The Axis II Work Group of the Task Force on Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) has expressed concern that antisocial personality disorder (APD) criteria are too long and cumbersome and that they focus on antisocial behaviors rather than personality traits central to traditional conceptions of psychopathy and to international criteria. R. D. Hare et al describe an alternative to the approach taken in the DSM-III—Revised (DSM-III—R; American Psychiatric Association, 1987), namely, the revised Psychopathy Checklist. The authors also (...) discuss the multisite APD field trials designed to evaluate and compare 4 criteria sets: the DSM-III—R criteria, a shortened list of these criteria, the criteria for dyssocial personality disorder from the 10th edition of the International Classification of Diseases (World Health Organization, 1990), and a 10-item criteria set for psychopathic personality disorder derived from the revised Psychopathy Checklist. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (shrink)

Bullying is a serious problem in today’s workplace, in that, a large percentage of employees have either been bullied or knows someone who has. There are a variety of ethical concerns dealing with bullying—that is, courses of action to manage the bullying contain serious ethical/legal concerns. The inadequacies of legal protections for bullying in the U.S. workplace also compound the approaches available to deal ethically with bullying. While Schumann (2001, Human Resource Management Review 11, 93–111) does not explicitly examine bullying, (...) the five moral principles that he advocates can be applied to judge the ethics of bullying in the workplace. A possible limitation of this model is that, it is designed to be normative (judgmental), and while it does take into consideration the relationships among the victim, the perpetrator, the groups in the organization, and the organization itself in judging the ethics of bullying, it does not explicitly consider the process by which bullying might develop and persist. In order to gain a deeper understanding of the dynamics of this process, Nijhof and Rietdijk (1999, Journal of Business Ethics 20(1), 39–50)) suggest applying an A–B–C (antecedents, behaviors, and consequences) model to help understand the dynamics of bullying in the workplace. Formal propositions are offered to guide both academics and practitioners to an enriched understanding of the ethics of workplace bullying. (shrink)

THE FIRST EDITION of this book was based primarily on experience with adult male psychopaths hospitalized in a closed institution. Though a great many other psychopaths had come to my attention, most of the patients who were observed over years and from whom emerged the basic concepts presented in 1941 were from this group. During the next decade a much more diverse group became available. Female patients, adolescents, people who had never been admitted to a psychiatric hospital, all in large (...) numbers, became available for study and afforded an opportunity to observe the disorder in a very wide range of variety and of degree. This additional clinical experience, helpful comment in the reviews of the first edition, enlightening discussion with colleagues, and an improved acquaintance with the literature all contributed to modify concepts formulated approximately ten years earlier. In attempting to revise the book for the second edition (1950), I found it was impossible to do justice to the subject by minor additions, deletions, and modifications. It was necessary to write a new and much larger book. (shrink)

本书中,作者直接剖析了心理变态者,并提出了"其本质是什么"这一令人困扰的问题,揭开了心理变态者的神秘面纱.

What are the common denominators for success when we consider increasing gas efficiency and enhancing creativity in organizations? As an analogy, the principles of increasing gas efficiency are applicable to enhancing creativity in organizations: Plan activities in advance, allocate sufficient time, resources, and set a SMART goal with clear priority and focus. Identify talent in ourselves and others and do not fall into the temptation of following others. Big ideas take time. Maintain momentum, avoid interruptions, incorporate new technologies, information, and (...) feedback, and modify action to achieve goals. We have 100% control of our thoughts and action. Stop idling, take action, and do it now. If everyone contributes just a little, the cumulative effect over time can be huge. If we have the knowledge, skills, and abilities (KSA) for doing the right things that will benefit humanity and the whole world, but fail to do them, is this ethical? We, the managers, need to focus on what we have done and what we have failed to do, change our thinking, change our behavior, and accomplish our goals. (shrink)

This article reports on empirical research that establishes strong, positive, and significant correlations between the ethical issues of bullying and unfair supervision in the workplace and the presence of Corporate Psychopaths. The main measure for bullying is identified as being the witnessing of the unfavorable treatment of others at work. Unfair supervision was measured by perceptions that an employee's supervisor was unfair and showed little interest in the feelings of subordinates. This article discusses the theoretical links between psychopathy and bullying (...) and notes that little empirical evidence confirms the connection in management research. The sample of 346 Australian senior white collar workers used in the research is described as is the measure of behavior for identifying psychopaths. The findings are then presented and discussed showing that when Corporate Psychopaths are present in a work environment, the level of bullying is significantly greater than when they are not present. Further, that when Corporate Psychopaths are present, supervisors are strongly perceived as being unfair to employees and disinterested in their feelings. This article concludes that around 26% of bullying is accounted for by 1% of the employee population, those who are Corporate Psychopaths. (shrink)

The paper replies to Professor Alex Michalos'' keynote address, "Ethics Counsellors as a New Priesthood". Michalos argues that an intractable diversity of opinion about fundamental issues in ethical theory precludes substantive, well-founded ethical counselling. However, Michalos has inappropriately modelled his understanding of an acceptable structure and application for ethical theory on natural scientific theory. For we may countenance a less severe understanding of theory for ethical theory than in the hard sciences. In particular, instructive moral reasoning may tolerate a degree (...) of disagreement across human beings in their conception of moral good. On condition that such variance is not so considerable as to undermine a necessary commonality of language on ethical matters, there will be an adequate basis for warranted theory-construction in ethics and effective moral counselling underwritten by such theory. And, on the available historical evidence, such a condition can be met. (shrink)

Ethical theory in business ethics texts lacks sufficient specificity to be used as a tool of analysis. The result is that business faculty do not see the course in business ethics as helpful to their students, and the students do not see the course as helpful in their careers.A further difficulty is the inclusion of material which is not seen by business faculty, as appropriate or germane to the practice of decision-making. Issues such as the legitimacy of the corporation, or (...) capitalism versus Marxism, are of Iittle interest or help to the person in business.Finally, the text cases are too often of a policy nature, and do not deal with issues faced by a majority of those in business. The result is the lack of engaging the moral imagination of the students.Unless the course is redesigned so that it is seen by business faculty as more relevant, it will continue to be required by only a small number of business programs. (shrink)

This research investigates the efficacy of business ethics intervention, tests a theoretical model that the love of money is directly or indirectly related to propensity to engage in unethical behavior (PUB), and treats college major (business vs. psychology) and gender (male vs. female) as moderators in multi-group analyses. Results suggested that business students who received business ethics intervention significantly changed their conceptions of unethical behavior and reduced their propensity to engage in theft; while psychology students without intervention had no such (...) changes. Therefore, ethics training had some impacts on business students' learning and education (intelligence). For our theoretical model, results of the whole sample (N = 298) revealed that Machiavellianism (measured at Time 1) was a mediator of the relationship between the love of money (measured at Time 1) and unethical behavior (measured at Time 2) (the Love of Money → Machiavellianism → Unethical Behavior). Further, this mediating effect existed for business students (n = 198) but not for psychology students (n = 100), for male students (n = 165) but not for female students (n = 133), and for male business students (n = 128) but not for female business students (n = 70). Moreover, when examined alone, the direct effect (the Love of Money → Unethical Behavior) existed for business students but not for psychology students. We concluded that a short business ethics intervention may have no impact on the issue of virtue (wisdom). (shrink)

Psychopathy is characterized by diverse indicators. Clinical accounts have emphasized 3 distinct facets: interpersonal, affective, and behavioral. Research using the Psychopathy Checklist–Revised (PCL–R), however, has emphasized a 2-factor model. A review of the literature on the PCL–R and related measures of psychopathy, together with confirmatory factor analysis of PCL–R data from North American participants, indicates that the 2-factor model cannot be sustained. A 3-factor hierarchical model was developed in which a coherent superordinate factor, Psychopathy, is underpinned by 3 factors: Arrogant (...) and Deceitful Interpersonal Style, Deficient Affective Experience, and Impulsive and Irresponsible Behavioral Style. The model was cross-validated on North American and Scottish PCL–R data, Psychopathy Screening Version data, and data derived from the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; American Psychiatric Association, 1994) antisocial personality disorder field trial. (shrink)

This study examines the influence of ethics instruction, religiosity, and intelligence on cheating behavior. A sample of 230 upper level, undergraduate business students had the opportunity to increase their chances of winning money in an experimental situation by falsely reporting their task performance. In general, the results indicate that students who attended worship services more frequently were less likely to cheat than those who attended worship services less frequently, but that students who had taken a course in business ethics were (...) no less likely to cheat than students who had not taken such a course. However, the results do indicate that the extent to which taking a business ethics course influenced cheating behavior was moderated by the religiosity and intelligence of the individual student. In particular, while students who were highly religious were unlikely to cheat whether or not they had taken a business ethics course, students who were not highly religious demonstrated less cheating if they had taken a business ethics course. In addition, the extent of cheating among highly intelligent students was significantly reduced if such students had taken a course in business ethics. Likewise, individuals who were highly intelligent displayed significantly less cheating if they were also highly religious. The implications of these findings are discussed. (shrink)

Our review addresses what psychopathy is, whether variants or subtypes exist (i.e., primary and secondary, unsuccessful and successful), the sorts of causal influences that contribute to psychopathy, how early in development psychopathy can validly be identified, and how psychopathy relates to future criminal behavior and treatment outcomes. Despite.

This article concerns the importance of teaching moral reasoning and ethical leadership to all undergraduate students and in particular makes the case that students in business especially need familiarity with these capacities and theories given the complex world in which they will find themselves. The corollary to this analysis is the claim that content on moral reasoning and ethical leadership be mandatory for all business majors and that all degrees require course material on these subjects.

Previous research on unethical business behavior usually has focused on its impact from a financial or philosophical perspective. While such foci are important to our understanding of unethical behavior, we argue that another set of outcomes linked to individual well-being are critical as well. Using data from psychological, criminological, and epidemiological sources, we propose a model of unethical behavior and well-being. This model postulates that decrements in well-being result from stress or trauma stemming from being victimized by, engaging in, or (...) witnessing unethical behavior, or even from being associated with individuals involved in such behavior. (shrink)

This paper attempts to define the moral terrain attached to bullying, or work victimisation. Existing research on this problem tends to focus on the phenomenon as a personnel or organisational issue. Bullying is fairly endemic and harmful but not accorded the same priority as other forms of harassment and there is little protection in law. Much research has concentrated on the nature and extent of bullying and impact on its victims. The education sector in the United Kingdom provides fertile ground (...) for bullying given greatly increased work demands. A descriptive case narrative is used to develop a number of ethical themes: the extent to which rights and/or individual moral conscience offer the best source of protection against bullying; the moral position and culpability of stakeholders, including policymakers, and individual witnesses to the case; implications for the development of ethical attitudes in the education sector of a developed economy; and the potentially conflicting ethical demands between government policy and individual needs. The paper concludes that inclusion of the moral dimension is vital to understanding and development of effective anti-discrimination mechanisms, intrinsic to which will be future research into discovering real attitudes towards bullying in the context of greater work pressure. (shrink)