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Published: 4 June 2021
Last updated: 20 February 2023

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1

Staunton, Marion B. The outcomes of procedural variations in relational frame experiments. [s.l: The Author], 2001.

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Jeynes, William. Relational Aspects of Parental Involvement to Support Educational Outcomes. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003128434.

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3

Labor relations: Process and outcomes. Boston: Little, Brown, 1987.

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4

Aftermath: Tarnished outcomes of American foreign policy. Dover, Mass: Auburn House, 1986.

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5

Danger and opportunity: Explaining international crisis outcomes. Manchester [England]: Manchester University Press :Distributed exclusively in the USA and Canada by St. Martin's Press, 1995.

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6

Herring, Eric. Danger and opportunity: Explaining international crisis outcomes. Manchester: Manchester University Press, 1995.

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7

Gregor, Gall, ed. Union recognition: Organising and bargaining outcomes. New York, NY: Routledge, 2005.

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8

Metcalf, D. Transformation of British industrial relations?: Institutions, conduct and outcomes 1980-1990. London: London School of Economics, Centre for Economic Performance, 1993.

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9

Frantzich, Stephen E. American government: Strategies and outcomes. 2nd ed. Cincinnati, Ohio: Atomic Dog Publishing, 2006.

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10

B, Freeman Richard. Single peaked vs. diversified capitalism: The relation between economic institutions and outcomes. Cambridge, MA: National Bureau of Economic Research, 2000.

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11

L, Mason Patrick, and Williams Rhonda Michèle, eds. Race, markets, and social outcomes. Boston: Kluwer Academic Publishers, 1997.

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12

Kleiner, Morris M. Do industrial relations institutions impact economic outcomes?: International and U.S. state-level evidence. Cambridge, MA: National Bureau of Economic Research, 2002.

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13

Naila, Kabeer, and Subrahmanian Ramya, eds. Institutions, relations, and outcomes: A framework and case studies for gender-aware planning. London: Zed Books, 2000.

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14

Sutter, Robert G. China's changing conditions: Possible outcomes and implications for U.S. interest. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1998.

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15

Batterer intervention systems: Issues, outcomes, and recommendations. Thousand Oaks: Sage Publications, 2002.

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16

C, Mueller Edward, and Cooper Catherine R, eds. Process and outcome in peer relationships. Orlando: Academic Press, 1986.

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17

Tyler, Tom R. Using procedures to justify outcomes: Managing conflict and allocating resources in work organizations. Chicago, IL: American Bar Foundation, 1989.

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18

Hoa, Tran Van, ed. Economic crisis management: Policy, practice, outcomes and prospects. Cheltenham: Edward Elgar, 2002.

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19

Ponte, Stefano. The local politics of market liberalization in Tanzania: Power relations, shifting alliances, and contrasting outcomes. Boston, MA: African Studies Center, Boston University, 2000.

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20

Seay, Danielle Marie. Longitudinal Relations Among Adolescent Mothers' Depression, Negative Parenting, Social Support and Young Children's Developmental Outcomes. Tempe, Arizona: Arizona State University, 2019.

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21

Shibuya, Kazuro. Community Participation in School Management: Relational Trust and Educational Outcomes. Taylor & Francis Group, 2022.

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22

Shibuya, Kazuro. Community Participation in School Management: Relational Trust and Educational Outcomes. Routledge, 2022.

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23

Shibuya, Kazuro. Community Participation in School Management: Relational Trust and Educational Outcomes. Routledge, 2022.

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24

Shibuya, Kazuro. Community Participation in School Management: Relational Trust and Educational Outcomes. Taylor & Francis Group, 2022.

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25

Shibuya, Kazuro. Community Participation in School Management: Relational Trust and Educational Outcomes. Taylor & Francis Group, 2022.

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26

Joshi, Aparna, and Hyuntak Roh. Understanding How Context Shapes Team Diversity Outcomes. Edited by Quinetta M. Roberson. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199736355.013.0012.

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The study of diversity context offers many opportunities and also represents many challenges. In this chapter we present a research agenda that exploits some opportunities and attempts to overcome the challenges in conducting contextualized diversity research. We offer a tripartite definition of diversity context comprising its structural, relational, and normative components, and discuss a theoretical framework for identifying the effect of context on categorization and elaboration-based processes within work teams. We conclude by suggesting directions for future research that we hope will be a road map for future research in this area.
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27

Murray-Close, Dianna, Nicole L. Breslend, and Leigh Ann Holterman. Psychophysiology Indicators of Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0009.

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Mounting evidence implicates psychophysiological processes in the development of relational aggression. This review discusses the state of the field regarding associations between physiological stress systems—including the sympathetic nervous system, the parasympathetic nervous system, and the hypothalamic-pituitary-adrenal axis—and relational aggression. The theoretical significance of these processes is discussed, and potential moderators of associations, such as functions of relational aggression, contextual risk, and gender, are considered. Finally, critical next steps in this research area, including the incorporation of additional physiological indicators, are reviewed. This research has the potential to advance our understanding of many of the significant questions in relational aggression research, such as who engages in relational aggression and why, and whether these behaviors result in negative or positive developmental outcomes.
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28

Jeynes, William. Relational Aspects of Parental Involvement to Support Educational Outcomes: Parental Communication, Expectations, and Participation for Student Success. Taylor & Francis Group, 2022.

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29

Jeynes, William. Relational Aspects of Parental Involvement to Support Educational Outcomes: Parental Communication, Expectations, and Participation for Student Success. Routledge, 2022.

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30

Jeynes, William. Relational Aspects of Parental Involvement to Support Educational Outcomes: Parental Communication, Expectations, and Participation for Student Success. Taylor & Francis Group, 2022.

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31

Jeynes, William. Relational Aspects of Parental Involvement to Support Educational Outcomes: Parental Communication, Expectations, and Participation for Student Success. Taylor & Francis Group, 2022.

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32

Jeynes, William. Relational Aspects of Parental Involvement to Support Educational Outcomes: Parental Communication, Expectations, and Participation for Student Success. Routledge, 2022.

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33

Zimmer-Gembeck, Melanie J., Amanda L. Duffy, Samantha Ferguson, and Alex A. Gardner. Relational Aggression in Dating and Romantic Relationships. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0016.

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Romantic relational aggression (RRA) is aimed at harming a romantic partner’s relationships with others. In this chapter, we discuss 15 RRA studies that show a high prevalence of RRA in surveys of adolescents, young adults, and married partners, and a gender difference (favoring females) in studies with large sample sizes. There is evidence of personal and social antecedents (e.g., parents and peers) of RRA, as well as poorer psychosocial outcomes from RRA. Researchers are identifying a developmental pathway from late childhood or adolescent general relational aggression to RRA, which seems to also involve attributions for and beliefs about aggressive and other hostile behavior, physiological and emotional reactions, and alcohol use. We present key future research directions, including the integration of RRA research with that from related fields, clarification regarding the conceptualization and measurement of RRA, and the development and evaluation of intervention programs aimed at reducing this form of aggression.
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34

Leff, Stephen S., Tracy Evian Waasdorp, and Krista R. Mehari. An Updated Review of Existing Relational Aggression Programs. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0018.

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This chapter reviews school-based programming for its impact on relational aggression, relational victimization, and/or relational bullying: specifically, 14 programs with publications between 2010–2016 that were reviewed across key areas, including: (1) mode of operation; (2) targeted population and age range; (3) implementation factors; (4) primary strategies employed; (5) materials available to conduct the program; and (6) their impact on relevant target outcomes. Review of these programs highlighted certain factors important for future research related to relational aggression and bullying prevention programming, such as employing strong designs using random assignment taking into account the complexity of relational aggression at the individual, classroom, and school level whenever possible, and examining the impact of programming on the forms of aggression separately. Generalizability and implementation integrity need to be considered when designing and implementing programming. The field of relational aggression and bullying prevention programming has grown substantially over the past decade, but much remains to be done.
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35

Williamson, Ariel A., Nancy G. Guerra, and Noel L. Shadowen. From School Bullying to Dating Violence. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.22.

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This chapter conceptualizes school-based, peer-to-peer bullying as a coercive relational process, in which bullies instrumentally use aggressive interpersonal tactics to influence, change, or dominate others in order to attain desired outcomes. We explain how this coercive process occurs on multiple levels, both within the bully-victim dyad and within the peer group context. We then discuss how the nature and desired outcomes of bullying change according to school setting and developmental period, drawing on empirical research that highlights the increasingly sexualized nature of bullying during early adolescence. Finally, we link sexual harassment and bullying behaviors during adolescence to risk for involvement in coercive relationships and processes in adulthood, and review the implications of this work for evidence-based bullying prevention programs.
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36

Acp Hsa 250 Healthcare Customer Relations and Outcomes. Cengage South-Western, 2013.

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37

Kissane, David W. Psychosocial care of families in palliative care. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198806677.003.0007.

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The families of patients in the palliative care setting have a range of educational and care needs that form part of the basic responsibility of the hospice service. Routine family meetings are an important way to address these needs. Additionally, up to one third of families have some level of dysfunction in their relationships, which prove predictive of morbid bereavement outcomes—prolonged grief and major depressive disorders. These families who carry risk of poorer outcomes need additional care, optimally commenced during palliative care, and continued into bereavement to provide continuity of service. Assessment of family strengths and relational functioning provide insight into clinical targets to support a family. The needs of children, the elderly, disabled, or mentally ill family members need to be addressed alongside those of patients with complex illnesses. A preventive model of family-centred care may involve six to ten family therapy sessions across nine to 18 months.
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38

Lonie, Douglas. Measuring Outcomes and Demonstrating Impact. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.24.

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This chapter explores approaches to evaluation and measurement in community music, within a policy environment increasingly focused on establishing the impact of public investment on individuals, communities, and society as a whole. It seeks to critically engage with terminology and appraise common models of evaluation and measurement advocated by a range of funders of community music by reviewing policy documents and evaluation approaches promoted across the public and third sectors, using recent history in the United Kingdom as a case study. Drawing on published examples of community music evaluations, a variety of methods are discussed including quantitative studies, interpretative and qualitative approaches, and standardized tools. These are examined in relation to their ability to convey project learnings, as well as the extent to which ‘impact’ can be attributed and claimed. The findings are then discussed in relation to the broader literature relating to the impact of community music, and an emerging field of applicable methods is proposed.
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39

Kantola, Johanna. State/Nation. Edited by Lisa Disch and Mary Hawkesworth. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199328581.013.45.

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This chapter discusses the feminist debates about state and nation, naming them “feminist theories of the state” and “gender and nation” debates. It shows how feminists have moved away from essentialist notions of women and men and state and nation. Instead of seeing state and nation being real essentialized objects, feminist theories tend to explore them as relational entities that perpetually need to be reproduced through discourses, practices, or material circuits. Feminist scholars explore the power relations behind these constructions, the femininities and masculinities they rely on and reproduce, and their differentiated gender impacts—concepts now theorized as highly context specific rather than universal. A cross-cutting theme in current feminist research is the manifold impacts of neoliberalism in states and nations, and in feminist engagements with them. Feminist scholars explore how neoliberalism is combined with other ideologies, such as conservatism, radical-right populism, or homonationalism, and the gendered outcomes of this.
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40

Leitz, Lisa, and David S. Meyer. Gendered Activism and Outcomes. Edited by Holly J. McCammon, Verta Taylor, Jo Reger, and Rachel L. Einwohner. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190204204.013.35.

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U.S. women’s peace and anti-war activism grew from their involvement in the abolition and suffrage movements of the nineteenth century, and some have continued to foster women-focused organizations in the twenty-first century. This chapter examines the relationship between the historical development of women’s peace activism and a U.S. political system that frequently excluded women from international relations. Women enlarged the U.S. peace movement’s objectives to include issues of gender, but while some also advocated for racial and class equality, minority activists often faced prejudice and discrimination within the movement. Several tensions in women’s peace activism are explored, including the ideological debate between essentialists and social constructionists about the relationship of gender to war, as well as strategic and tactical debates between proponents of institutional politics and proponents of radical protest tactics. Involvement in this movement helped enhance women’s political and organizing skills and often nourished other activism, especially feminist activism.
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41

Micheli, Andrea, Paolo Baili, Roberta Ciampichini, and Arduino Verdecchia. Evaluating the outcomes of cancer control. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199550173.003.0018.

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Chapter 18 covers the main characteristics and indicators necessary to implement a well-functioning cancer information system, and the up to date situation for the main cancer outcome indicators in various world geographical areas, and discusses them in relation to the implementation of the cancer control process.
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42

Guntzviller, Lisa. Advice Messages and Interactions. Edited by Erina L. MacGeorge and Lyn M. Van Swol. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190630188.013.4.

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Two bodies of research focus on advice messages and interactions. Conversation analysts provide detailed descriptions of advice messages and interaction sequences in naturally occurring interactions. Supportive communication scholars theorize how advice message features influence recipients’ emotional, problem solving, and relational outcomes. The two research paradigms differ, and although both contribute to an understanding of advice messages and interactions, they remain relatively unintegrated. This chapter reviews major findings from each paradigm. To demonstrate the potential for integration, two research programs that incorporate conversation analytic findings into theorizing about supportive communication are reviewed. The chapter concludes by proposing how to further extend theorizing about advice as supportive communication by integrating conversation analytic insights.
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43

Rizzetta, Matt. Death of Irrelevant Pr: Outcome Relations Is the New Public Relations. BookBaby, 2019.

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44

G, Woodside Arch, ed. Evaluating marketing actions and outcomes. Amsterdam: Elsevier/JAI, 2003.

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45

Flouri, Eirini. Fathering and Child Outcomes. Wiley, 2005.

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46

Flouri, E., and Eirini Flouri. Fathering and Child Outcomes. Wiley & Sons, Incorporated, John, 2005.

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47

Flouri, Eirini. Fathering and Child Outcomes. Wiley & Sons, Limited, John, 2008.

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48

Fathering and Child Outcomes. Wiley, 2005.

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49

Gall, Gregor. Union Recognition: Organising and Bargaining Outcomes. Taylor & Francis Group, 2006.

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50

Gall, Gregor. Union Recognition: Organising and Bargaining Outcomes. Taylor & Francis Group, 2006.

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