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Widely recognized by graduate educators is that faculty positions within school psychology programs routinely go unfilled each year. Examining the factors influencing the job satisfaction of school psychology trainers may inform how to attract and, just as importantly, retain individuals in such positions. In this exploratory study, we investigated the extent to which workplace bullying is related to the job satisfaction of school psychology faculty members. We surveyed school psychology trainers (N = 243) to assess the prevalence of being bullied at work and their job satisfaction. Results revealed that victimization through bullying accounted for 9% of the variance in faculty member job satisfaction. Of the subtypes of bullying studied, only verbal bullying significantly contributed to job satisfaction. In the discussion, we focus upon the implications of these findings for school psychology trainer shortages. [ABSTRACT FROM AUTHOR]

Past success and failure shapes the future decisions of an organization. Recent research shows that experience with previous strategic alliances is an important determinant for new alliances. However, the benefits [...]

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.jml.2004.12.002 Byline: Prahlad Gupta, John Lipinski, Brandon Abbs, Po-Han Lin Abstract: A growing body of research has emphasized the linkage between performance in immediate serial recall of lists, nonword repetition, and word learning. Recently, it has been reported that primacy and recency effects are obtained in repetition of individual syllables within nonwords (Gupta, in press). Five experiments examined whether such within-nonword primacy and recency effects are attributable to common sequencing mechanisms that are shared with immediate list recall. Experiments 1 and 2 indicated that the primacy and recency effects are not simply due to greater morphological salience at the beginnings/endings of nonwords, and that the serial position effects generalize to different stimuli and across a variety of stimulus lengths. Experiment 3 indicated that the primacy and recency effects are similar to those obtained in list recall. Experiments 4 and 5 examined alternative hypotheses for the observed serial position effects, concluding that the alternative hypotheses fail to account for the obtained pattern of results. These results provide support for the common sequencing mechanisms hypothesis. The implications of these results are discussed in terms of the relationship between list recall and nonword repetition, and in terms of broader issues in word learning. Author Affiliation: Department of Psychology ,University of Iowa, Iowa City, IA 52242, USA Article Note: (footnote) [star] We thank Gary Dell for helpful comments on this work, and Matthew Brown, Sara Even, Naveen Khetarpal, James Malicki, Byron Murphy, Sarah Oakley, Millisa Reynolds, Ellen Samuel, Kathleen Schnitker, Sierra Spies, and Linda Wood for assistance in conducting and transcribing experiments.

Given the persistent national shortage of school psychologists, as well as their job retention concerns, likely related to burnout, it is necessary to examine any factors that negatively impact school psychologists' job satisfaction. In this sample of 94 Pennsylvania school psychologists, the experience of being bullied at work was associated with diminished job satisfaction. Specifically, the independent variables of being bullying at work predicted 18.2% of the variance in job satisfaction in this sample, with verbal and indirect bullying the only types of bullying that contributed a significant amount of the variance. This study indicates that this issue should be closely monitored by management and addressed promptly. [ABSTRACT FROM AUTHOR]

A sample of sexual- and gender-minority students (n = 65; 51.6% female; 55.8% White; M age = 16.94 years) reported more peer victimization, lower academic achievement, and poorer perceptions of school safety as compared to their heterosexual allied peers. Sexual- and gender-minority students demonstrating higher levels of sexual activity and having trouble developing friendships reported increased victimization. Staff and peer supportiveness and anti-bullying enforcement significantly predicted less bullying. Antibullying programs containing sexual- and gender-minority-specific language were associated with less bullying of sexual- and gender-minority youth. Positive relationships existed between anti-bullying enforcement and support by school personnel and peers. [ABSTRACT FROM AUTHOR]

One of the greatest challenges facing any business manager or owner is breaking bad news (BBN). This is especially true for managers and owners of small business as they are likely to have contact with a greater variety of personnel, more contact with customers, and less ability to delegate such tasks. Research in the management literature has been limited on this topic. As such, we went to an alternative field of research, BBN in the medical field, and recommend a strategy that small business practitioners can adopt to tackle this challenging task. This is a particularly difficult issue for student consulting projects such as those encountered in the Small Business Institute (SBI) Program where not all outcomes are what the client would like to hear. [ABSTRACT FROM AUTHOR]