Fielding graduate Joan Conger presents lecture at the Jung Society of Atlanta

Archetype and the New Sciences. Lecture presented at the Jung Society of Atlanta, Atlanta, GA (June, 2011) -- Joan Conger is a rising PhD candidate in Human Development and Organizational Systems at Fielding University. She studies the transformation of human consciousness from responsible adulthood to a more complex and subtle mature wisdom, especially the relational and organizational environments most nourishing of this shift. Certified by a Masters in Human and Organization Development, she is a wisdom mentor/coach, a facilitator of appreciative organizational change, and an aspiring writer and teacher.

What Jung called archetypes can seem to the rational mind to be interesting, if merely metaphorical, descriptions of inner processes for the personal psyche and collective experience. In this lecture Joan will briefly present her current understanding of several theoretical approaches to the new sciences and new philosophies and use them to affirm the presence of archetypes as manifest realities. Alfred North Whitehead’s process philosophy describes the world as in continual flow toward a higher aim, quite different from the mechanical forces of Newton’s universe. Complex Adaptive Systems Theory explains nature as a community where no actor is ever a separate individual but in which dynamic points of stability within webs of relationship mean chaos almost never seems to take over. Physicist David Bohm reveals the holographic nature of existence, in which the all is reflected in the singular, each point is a perspective on the whole not an independent being, and all patterns throughout the cosmos exist within the singular moment.

These thinkers aren’t the only examples. There are others: William James’ pragmatic mysticism, Henri Bergson’s creative intuition, Teilhard de Chardin’s milieu divine, Edmund Husserl’s existential phenomenology, the poetics of Emerson, Wordsworth, Whitman, Blake and the insights of the I Ching and the Tao Te Ching. Come, explore with Joan what she has learned of these new sciences in her study of human development and you may leave with vastly different questions about the role of archetypes in your own world.

http://www.jungatlanta.com/schedule-conger.html

Fielding graduate Andre Avramchuk publishes article in the Graziadio Business Review

Positive Organizational Scholarship and Practice: A Dynamic Duo -- Andre S. Avramchuk, PhD, teaches Organization Theory and Management courses at the Graziadio School of Business and Management and is currently pursuing a post-doctoral program at the University of Florida's Warrington College of Business. He received his PhD in Human and Organizational Systems from Fielding Graduate University, and his research centers around compassion in organizations and executive development. He spent over a decade at Kaiser Permanente managing large-scale change projects and programs as well as IT governance processes. He also organized and chaired award-winning scholarly symposia at the Academy of Management, received an Outstanding Reviewer Award from its Organizational Behavior division, and has been a board member of the Organization Development and Change division for the past four years.

This article explores positive organizational scholarship (POS) and presents three strategies toward fostering positivity in your business practice.

http://gbr.pepperdine.edu/2011/06/positive-organizational-scholarship-and-practice-a-dynamic-duo/

Fielding student Michelle Mehta presents paper at the first global conference on the value of work

Michelle Mehta presented "Crafting a working life on the move: The experience of US Air Force Wives" at the first global conference on the value of work. The proceedings have been published in an ebook. For more information about the ebook or the conference, please see the following link:

https://www.interdisciplinarypress.net/online-store/ebooks/ethos-and-modern-life/value-of-work-updates-on-old-issues

Fielding faculty member Christine Ho presents paper at the Society for Applied Anthropology annual conference

Christine Ho presented a paper titled, "Policing Immigrants and the Illusion of Security," as part of a panel on "Violence and the Boundaries of Exclusion," at the annual conference of the Society for Applied Anthropology held in Seattle, WA. Her paper was very well received by both migration specialists and applied anthropologists.

Fielding graduate Marilyn Price-Mitchell publishes article in the School Community Journal

The article, "Book Review of School, Family, and Community Partnerships: Preparing Educators and Improving Schools," has been published in the peer-reviewed School Community Journal Spring/Summer 2011 issue.
Copy available at www.adi.org/journal/2011ss/Price-MitchellSpring2011.pdf

Fielding administrator Monique Snowden will present paper at the 2011 National Communication Association Convention

Monique L. Snowden’s competitive paper, entitled “Communication and Professional Associations: ‘On the brink’ of a Profession in an Organizational Field”, has been accepted by the Organizational Communication Division of the National Communication Association (NCA) for presentation at the NCA 97th Annual Convention, November 17-20, 2011 in New Orleans. According to convention planners, there were “nearly 5,000 submissions” this year.

Gigi Johnson completes dissertation in the School of Educational Leadership and Change

Reframing Technology Narratives and Routines to Energize Organizational Change -- Gigi Johnson is Executive Director at the Maremel Institute. Her website is www.maremel.com and she can be reached at gig@maremel.com.

Abstract:
Computer-enhanced technology penetration has reached high levels at many U.S. public school districts. Meanwhile, educational use in classrooms for student learning has stayed relatively low, and many researchers have blamed teacher interest and implementation challenges. This study approached the question from a different direction by examining the use of narratives to rethink educational technology routines. I asked instead how educational organization members can change the stories in their own organization to create improved use of technology in school and classroom learning environments. This qualitative study explored how educational organizations can use their own narratives to better understand their decisions and to create capacity for stronger technology-enriched learning in the classroom. I helped participants from a K-12 school district to examine their own narratives about technology change. This approach straddled the nexus where organizational routines, decision-making, and technology cognition in education intersect. I created a two-step appreciative inquiry (AI) intervention, as an action research study, to investigate and affect this friction with classroom-based learning technologies. Through five intervention workshops, I worked with 16 stakeholders to examine, understand, and engage narratives from 22 stakeholders from an earlier district pilot study.

The intervention started personal change processes and identified narratives that restrained change, yet ran into friction from those same narratives. Embedded power structure and organizational values reinforced the group narratives about technology use: time consuming, expensive, and not part of their core teaching mission. Organizational leaders did not see that they had any responsibilities to encourage new routines and models of new narratives. Current routines limited technology choice, yet aligned with the revealed values about knowledge, students, and teaching in the organization. Dominant problem-solving narratives and power routines pushed back on AI and action research, though those methods seeded individual-level changes. From these insights, I provided further suggestions for actions at the intervention site, as well as further research directions at this intersection of organizational narratives, decision-making, and technology theories.

David Raffle completes dissertation in the School of Psychology

Sequential Analysis of Preadolescent and Parent Behaviors During Dental Procedures -- David Raffle is completing his postdoctoral hours as a Psychological Assistant, performing neuropsychological and psychoeducational assessment, as well as individual, group, and family therapy. He is also a Certified Brain Injury Specialist who works with patients with traumatic and acquired brain injury and their families. His website is www.davidrafflephd.com and he can be reached at davidrafflephd@gmail.com.

Abstract:
To better understand preadolescent-parent interactions during stressful and potentially painful dental procedures, behaviors of 37 parent-preadolescent dyads were videotaped, coded, and analyzed using contingency tables to determine if preadolescent attachment or distress behaviors would be preceded or followed by particular parent behaviors significantly more or less often than expected by chance. Log-linear and residual analyses revealed that attachment behaviors in preadolescents showed no greater or lesser likelihood of occurring following parent behaviors. Parent distracting and informing occurred with greater likelihood following preadolescent attachment behaviors, while parent ignoring, exploring, and encouraging occurred with less likelihood following preadolescent attachment behaviors. Preadolescent distress behaviors were more likely to occur following parent encouraging and less likely to occur following parent informing. Parent encouraging and directing were more likely to occur, and parent distracting and informing less likely to occur, following preadolescent distress behaviors. A mediation model was proposed in which preadolescent attachment behaviors are followed by specific parent behaviors, each of which acts as a mediator that is followed by the reduced likelihood of preadolescent distress. A circular model was proposed in which an augmentation of preadolescent distress occurs both prior to and following parent encouraging and ignoring, while a reduction of preadolescent distress occurs both prior to and following parent distracting and informing.

Archive of Research Postings Prior to July 2011

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