6 MOTIVATIONAL FORCES IN BECOMING A PERSON
17.6.1 Finding meaning in life
17.6.2 Needs and self-actualisation
17.6.3 Free will as perceived self-control
17.7 OPTIMALITY AND DEFICIENCIES IN BEING
17.8 SUMMARY AND CONCLUSION
17.9 ASSESSMENT ACTIVITIES
CHAPTER 18
18.1 INTRODUCTION
18.2 A BACKGROUND TO THE COGNITIVE VIEW OF HUMAN NATURE
18.3 MAIN ASSUMPTIONS
18.4 COGNITIVE INTERPRETATION OF PSYCHOLOGICAL CONCEPTS
18.4.1 Cognition and the behaviourist /learning perspective
18.4.2 Cognition and the psychoanalytic concepts
18.4.3 The cognitive perspective on some fundamental psychological concepts
18.4.3.1 The self-construct
18.4.3.2 Basic motivating forces
18.4.3.3 The unconscious
18.4.3.4 Defence mechanisms
18.5 THE STRUCTURE OF PERSONALITY
18.5.1 Personal-Construct Theory
18.5.2 The fundamental postulate
18.5.3 Corollaries
18.5.3.1 The construction corollary
18.5.3.2 The individuality corollary
18.5.3.3 The organisation corollary
18.5.3.4 The dichotomy corollary
18.5.3.5 The choice corollary
18.5.3.6 The range corollary
18.5.3.7 The experience corollary
18.5.3.8 The modulation corollary
18.5.3.9 The fragmentation corollary
18.5.3.10 The commonality corollary
18.5.3.11 The sociality corollary
18.6 THE DEVELOPMENT OF PERSONALITY
18.7 COGNITION AND MOTIVATION
18.8 THE COGNITIVE PERSPECTIVE ON PSYCHOLOGICAL HEALTH
18.8.1 Psychological adjustment
18.8.2 Psychological maladjustment
18.8.3 Emotions
18.8.4 Processing of emotional information in depression
18.9 SUMMARY AND CONCLUSION
18.10 ASSESSMENT ACTIVITIES
PART FIVE
CHAPTER 19
19.1 INTRODUCTION
19.2 PATHOGENIC AND WELL-BEING ORIENTATIONS
19.3 THE CONCEPTUALISATION OF HEALTH AND WELL-BEING
19.3.1 Subjective well-being
19.3.2 The role of positive emotions in subjective well-being
19.3.3 Employee well-being
19.4 STUDYING WELL-BEING: THE THREE MAIN DIRECTIONS OF RESEARCH
19.4.1 Salutogenesis
19.4.2 Fortigenesis
19.4.3 Positive psychology
19.4.3.1 Historical and philosophical foundations of positive psychology
19.4.3.2 Previous and current contributions to positive psychology
19.4.3.3 The basic themes and assumptions of positive psychology
19.5 CONSTRUCTS USED TO DESCRIBE WELL-BEING
19.5.1 Happiness
19.5.2 Hope and optimism
19.5.3 Virtues
19.5.4 Constructs associated with salutogenesis
19.5.5 Constructs associated with fortigenesis
19.6 IMPLICATIONS FOR ASSESSMENT AND DIAGNOSIS OF WELL-BEING
19.6.1 The Values-In-Action Classification System
19.6.2 Mental health diagnosed positively
19.6.2.1 Diagnostic categories
19.7 IMPLICATIONS FOR HEALTH PROMOTION IN ORGANISATIONS
19.7.1 Interventions for developing and enhancing employee and organisational well-being
19.8 SUMMARY AND CONCLUSION
19.9 ASSESSMENT ACTIVITIES
CHAPTER 20
20.1 INTRODUCTION
20.2 DEFINING PSYCHOLOGICAL HEALTH AND MALADJUSTMENT
20.3 EXPLANATIONS FOR PSYCHOLOGICAL ADJUSTMENT AND MALADJUSTMENT
20.3.1 Do psychologists study and manage illness or wellness?
20.3.2 Psychological and other theoretical explanations
20.3.3 A systems-interactional approach and other contextual perspectives
20.3.4 Stress models
20.3.5 Sociocultural perspectives
20.4 CAUSAL FACTORS IN PSYCHOLOGICAL HEALTH
20.5 CLASSIFICATION AND DESCRIPTION OF PSYCHOLOGICAL DISORDERS
20.5.1 Stress, psychological factors and health
20.5.1.1 Adjustment disorders
20.5.1.2 Psychological factors and physical disorders
20.5.2 Anxiety disorders
20.5.3 Personality and impulse control disorders
20.5.4 Substance-related disorders
20.5.5 Mood disorders
20.5.6 Dissociative and somatic disorders
20.5.7 Schizophrenia and other psychotic disorders
20.5.8 Cognitive disorders and disorders related to age
20.5.9 Eating and sleeping disorders
20.5.10 Sexual and gender identity disorders
20.5.11 Disorders diagnosed in infancy, childhood and adolescence
20.5.12 Culture-bound syndromes
20.6 WORK DYSFUNCTIONS AND ORGANISATIONAL HEALTH
20.6.1 Disturbances in the capacity to work
20.6.2 Patterns of undercommitment
20.6.3 Patterns of overcommitment
20.6.4 Work-related anxiety, fears and depression
20.6.5 Personality and behaviour dysfunctions at work
20.6.6 Work and non-work conflicts
20.6.7 Career-development problems
20.6.8 Organisational wellness
20.7 PROMOTING AND MANAGING WELL-BEING AT WORK
20.8 SUMMARY AND CONCLUSION
20.9 ASSESSMENT ACTIVITIES
PART SIX
CHAPTER 21
21.1 INTRODUCTION
21.2 IMPORTANCE AND APPLICATIONS OF PSYCHOLOGICAL ASSESSMENT
21.3 DEFINING PERSONALITY AND INDIVIDUAL DIFFERENCES
21.4 ORIGINS AND DETERMINANTS OF INDIVIDUAL DIFFERENCES
21.5 TYPES OF INDIVIDUAL- DIFFERENCES FACTORS
21.6 THE CONTEXT OF PSYCHOLOGICAL ASSESSMENT
21.7 APPROACHES TO AND TYPES OF PERSONALITY AND PSYCHOLOGICAL ASSESSMENT
21.7.1 Assessing cognitive personality traits and processes
21.7.1.1 Intelligence measurement
21.7.1.2 Aptitudes
21.7.1.3 Achievement or performance
21.7.1.4 Cognitive styles
21.7.1.5 Creativity
21.7.1.6 Neuropsychological assessment
21.7.1.7 Cognitive learning potential
21.7.1.8 Competencies
21.7.2 Personality assessment by questionnaires
21.7.2.1 Personality traits
21.7.2.2 Assessing career-development orientations
21.7.3 Personality assessment by projective techniques
21.7.4 Behavioural assessment and related techniques
21.7.4.1 Observations
21.7.4.2 Biographical assessment
21.7.4.3 Assessment centres
21.7.4.4 Interviews and other interactional methods
21.7.5 Psychobiological assessment and other techniques
21.7.6 Computer-assisted assessment
21.8 REQUIREMENTS FOR EFFICIENT PSYCHOLOGICAL ASSESSMENT
21.9 SUMMARY AND CONCLUSION
21.10 ASSESSMENT ACTIVITIES
CHAPTER 22
22.1 INTRODUCTION
22.2 RESEARCH METHODOLOGY
22.2.1 The nature and advantages of scientific research
22.3 ATTRIBUTES OF SCIENCE AND SCIENTIFIC THOUGHT
22.3.1 Empirical thinking
22.3.2 Verification and objectivity
22.3.3 Testability
22.3.4 Logical thinking and reasoning
22.4 RESEARCH DESIGN OR RESEARCH METHODS
22.4.1 Research traditions or paradigms
22.4.2 Steps or activities in the research process
22.4.2.1 Defining / stating the problem or purpose of research
22.4.2.2 Identification of variables
22.4.2.3 Information search or reviewing the literature
22.4.2.4 Formulating hypotheses or research questions
22.4.2.5 Research context and strategies
22.4.2.6 Techniques used to collect research data
22.4.2.7 Levels of measurement scales
22.4.2.8 Analysing data: Basic statistics and other techniques
22.4.2.9 Conclusions and generalisation in research
22.5 RESEARCH AND ASSESSMENT EFFICIENCY: SOURCES OF ERROR
22.5.1 Reliability and validity
22.5.2 Errors in research design
22.5.3 Administration and scoring errors
22.5.4 Errors by researchers and assessors
22.6 PROFESSIONAL, ETHICAL AND SOCIAL ISSUES IN PSYCHOLOGICAL RESEARCH
22.6.1 Professional and ethical standards
22.6.2 Basic assumptions and ethical principles
22.6.3 Social issues in assessment and research
22.6.3.1 Social issues surrounding the assessment of personality attributes
22.6.3.2 Issues surrounding psychological diagnoses and predictions in legal cases
22.7 OTHER METHODS USED IN APPLIED PSYCHOLOGY AND PRACTICE AREAS
22.7.1 Methods of discourse and interaction
22.7.1.1 Interview-related techniques
22.7.1.2 Therapeutic and counselling procedures
22.7.2 Methods of measuring, assessing and appraising
22.7.3 Techniques in people training and development
22.7.4 Content or thematic analysis of human behaviour protocols and records
22.7.5 Methods within methods
22.8 SUMMARY AND CONCLUSION
22.9 ASSESSMENT ACTIVITIES
Bibliography
English-Afrikaans glossary
Index
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