This study examined how certain individual characteristics (i.e., core self-evaluations) and domain characteristics (i.e., perceived family support) can impact one's job satisfaction, positive affect, affective organizational commitment, job performance, and intentions to quit/leave the organization (i.e., quality of work life). This study also examined the interactive effects of core self-evaluations and perceived family support on one's quality of work life. The data were collected through a survey posted on Amazon's Mechanical Turk. In total, there were 247 respondents. Findings showed that core self-evaluations were positively related to one's quality of work life and perceived family support was positively related to affective organizational commitment, job performance, and positive affect. Finally, findings showed that core self-evaluations did moderate the relationship between perceived family support and quality of work life, such that the effects of perceived family support were stronger when the core self-evaluation of the individual is high rather than when it is low. The findings of this study can help future researchers improve their knowledge on what can impact one's quality of work life. Moreover, the findings of this study address several gaps in the work-family literature by further examining the positive side of the work-family interface and considering both individual and situational factors that may promote one's quality of work life.

The abstracts of the XXX International Congress of Psychology (July 2012, Cape Town) are published as a supplement to Volume 47 of the International Journal of Psychology. The published volume includes the abstracts of the invited addresses, symposia, oral and poster presentations, numbering over 5,000 separate contributions and creating an invaluable overview of the discipline of psychological science around the world today.

A satisfactory and healthy integration of work with other life domains is one of the key challenges of modern society. Work-life balance and work-life integration have become focal points of today’s human resource management practice and theory. Professionals who have been described as “extreme workers” regarding their work hours and engagement are under particular pressure to balance work and ”the rest of life”. This collection maps the increasingly extensive discussion of work-life issues for professionals and discusses key aspects in depth. What is work-life integration? What are the specific challenges for professionals? How do they manage their blurred work-life boundaries? How can companies intervene? Internationally leading authors discuss antecedents and individual and organizational outcomes of work-life integration, gender-specific perspectives and challenges as well as the use and usefulness of corporate work-life balance initiatives. In five sections distinguished researchers from across the world present experiences and research findings to provide a compendium of academic and applied research on the work-life integration of professionals. Cutting-edge research and novel theoretical perspectives make this collection a source of knowledge and inspiration for academic and business audiences interested in work-life integration issues in general and in the case of professionals in particular.

This graduate-level text on rehabilitation and mental health counseling disseminates foundational knowledge of assessment principles and processes with a focus on clinical application. Written by recognized leaders in rehabilitation and mental health, it is the only book to use the World Health Organization’s International Classification of Functioning, Disability and Health (ICF) framework to integrate assessment tools and techniques addressing practice with varied populations and settings. Written by leading practitioners with specialized knowledge, chapters focus on specific populations and service delivery settings. The book features a variety of learning tools to foster critical thinking, including learning objectives and case examples highlighting important principles and applications. Sample reports and templates further reinforce understanding of specific applications. A robust instructor package offers PowerPoints, a test bank including discussion questions, and sample syllabi. Purchase includes access to the ebook for use on most mobile devices and computers. KEY FEATURES Provides the only comprehensive view of assessment in rehabilitation and mental health using the ICF framework Integrates assessment tools and techniques for both rehabilitation and mental health in diverse settings Written by recognized leaders in the field of rehabilitation and mental health Includes learning objectives and case examples highlighting important principles and applications Presents sample report templates and completed reports to strengthen integration and presentation of test results Offers a robust instructor package with PowerPoints, a test bank including discussion questions, and sample syllabi

How appropriate for today and for the future are the policies and practices of higher education that largely assume a norm of traditional-age students with minimal on-campus, or no, work commitments?Despite the fact that work is a fundamental part of life for nearly half of all undergraduate students – with a substantial number of “traditional” dependent undergraduates in employment, and working independent undergraduates averaging 34.5 hours per week – little attention has been given to how working influences the integration and engagement experiences of students who work, especially those who work full-time, or how the benefits and costs of working differ between traditional age-students and adult students.The high, and increasing, prevalence and intensity of working among both dependent and independent students raises a number of important questions for public policymakers, college administrators, faculty, academic advisors, student services and financial aid staff, and institutional and educational researchers, including: Why do so many college students work so many hours? What are the characteristics of undergraduates who work? What are the implications of working for students’ educational experiences and outcomes? And, how can public and institutional policymakers promote the educational success of undergraduate students who work? This book offers the most complete and comprehensive conceptualization of the “working college student” available. It provides a multi-faceted picture of the characteristics, experiences, and challenges of working college students and a more complete understanding of the heterogeneity underlying the label “undergraduates who work” and the implications of working for undergraduate students’ educational experiences and outcomes. The volume stresses the importance of recognizing the value and contribution of adult learners to higher education, and takes issue with the appropriateness of the term “non-traditional” itself, both because of the prevalence of this group, and because it allows higher education institutions to avoid considering changes that will meet the needs of this population, including changes in course offerings, course scheduling, financial aid, and pedagogy.

"Few previous studies have examined the interaction of role commitment (employee, partner, parental) and core self-evaluation (CSE) on work-family conflict (WFC) and family-work conflict (FWC). In this study I explored the effects of primary role commitment and level of CSE on WFC/FWC, after controlling for perception of control over stressors. Three hundred and seventy-one qualified participants completed an online survey that consisted of four scales--Work-Family and Family-Work Conflict Scale, Life Role Salience Scale, Core Self-Evaluation Scale, and Perceptions of Control over Work and Family Measures--a self-ranking of their primary role, and demographic questions that included specific work and non-work information. The results of a ANCOVA indicate that participants in the high CSE group experienced lower WFC and FWC than participants in the medium and low groups. Participants ranking employee role commitment or parental role commitment as their first priority experienced lower FWC than those that ranked it third. This study also showed an interaction between CSE and employee role commitment on FWC"--Page iii.

Greater workforce diversity and business trends make the management of such diversity an important challenge for organizational leaders. The Oxford Handbook of Diversity and Work offers a comprehensive review of current theory and research and stimulates thoughtful and provocative conversation about future study of diversity in the workplace.

In today's industrialized societies, the majority of parents work full time while caring for and raising their children and managing household upkeep, trying to keep a precarious balance of fulfilling multiple roles as parent, worker, friend, & child. Increasingly demands of the workplace such as early or late hours, travel, commute, relocation, etc. conflict with the needs of being a parent. At the same time, it is through work that people increasingly define their identity and self-worth, and which provides the opportunity for personal growth, interaction with friends and colleagues, and which provides the income and benefits on which the family subsists. The interface between work and family is an area of increasing research, in terms of understanding stress, job burn out, self-esteem, gender roles, parenting behaviors, and how each facet affects the others. The research in this area has been widely scattered in journals in psychology, family studies, business, sociology, health, and economics, and presented in diverse conferences (e.g., APA, SIOP, Academy of Management). It is difficult for experts in the field to keep up with everything they need to know, with the information dispersed. This Handbook will fill this gap by synthesizing theory, research, policy, and workplace practice/organizational policy issues in one place. The book will be useful as a reference for researchers in the area, as a guide to practitioners and policy makers, and as a resource for teaching in both undergraduate and graduate courses.