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Employee-appreciation and related expressions are often used in the discourse and mission statements of companies and nearly every manager at least officially agrees to their importance. Frequently, however, the "theory in use" is different to such a degree that researchers and practitioners talk and publish about phenomena characterized by the term 'desolidarization'. The present paper reports the results of a multi-method case study. The investigation was designed to explore the relationships between (1) perceived degree of employee-appreciation by the workforce, (2) subjective well-being, (3) individual absenteeism and presenteeism and, most importantly, (4) the potential moderating effects caused by direct supervisors plus their (5) immediate impact on the health status of their subordinates. In the company studied, the employees experienced an absolute non-appreciation by company policy and top management while the operative managers tried to be caring. This combination may lead to a Double-bind effect for the workforce which tends to be detrimental for their health. [ABSTRACT FROM AUTHOR]

Five years ago, the German «Scientific Advisory Board on Psychotherapy» (WBP) not only rejected Humanistic Psychotherapy as a «scientifically recognized procedure» in an expert opinion, but even withdrew the «recommendation for advanced training» from Person-centered Psychotherapy – an approach which had already been recognized by the WBP in 2002. After initial protests by many scientists and institutions against this evaluation, a standstill must be reported. The WBP evades discourses about this critique and the evaluation complained. This paper takes the 5-year anniversary as an opportunity to provide a report of the contexts and circumstances of this blockage of Humanistic Psychotherapy in Germany. This is because many are unfamiliar with this German administrative regulatory framework. The report focuses on publications after 2018. For it is becoming increasingly clear that the German ideology of strictly separated approaches, whose «scientificity» must be proven exclusively by experimental RCT studies with regard to specific factors, does not stand up to findings from international psychotherapy research. Increasingly, research supports a view which has prevailed especially by Wampold since 2001, according to which contextual factors in particular contribute significantly to the success of therapy. These are above all aspects that play a central role in Humanistic Psychotherapy. The article concludes with the hope that the WBP will register these discourses and come to a changed evaluation of Humanistic Psychotherapy. [ABSTRACT FROM AUTHOR]

This paper describes the experience of a peer chat service for young people that was launched in 2019 in Italian-speaking Switzerland and is still ongoing. It is a type of counselling where young people help other young people during a specific time. The peer chats are avatar-based, so this type of counselling is confidential, digital and written. In this preliminary evaluation, we wanted to take into account both the experiences of those who have used this service and the characteristics of the peer chats. The results show that satisfaction with the service and certain dimensions of life skills assessment such as self-knowledge, problem solving, empathy and many others were good. The conclusions explore both the limitations and the possibilities of this new way of providing digital support to young people by young people. [ABSTRACT FROM AUTHOR]

Advocates of first-person-perspective-methods (FPPM) claim that any psychological concept must be grounded in a descriptive analysis (first-person-foundationalism). It is often assumed that the concept of the unconscious is incompatible with FPPM, and that its acceptance implies the rejection of first-person-foundationalism. This view is based on the following assumption: either FPPMare generally incapable of engagingwith the unconscious, or FPPMare incapable of accounting for the systematic independence of the unconscious. It is the aimof this paper to show that this assumption is wrong. I argue that a) phenomenology has access to the unconscious, b) phenomenology can account for the systematic independence of the unconscious, and c) accepting the concept of the unconscious does imply the rejection of first-person-foundationalism. Section one displays the general relation of FPPM and conceptualization in psychology. Section two addresses the depth-psychological impression and its theoretical interpretations. Section three concerns the differences of introspection and phenomenology. Section four shows that phenomenology can engage with the unconscious by means of mutual realizations. In section five, the reciprocal co-dependence inmutual realizations is used to formulate an FPPM-based criterion to distinguish the preconscious from the unconscious. [ABSTRACT FROM AUTHOR]

Even though conscious experiences are explored in contemporary psychology with different methodological approaches significant questions remain: Can we explore first-person experiences with reliable methods? Why and in which circumstances should we trust first person reports? And howcanwe ensure that the process of verbalising mental experiences is not only a construction process but a methodological transformation, which enables intersubjective access to them. It is the aim of this paper to analyse how micro-phenomenology, understood as a simultaneously phenomenological and also empirical applied research method, tries to answer the questions and challenges mentioned above. To accomplish this, I focus in the first section on how first- and second-person access to conscious experiences is ensured and justifiedwithin themicro-phenomenological interviewresearch procedure. In the second section, I concentrate on the question of whether micro-phenomenology has access to phenomenal experiences themselves given that they are mediated by interviews and complex processes of categorization and evaluation. In the final step, I analyse whether the explanatory scope of micro-phenomenology can be enhanced by integrating mixed method approaches to study mental phenomena qualitatively and quantitatively. [ABSTRACT FROM AUTHOR]

One of the aspects of diversity in the context of school and education and therefore a facet of inclusion is migration-related multilingualism. That is the reason why the professionalization of well-qualified teachers in the field of teaching multilingual learners is more important than ever. This article shows if and how satisfied the participating teachers are with the course program. It also indicates how far the competencies and beliefs regarding multilingual learners in the professional development program »German as a foreign and second language and multilingualism« develop throughout the program. A survey on satisfaction has been conducted. Data concerning competencies have been collected with a paper and pencil test, beliefs with a questionnaire. The article provides content-related and conceptual insights for different learning settings and their evaluation and therefore serves the demand for innovative and effective course concepts. Hence, it offers new ideas and impulses for (further) development of learning opportunities for professional development and also teacher training. [ABSTRACT FROM AUTHOR]

The paper deals with the transformation and finitude of bodies in the lifelong aging process and the social conditions that predispose them focussing on close relationships in a pandemic context. The material was generated during virtually conducted group discussions with people between the ages of 60 and 80. The virtual space formed both a boundary and a space of possibility to (re)read bodies retrospectively. The narrated »body biographies« represent negotiations of the subject in the context of the pandemic situatedness and agency. Participants reflected on the ambivalence of the restrictions imposed by regulations and lockdowns, the construction as a risk group, and the resulting perception of corporeality. The data points to the lack of physical closeness relationships and the possibilities of closeness in virtual spaces. The reflexive, intra-biographical encounters oscillate between self-assurance and transformative processes of self-formation. [ABSTRACT FROM AUTHOR]

In this paper the interdisciplinary team of authors analyzes a series of autoethnographic trialogues addressing feminist pedagogy, respectively teaching within and beyond gender studies environments. The authors find common ground in their search for a feminist stance in teaching and educational practices which may work with or without making the concept of feminism(s) explicit. The conversations evolved against the backdrop of the diverse disciplinary backgrounds of the authors and the universal experience by the authors that the mere mention of the word feminism(s) (the F-Word) evokes resistance among different actors (students, funders, etc.) in the field of education. We contextualize our experiences within the framework of»rhetoricalmodernization«(Wetterer 2003) and the»newgender contract« (McRobbie 2010) which both denote a re-traditionalization of gender discourses. Keeping in mind these contemporary developments we discuss if feminist teaching and research is necessary, and if it might be a legitimate strategy to avoid the F-Word and act more subversively. It is not our goal in this paper to present feminist research and teaching as a canon or part of a canon; instead we have developed an awareness in our trialogues that science is historically constructed along axes of inequality. Because of this fact it is particularly important to intervene in this ongoing social production.With and without the F- [ABSTRACT FROM AUTHOR]

The paper proposes a reading of Bühler's Sprachtheorie froma linguistic point of view. Attention is paid to some yet actual and not fully exploited topics: a) the critic of the segmental phonological model; b) the physiognomical model, the Gestalt point of view in the representation of the sound shape of language and a new view on pertinence; c) the theory of two fields and the cooperation between the symbolic field and the deictic one; d) the critic of the principle of the »poverty of the stimulus«; e) the role of the listener; f) the notion of »language game«. [ABSTRACT FROM AUTHOR]

In this paper, I reconstruct the continuities and differences between Karl Bühler's pre-cybernetic model of non-verbal interaction - as sketched in his Krise der Psychologie (1927) and his Ausdruckstheorie (1933) - and present-day debates on the expression of emotion and affect. I offer the thesis that today, almost 100 years later, the field of psychology is still caught up in very similar quandaries. This is shown by comparing Bühler's work to the theories and models of a present-day ethologist (Frans de Waal), a neuroscientist and psychologist (Lisa Feldman Barrett), and a culturalist developmental psychologist (Michael Tomasello). [ABSTRACT FROM AUTHOR]

Karl Bühler's work in the field of color perception plays only a minor role in the reception of his work today. This paper discusses reasons for this situation. On the basis of the lively controversy between Bühler and Bühler's collaborators on the one hand and David Katz on the other hand, the weaknesses of his theory of color constancy and its important impulses for modern perceptual psychology will be discussed. [ABSTRACT FROM AUTHOR]

Operationalizing»disability«presents researcherswith a number of challenges: criteriamust be defined, the relevance of legal institutions must be reflected, and the questions posed to survey participants must ultimately be answerable, especially when surveys address people with various disabilities. This paper begins with an analysis of the strategies currently adopted by researchers and then focuses in particular on an approach which is oriented to the lifeworld of survey participants. To this end, young people with disabilities were invited to take part in focus groups and individual interviews in which they were able to discuss and evaluate various dimensions of »disability«: these included disabled person's ID cards, selfperception, physical functions and impairments, classifications based on medical-diagnostic terminology, the use of assistive devices and personal experiences of barriers. The ensuing discussion explores the young interviewees' reactions to these dimensions, their preferences, the relative ease of answering questions targeting the various dimensions, andways of drawing connections between the dimensions in order to develop an empirically differentiatedmodel of disability. The paper concludes by indicating promising combinations of dimensions in the operationalization of disability and by arguing that much insight stands to be gained when researchers adopt a multidimensional approach to »disability«. [ABSTRACT FROM AUTHOR]

Based on the vagueness of the term of inclusion, the present paper aims to introduce a concept of inclusion, which regards inclusion as a process of deconstructing barriers of participation that prevent subjects from participating in discourse. It is argued that inclusion and disability must be considered as two interrelated practices, which can only be consistently understood and finally used in research and practice if viewed in their interrelationship. If inclusion is regarded as a process of deconstructing barriers that prevent subjects from participating in discourse, the concept has therefore to be contrasted with an understanding of disability that refers to disability as a practice respectively as the subject being excluded from discourse. This paper focuses on providing both a theoretical as well as an empirical analysis of both concepts, highlighting their mutual interdependency. [ABSTRACT FROM AUTHOR]

Defining desire generally remains quite a cumbersome task due to the multiplicity and versatility of its conceptual nuances. Although queer theory has debunked many of the fundamental assumptions underlying continuities between categories such as sex, gender, sexual practice and desire as discursive-linguistic constructs, material dimensions concerning desire have yet to be adequately investigated. This paper portrays an autoethnographic journey through landscapes of desire and links personal experience to several approaches that the authors came across in the course of their research. Incorporating creative strategies of knowledge production into a queer-feminist reading of new materialisms can widen perceptions of desire and offer valuable insights into how and where desire might occur. [ABSTRACT FROM AUTHOR]

The paper discusses ways to present results from qualitative research studies in exhibitions to disseminate science for the (non-professional) public. After introductory comments on performative social science some examples of exhibitions follow. The focus is on the use of interview data and its transformation as quotation collections, video collages and other presentation modes. Subsequently, research ethical considerations as well as the question of quality criteria are discussed. [ABSTRACT FROM AUTHOR]

The attitudes toward gender politics in the field of men’s initiatives and men’s groups in Austria have different and sometimes conflicting focal points. There are approaches that represent a gender democratic mission, which are mostly found in institutionalized men’s initiatives, but there is also the men’s and father’s rights movement, focussing on men primarily as ›victims of feminism‹. Finally some men’s initiation groups are active as well, working with an mythopetic and individualized framework. There has been a lack of scientific research and knowledge in Austria especially concerning the men’s and father’s rights movement. In 2014 an expert paper was published, which concentrated on gender equality positionings of men’s initiatives and men’s groups in Austria. In reference to the model of Messner (2000) it took a critical view on the practice in these fields, analysed different anti feminist arguments and made fact checks about topics, which were raised by anti feminists. In reference to the expert paper this article follows the question in which ways profeminist approaches of men’s initiatives differ from those who represent an anti feminist approach. It also discusses important conditions for equality-oriented dialogues and alliances in the field of gender work, which focuses on the increase of gender equality, stands against constricting positions and allows a gender balanced work with men. Models of good practice are outlined, that represent such gender democratic approaches. [ABSTRACT FROM AUTHOR]

Research about teaching competencies in the context of inclusion focuses so far attitudes and does not take adequate account of professional knowledge. This paper investigates what kind of knowledge is relevant from the view of teachers in practice to handle inclusion in schools. Interviews of 53 teachers of different types of school were analysed qualitatively with a literature based category system. First, the perspective of all interviewed teachers is presented. It follows an analysis, which regards the type of school and the level of school development. Our results show that teachers use the categories, which are abstracted from the research literature. These categories need to be supplemented by inductive categories. There is a difference between the types of school, and a relation between school context and professional development of individual teachers. This could be discussed as a specific indication for teacher trainings, which aim to foster inclusive competencies. [ABSTRACT FROM AUTHOR]

This paper presents the structure and first relevant findings of a qualitative study on the professional habitus of teachers in adult education. The starting point for this study is the process of change concerning the implementation of inclusive adult education promoted by the Convention on the Rights of Persons with Disabilities (CRPD). Therefore, the study focuses on the role the professional habitus has in this process of change. Inclusive adult education is understood as the teaching of disabled and non-disabled students without discrimination and on an equal basis, in this case referring to Literacy and Second Chance Education. The research methodology is the grounded theory approach. The aim is to develop a better understanding of the mechanisms associated with the professional habitus, in relation to the process of change in adult education. The study is located in the research project »Inklusive Bildung in der Alphabetisierungspraxis und im System des Zweiten Bildungswegs - Qualifikationen, Kompetenzen und Bedarfe des pädagogischen Personals« (INAZ) as a PhD project. [ABSTRACT FROM AUTHOR]

The implementation of inclusive schooling (UN-BRK 2008) poses major challenges for schools and teachers. Through their studies teachers often feel unprepared for working in inclusive schools and express a need for further training (Werning 2017). This need, however, is often not matched by suitable training possibilities (Richter, Kuhl, and Pant 2012). The teacher training series »Everybody is Unique« (Jede[r] ist besonders - JIB), developed by the German School Academy (Deutsche Schulakademie - DSA) intends to contribute to the professionalization of principals and teachers and to disseminate good inclusive practice. The accompanying scientific evaluation of JIB aims to provide evidence on the effectiveness of JIB by triangulating various methodological approaches. In this paper, we present first findings on the school development goals JIB participants reported for their schools. Moreover, we discuss these school development goals as means of developmental processes in the context of changing schools. [ABSTRACT FROM AUTHOR]

Psychological literacy in pre-tertiary and higher psychology education In British and USA higher education psychological literacy has become a key concept for the teaching and learning of psychology. Psychological literacy is also a laudable goal of pretertiary psychology education, as it could enable a subject specific contribution to liberal arts education. Nevertheless, McGovern et al.'s definition is not subject specific enough to focus introductory courses on psychology in upper high school and degree study. This paper shows, how Sternberg's triarchic model of psychology learning and teaching could be used to elaborate a more subject specific understanding of psychological literacy which interlinks psychological knowledge, psychological thinking skills and reflective psychological attitudes necessary to make critical use of common sense psychology. If psychological thinking and reflective psychological attitudes were more efficiently conveyed in introductory psychology classes, the teaching content should not uncritically mirror the disciplinary structure of the field and its unquestioned topical approach, indeed, teaching subjects should be more carefully reflected and selected to meet this general goal of psychology education. Similarily, our subject specific understanding of psychological literacy refers to the aspects of liberal education, which should not be neglected in the professional psychological training of both psychologists and non-psychologists. [ABSTRACT FROM AUTHOR]

The paper deals with this question: which techniques and interpretation patterns construct »good parents« through housework examples in psychiatric report within infanticide files. Parenthood is conceptualized as a caring relationship. Starting from a discourse-analytical framework, expanded by aspects of knowledge sociology, the paper focuses specifically on one infanticide case. This case of a mother who was accused of infanticide twice is interesting for the normative negotiation of good parenting because she lived in an alternative family form: What gender-related and personal responsibility strategies emerge in the patterns of interpretation? And which techniques are used to qualify men and women as good parents in the psychiatric report? The paper shows that the reports are not neutral factual matters. Rather, they show that parental facts, in a way, are brought forth. Furthermore, the results indicate that psychiatric experts in the criminal field can be understood as constructors of good parenting. [ABSTRACT FROM AUTHOR]

This paper aims at connecting the Berlin school of Critical psychology with queer-feminist theories by focusing on the concept of the analysis of conditions-meanings-justifications (Bedingungs-Bedeutungs-Begründungsanalyse, BBBA). To this end, we will firstly exemplify basic aspects of the BBBA-concept, which forms an important analytical tool of Critical psychology. Secondly, we will present possible connecting lines to queer-feminist approaches. In so doing, we will argue that the concept of conditions offers links to feminist theories of New Materialism and critical economy. The concept of meaning contains parallels to the Foucauldian concept of discourse, which is central to many queer-feminist approaches. In turn, justification-analysis provides an opportunity to understand why subjects who live in similar material conditions and social constellations of meaning behave differently. The example of single mothers serves to illustrate the facets of the BBBA-concept and the conditions- meanings-justifications-analysis. In this way, we want to emphasize the potential of Critical psychology for queer feminist approaches. [ABSTRACT FROM AUTHOR]

Teachers play a significant role for their students' educational careers. Besides analysis of conditions of learning and learning processes, the field of pedagogical diagnostics implies the allocation of students to groups of learners or to special support programs (Ingenkamp& Lissmann, 2008). Consequently, pedagogical diagnostics are crucial for the students' selfconcept, their prospective educational opportunities and thus also for their career and life opportunities. Therefore, the fact that students' knowledge concerning their abilities and needs are hardly used in the process of diagnostics needs to be changed. This paper deals with the question how students themselves can recognise and make clear what they are able to do and what they need in order to become what they want to become and not be restricted by others' attributions of (non-)ability. The presented approach of emancipatory and dialogic diagnostics enables all students to actively design their educational processes. Moreover, it helps to make existing barriers, social norms and normative notions of reality as well as efficacious discourses and power structures visible in order to contribute to their reduction. [ABSTRACT FROM AUTHOR]

Explaining the role, importance, and basic layout of general psychology, the paper has two parts. In the first part, told as a ghost story, we visit the long history of general psychology and its usual absence, aka the crisis of psychology. Drawing on the insights of among others GeorgeHenry Lewes, Herbert Spencer, Karl Bühler, and Lev Vygotsky, a number of requirements are listed that the author believes are necessary for a general psychology. In the second part is sketched the author's proposal for such a general psychology. Built on Aristotle's taxonomy of bio-psyches, the proposal divides psychology into four subdomains, each in need of explanation. In evolutionary sequence: Sentience, which posits the psychological present moment or now. Intentionality, which posits the future. Mind, which posits the past. Human consciousness, which posits the view fromwithout. Sentience remains unexplained. Intentionality is linked to the second law of thermodynamics. Mind is linked to REMS in mammals. Human consciousness is linked to a new understanding of human evolution in which all the defining attributes of the human being - society, consciousness, and language - arrive all at once and together. [ABSTRACT FROM AUTHOR]

Over the past decades, there has been an increase in highly educated adults putting off the processes involved in starting a family to a later point in their biography. Family and parenting models have also become increasingly diverse as a result of laws on gender equality as well as a greater number of women participating in the labour market. However, the birth of a first child within a relationship that has up to that point been egalitarian often results in a return to a more traditional division of labour between men and women. In this paper, decision-making processes involved in starting a family while studying are investigated on the basis of guided interviews with 16 female students who already have a child. Additionally, the parenting arrangements of partners in the early years of their child's life are analyzed with regard to the question as to what influence gender-egalitarian ideals and traditional gender roles have on this group of highly educated parents. [ABSTRACT FROM AUTHOR]

Before living with children, people usually live without them. But already during this period of time, the desire for a child can play a significant role in the lives of both women and men. This paper refers to narratives from heterosexual people who wish for a child and are using treatments of reproduction medicine. Through interpretative text analysis of qualitative data, it points out which meaning the desire for a child has in their lives, which strains they have to cope with on their way to founding a family, and which expectations they have about family life and their parental roles. [ABSTRACT FROM AUTHOR]

(Normative) constructions of parenthood and parents' tasks in settings of natality Children and adults are intrinsically tied to each other due to children's need of assistance and care. This relational order is deemed as natural order between children and parents. The associated tasks are interpreted as natural elements of parenthood. The relativeness of the idea of »growing up well« and of attributed responsibilities for the needs and tasks associated with it are often disregarded in their historical and cultural dimensions. The concept of parenthood is a social construction as well. Based on ethnographic observations in settings of natality, this article tries to demonstrate that the relation between parenthood and child- hood is even antenataly constructed. Taking the described scenario into account the article asks, from a praxeological point of view, how certain concepts of childhood demand specialmother-, father- and parenthood practices fromparents to be. At the same time the paper focuses on appearing gender differences. [ABSTRACT FROM AUTHOR]

Up to now research and professional practice do not have any consistent theoretical concept of parenthood. Therefore they can only fall back on unquestioned ideas which they try to systemize and amend with theoretical fragments. Instead of improving a theoretical perspective they unwillingly fuel the normative discourse on parenthood. This paper now lines out a theoretical approach to parenthood, based on the process theory by Norbert Elias. Parenthood is not only understood as a psycho-social process of individuals but at the same time as a long-term psycho-social process of societies, in which individuals are socio-historically embedded via their networks. Through this indispensable core-process of parenthood societies ensure generativity and mold standards, ideals and habitus of parenthood. [ABSTRACT FROM AUTHOR]

In this paper we use the first ten minutes of an audiorecorded 28th psychoanalytic session in order to detect and describe a new therapeutic procedure which we call «Dancing Insight". The session is transcribed according to the standards of conversation analysis and is analyzed at three levels: first, a clinical analysis which leads to the interpretation that the analyst at two opportunities actively turns the table - speaking as if she were the patient. The clinical view can bring this observation in relationship to the concept of «model scenes" and «completing the scene" and some further findings from infant research. Second, the conversation analytic approach observes how the therapist does this maneuver and how the patient responds to it. A further analysis is directed to the «slots" where such a maneuver can be conducted with a natural flair and without any irony. Third, we complement the picture by an acoustic analysis of some prosodic features using PRAAT-software which shows some interesting patterns. At the beginning the patient speaks with a flat intonation, a prosodic property which we relate to affect isolation and its consequence, the lack of assertive commitment. The therapist manages to drag the patient out of this stance by assuming her role and she does this not only by the meaning of words, but also with prosodic means: She pronounces her turns at a «high plateau", the basic meaning of which we tentatively describe as «projection of the assertion to the partner". This is the procedure we call «dancing insight": The conversational move which leads to a change of metaphorical concepts and to a change of positioning is achieved by a prosodic technique. [ABSTRACT FROM AUTHOR]

While the increase in average life expectancy of persons with lifelong disabilities is a universally recognized and well-established fact, little academic attention has been given to the associated challenges and opportunities. Even the respective gerontological debates tend to give little to no attention to the crucial issues revolving the ageing of persons with disabilities. Insights into the subjective logic of action -- and the influencing logic that creates disabled person's notion of age and ageing, as well as the awareness of life circumstances -- are the key to enabling self-determined ageing. The present paper uses this background to provide an insight into disabled person's process of ageing. The overall aim is to make an invisible target group and its interests visible that so far have been neglected in gerontological debates. [ABSTRACT FROM AUTHOR]

This paper tries to demonstrate the changing facets of age-constructions and -identities in verbal interactions, and seeks to trace the (re-)productions of age as a culturally anchored conceptual category with fuzzy edges. The variability and flexibility of the concept of age will first be explained with the help of a semantic analysis of the lexemes' antonymy. Addressing age-related compliments, the second part expands on this by analyzing the different roles images of ageing play in interactive verbal routines. [ABSTRACT FROM AUTHOR]

In the study »Psychotherapy in older age« (PSYTIA) we examine barriers and opportunities for access to psychotherapy of elderly people with depression. In the present paper we explore the relevance of images of aging of physicians, psychotherapists and elderly people for the access to psychotherapy. We first give an overview on the study PSYTIA. In the following we describe the state of research on images of aging of general practitioners, psychotherapists and elderly people. We stress on the importance to consider images of aging in their relatedness with facts and ideas of socio-economic inequality, gender issues and also health, illness and psychotherapy to gain a comprehensive understanding of the meaning of images of aging for the access to psychotherapy. [ABSTRACT FROM AUTHOR]

Life is constitutional characterized by the mutual interaction between individual and environment. Nevertheless for explanation of successful or unsuccessful life organization, scientific disciplines tend to put the individual and its psychological functions, traits and behavior patterns or the social structures and conditions into focus in a one-sided way. The adequate comprehension of this coincidence demands a connection of social and human sciences on basic of a transactional, i.e. an ecologic-systematical understanding of science and practice. The paper focuses the process of the individual-environment-interaction as a frame for explaining successful life and the production of life quality and health. From that it derives a conceptual frame for a transactional and reflexively designed counseling. [ABSTRACT FROM AUTHOR]

The paper examines the question in what way and with what possibilities and limitations reflexive forms of counselling can be realized in contexts like the public employment services that are characterized by coercion. 'Reflexive counselling' is a form of social action, through which subjects produce a space of counselling through face-to-face communication. This space enables reflection with the help of dialogue and the conscious reference back to earlier actions. The subject regains or maintains its capacity to act. Based on an observed counselling interview conditions and factors for practical realization of reflexivity are analyzed in the job placement process. [ABSTRACT FROM AUTHOR]

In this paper, we utilize a critical feminist lens to analyze the advantages and disadvantages found within two different romantic relationship configurations: monogamy and polyamory. While visibility of polyamorous relationships has increased in recent years, there is still a lack of information and a plethora of misinformation concerning non-monogamous romantic relationship dynamics (Conley, Moors, Matsick, & Ziegler, 2012; Conley, Ziegler, Moors, Matsick, & Valentine, 2012). One such notion is that polyamory is differentially damaging to women vis-à-vis men. From a phenomenological perspective, sociocultural values dictate that women, unlike men, are prescribed to be dependent upon monogamy in order to define their selfhood; and indeed, research has provided evidence in support of this idea, as women are more apt to be offended by the idea of concurrent multiple relationships and are less likely to report a willingness to engage in these types of relationships than men are (Moors, Conley, Edelstein, & Chopik, under review-a). Using a previous review of monogamy as a starting point (Conley, Ziegler, Moors, Matsick, & Valentine, 2012), we will reanalyze two major points from the review piece: sex benefits and jealousy in monogamous and polyamorous relationships. Throughout, we examine if the presumed benefits of monogamy extend to women or if alternative relationship structures, specifically polyamory, afford greater advantages. Additionally, we consider other benefits that may be unique to polyamory for women, including increased agency, financial resources, and extended social support. [ABSTRACT FROM AUTHOR]

The way you look at the world determines how it represents itself. Choosing a differentiated theoretical approach originating in systems theory, you use the basic distinction system/environment and observe organizations as formalized social systems which communicate decisions and operate separately from their environment in an autopoietically closed and recursive manner. From this perspective, people belong to the organizational environment. They are conceptualized as psychic systems that are structurally coupled with social systems. That is, both types of systems operate without any overlap by realizing their respective autopoieses through the concatenation of thoughts or communication, while making their structural capacities mutually available. The questions raised in this paper are: How do organizations create their respective identities? How is the relationship between the organization and the individuals to be defined? And how do organizations succeed in getting the employed individuals to identify with them? An answer to these questions is attempted using empirical data from a research project on the identity and functional logic of training organizations. [ABSTRACT FROM AUTHOR]

Research on organizational identity is, followed by Albert and Whetten's seminal work in 1985, dominated by the social identity theory stream which puts focus on the «enduring" character of identity. In this context the inclusion of change is a major challenge, especially with regard to a changing identity itself. Constructs of organizational identity which are based on system theory are reflexive in nature and thus incorporate an immanently dynamic view on identity. In this paper we briefly summarize different concepts of organizational identity before we describe the system theory view on organizational identity as a theoretical basis for two case studies. These cases deal with changes in the organizational identity of two young companies during times of growth. It results that both case companies run the risk of falling into an identity trap if they miss to adapt their identities. Identity adaptations, observed by changing self descriptions, are triggered by irritations from the environment. [ABSTRACT FROM AUTHOR]

This paper is dedicated to aspects of a successful identity of executives in their last few years before retirement in a changing organisation. It examines the practices which contribute to satisfy the human needs at work or those which rather lead to the suffering short before retirement in re-organisational processes. First precedence will be given to the conceptual considerations, and a methodological frame for a qualitative discussion of a case study will be set. In the main part, the example of an executive in a changing organisation will be introduced. Accompanied by a research project stretching over several years, exemplary stages of experience taken from interviews can be demonstrated and discussed with the consequences of work experience on identity in mind. A summary leads to recommendations for organisational practices for management as well as each executive individually. Additionally theoretical considerations, conducted with respect to the example, round up this article. [ABSTRACT FROM AUTHOR]

In this paper the connection between various organizational identity constructions and organizational socialization is discussed. The experience of insecurity in the modern working environment by individuals and organizations leads to institutionalization of management on part of the organizations and to institutionalization of employography on part of the working individuals. This impedes the coupling of individual and organizational identity as a foundation of permanent innovation and resilience. [ABSTRACT FROM AUTHOR]

The present article investigates trans-generational aspects of identification with and dissociation from values within the family of origin in biographical-narrative constructions of young adults. The paper specifically focuses on the dimensions autonomy and relatedness which can be considered basic human needs that are negotiated differently in diverse socio-cultural contexts. As part of a larger longitudinal study biographical-narrative interviews were conducted with 24 young adults and a typology of life stories developed. Two distinct developmental pathways shall in the following be illustrated by individual case descriptions. We discuss how the orientations expressed in these life stories can be understood as part of trans-generational transmission on the one hand, and as inseparably interwoven within the specific socio-historical and socio-cultural context in which they were produced. As a future step, we suggest to put these findings systematically in relation with the data of previous assessments of the study. [ABSTRACT FROM AUTHOR]

It is not language but speech that is claimed as the subject matter of psychology. Psychoanalysis represents the most important projects to investigate speech. In this paper, the psychoanalysis of Jacques Lacan is given priority. He explicitly incorporated the social sphere into psychoanalysis by ways of putting the speaking subject in the center of social theory reflexions. Lacan's discourse in this article becomes the discourse of the media and as such represents the post-democracy and the unfolding of the discourse of power. As such, subjectification becomes understandable as defrayment of the paroles of the discourse of power. [ABSTRACT FROM AUTHOR]

In this paper we follow researchers on ideology in that one way of dealing with this problem is by conceiving language as a common ground between the social and the psychological, and then we focus on Bakhtin's theory of discourse to show how language practices can be regarded as the locus of ideology. We will approach the Bakhtinian concepts of discourse and utterance, showing the ideological nature of language practices in three steps. First, because language practices consist of position-taking movements in a social field. Second, because these acts of discourse are evaluations, that is, value-laden positioning effort. And finally because any utterance involves a social background that roots the evaluative positioning movement in a history of language practices common among speaking subjects. Then we explore this third aspect in terms of the common social life that is discursively assumed in communication and thinking activity. [ABSTRACT FROM AUTHOR]

Based on recent developments within the field of discursive psychology that integrate the works of Bakhtin, the present paper discusses the dialogical self with regard to early infancy research. It draws on examples from a comparative study of mother-infant interactions among North German middle class families and Cameroonian Nso to illustrate the potential of a dialogical approach to language and self for developmental psychology and to demonstrate empirical ways of studying child development from this perspective. [ABSTRACT FROM AUTHOR]

This paper looks at the potential of language to change social structures and conditions. I reconstruct Judith Butler's concept of a language's performativity and present recent examples which show the inherent potential of language and its effects on a society if people use their language in specific ways and therewith actively shape their social surroundings. I demonstrate how Butler uses Louis Althusser's model of interpellation, John L. Austin's theory of performative speech acts and Jacques Derridas concepts of iteration, différance and the event to formulate her own concept of language and society. It will become manifest that she can analytically include both stability and dynamics as characteristic elements of societies. Language as the constitutive element both for changes of social conditions and for their (temporal) stabilization is understood as an active means for performing these transformations and stabilizations. Thus, a genuine emancipatory and critical potential which can be conceptualized with Butler's concept of performativity is inherent in language. [ABSTRACT FROM AUTHOR]

This paper treats the meaning of recognition within the field of work and the frame of professional identity. The first steps serve to state the concept of recognition more precisely. Then the common understanding of work is modified. Opposite to the instrumental concept which focuses mainly the object of work a perspective is evolved where work is conceived as interaction or social action. Only in the case which comprehends work as contribution to the exchange of achievements within the society the problem of recognition in the field of work arises. In consideration of modern psychoanalytical approaches and of the social philosophy by Axel Honneth the concept of recognition then is characterized with regard to its significance and scope in the field of work and profession. Thereby recognition turns out be a determining factor that feeds social integration of the individuals as parts of a differentiated society which can be characterized by division of work and individualization. Finally results of empirical research mainly regarding the relation of recognition and work motivation are presented and discussed. [ABSTRACT FROM AUTHOR]