Alle Publikationen
2017
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(2017): Efficacy of an individualized social competence training for children with Oppositional Defiant Disorders/Conduct Disorders. In: Psychotherapy research : journal of the Society for Psychotherapy Research 27 (3), S. 326-337. DOI: 10.1080/10503307.2015.1094587
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26522864 Abstract: OBJECTIVES Group-based Cognitive-Behavioral Therapy of children with aggressive behavior has resulted in significant reductions of behavior problems with small to medium effect sizes. We report the efficacy of an individualized Treatment Program for Children with Aggressive Behavior. METHOD A within-subject design with two phases (waiting, treatment) was chosen. Sixty boys aged 6-12 years with peer-related aggressive behavior were included. The course of the outcome measures (growth rates) during a 6-week waiting phase was compared with those in the subsequent treatment phase (24 weekly child sessions together with an average of 8 parent contacts) by multilevel modeling. Primary outcome was peer-related aggressive behavior rated by parents. Further outcome measures included parent ratings and patient self-reports of aggressive and prosocial behavior. RESULTS During the treatment, growth rates for all parent-rated outcome measures were significant (p < .001) and comparison with the waiting phase indicated a stronger decrease in aggressive behavior and a stronger increase in prosocial behavior. For all self-rated outcome measures, growth rates during the treatment were significant (p < .01), but comparison with the waiting phase indicated a stronger decrease only for disturbance of social interaction. CONCLUSIONS The treatment program is an effective intervention for children with peer-related aggressive behavior.
Keywords: Aggression, Attention Deficit and Disruptive Behaviour, Child, Cognitive Therapy, Conduct Disorder, Disziplin, Group, Humans, Kinder, Male, Mensch mit Behinderung, Methods, Nonverbale Kommunikation, Outcome Assessment (Health Care), Peer Group, physiology, Postkasten, Psychologie, Psychotherapy, social competence training, social competences, Social Skills, Soziale Angemessenheit, Sozialkompetenz, SvA, Therapy, Wartezeit vor einem Akt körperlicher Aggression -
(2017): A diplomatic advantage? The effects of bilingualism and formal language training on language aptitude amongst Australian diplomatic officers. In: LANGUAGE AWARENESS 23 (3), S. 203-219
Abstract: This study sought to contribute to the growing literature on third and subsequent language learning by establishing whether bilingualism has an effect on ability to learn a subsequent language, as indicated by a measure of language aptitude, the Defense Language Aptitude Battery (DLAB). Test results were obtained for 142 diplomatic officers in the Australian Department of Foreign Affairs and Trade (DFAT). The officers' language biographies were elicited using an online questionnaire and were used to classify them as monolingual or bilingual, and with or without experience of formal language training. Results showed that bilinguals performed better on the aptitude test than monolinguals, as did those with prior formal training. This suggests that bilinguals' metalinguistic awareness, and likelihood of success in subsequent language learning, is higher than that of monolinguals, at least as measured by the DLAB.
Keywords: diplomatic training, SvA 2016
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(2016): Training Social Competences for Workers Councils. In: Economic and Industrial Democracy 2 (3), S. 395-398. DOI: 10.1177/0143831X8123006
Abstract: In 1974 at the Institute od Psychology of the "Freie Universität" (West Berlin), a group was founded which is engaged in different areas of trade-union-oriented research and the application of scientific approaches. In 1978 we formed the association "Arbeit, Bildung und Forschung (ABF) e.V." together with leading members of the large unions of the Federal Republic of Germany. Besides reasearch on stress at work, and the enlargement and use of scientific knowledge by shift workers, the main field of this group is the development and application of programmes for the training of social competence of union members.
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(2016): The Effects of Skill Training on Social Workers’ Professional Competences in Norway: Results of a Cluster-Randomised Study. In: BRITISH JOURNAL OF SOCIAL WORK 46 (5), S. 1354-1371
Abstract: Using a cluster-randomised design, this study analyses the effects of a government-administered skill training programme for social workers in Norway. The training programme aims to improve social workers' professional competences by enhancing and system atising follow-up work directed towards longer-term unemployed clients in the following areas: encountering the user, system-oriented efforts and administrative work. The main tools and techniques of the programme are based on motivational interviewing and appreciative inquiry. The data comprise responses to baseline and eighteen-month follow-up questionnaires administered to all social workers (n = 99) in eighteen participating Labour and Welfare offices randomised into experimental and control groups. The findings indicate that the skill training programme positively affected the social workers' evaluations of their professional competences and quality of work supervision received. The acquisition and mastering of combinations of specific tools and techniques, a comprehensive supervision structure and the opportunity to adapt the learned skills to local conditions were important in explaining the results.
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(2016): Chinese Agricultural Training Courses for African Officials: Between Power and Partnerships. In: WORLD DEVELOPMENT 81, S. 71-81
Abstract: Each year around 10,000 African officials are trained in China, across a range of themes. Among these, agriculture and development policy are prominent. In this paper we ask what lies behind this program, and how it fits with wider commercial, diplomatic, and geopolitical ambitions of China in Africa. Through work carried out in China, Ethiopia, Ghana, and Zimbabwe, involving attending courses, interviewing participants and lecturers, examining curricula and reviewing policy documents, we assess Chinese agricultural development courses, supported by China's Ministry of Commerce. Contrary to the argument that a singular "Beijing Consensus" is being pushed, we find a wide range of course offerings from a range of institutions across China, and extensive debate about agricultural development. This reflects the internal Chinese debate, and an approach to development emphasizing demonstration, experiment, and learning. Course participation involves officials from across Africa, and does not correlate with Chinese commercial interests in Africa. Commercial opportunities may be linked to training, and some courses are run by companies, although instances of take-up are few. The overall direct and immediate impact on agricultural development in Africa appears limited; instead the training program must be seen in relation to building relationships among a large group of African officials, and so the exertion of "soft power" in foreign policy, as part of development cooperation. (C) 2016 Elsevier Ltd.
Keywords: diplomatic training, SvA 2015
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(2015): Deployment guidelines for diplomats: current policy and practice. In: OCCUPATIONAL MEDICINE-OXFORD 65 (7), S. 535-541
Abstract: Background Diplomatic organizations routinely send staff to high-threat postings (HTPs) and consequentially have moral and legal obligations to protect their health as far as is reasonably practicable. Aims To carry out an international survey of diplomatic organizations that send personnel to HTPs to establish how they deal practically with their obligations to protect the mental health of their staff. Methods An online anonymous survey about their organizations' policies relating to HTPs completed by international diplomatic organizations. Results Fourteen of 30 organizations approached completed the questionnaire, with a response rate of 47%. Deployment length varied: no minimum (15%), a minimum of 2 years (39%) and a maximum of 2 (31%), 3 (15%) or 4 years (31%); one organization did not state any maximum. HTP and low-threat postings had the same policies in 46% of organizations. Additional care and support (66%), additional preparation (50%), enhanced leave (33%) and additional physical and mental health assessments were informally adopted to address psychosocial risks of deployment to HTPs. Conclusions There was little consensus on policies and practice for HTP deployment. We suggest that formal, consistently written guidelines, based on available quality evidence, and associated training and quality assurance should be formulated to make international practice more consistent and equitable.
Keywords: diplomatic training, SvA -
(2015): Attachment Competences in Children With ADHD During the Social-Skills Training and Attachment (SOSTRA) Randomized Clinical Trial. In: JOURNAL OF ATTENTION DISORDERS 19 (10), S. 865-871
Abstract: Objective: To investigate the effects of social-skills training and a parental training program on children with ADHD as measured by the children's attachment competences. Method: The SOSTRA trial is a randomized, parallel-group, outcome-assessor-blinded, superiority trial evaluating 8 weeks social-skills training and parental training plus standard treatment versus standard treatment alone for 8- to 12-year old children with ADHD. Results: There were no significant differences in attachment competences at 6 months between the experimental (n = 25) and the control (n = 22) groups (odds ratio = 1.06, 95% confidence interval = [0.31, 3.58], p = .91). In total, 17 children (36%) changed their entry status, 1 (2%) from secure to insecure attachment, while 16 (34%) changed from insecure to secure attachment. Conclusion: The experimental treatment does not seem to affect attachment competences compared with standard treatment alone. Children in the SOSTRA trial improved their attachment competences significantly at 6-month follow-up.
2014
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(2014): Global Health Diplomacy, ’Smart Power’, and the New World Order. In: GLOBAL PUBLIC HEALTH 9 (7), S. 787-807
Abstract: Both the theory and practice of foreign policy and diplomacy, including systems of hard and soft power, are undergoing paradigm shifts, with an increasing number of innovative actors and strategies contributing to international relations outcomes in the 'New World Order'. Concurrently, global health programmes continue to ascend the political spectrum in scale, scope and influence. This concatenation of circumstances has demanded a re-examination of the existing and potential effectiveness of global health programmes in the 'smart power' context, based on adherence to a range of design, implementation and assessment criteria, which may simultaneously optimise their humanitarian, foreign policy and diplomatic effectiveness. A synthesis of contemporary characteristics of 'global health diplomacy' and 'global health as foreign policy', grouped by common themes and generated in the context of related field experiences, are presented in the form of 'Top Ten' criteria lists for optimising both diplomatic and foreign policy effectiveness of global health programmes, and criteria are presented in concert with an examination of implications for programme design and delivery. Key criteria for global health programmes that are sensitised to both diplomatic and foreign policy goals include visibility, sustainability, geostrategic considerations, accountability, effectiveness and alignment with broader policy objectives. Though diplomacy is a component of foreign policy, criteria for 'diplomatically-sensitised' versus 'foreign policy-sensitised' global health programmes were not always consistent, and were occasionally in conflict, with each other. The desirability of making diplomatic and foreign policy criteria explicit, rather than implicit, in the context of global health programme design, delivery and evaluation are reflected in the identified implications for (1) international security, (2) programme evaluation, (3) funding and resource allocation decisions, (4) approval systems and (5) training. On this basis, global health programmes are shown to provide a valuable, yet underutilised, tool for diplomacy and foreign policy purposes, including their role in the pursuit of benign international influence. A corresponding alignment of resources between 'hard' and 'smart' power options is encouraged.
Keywords: diplomatic training, SvA -
(2014): Consumer Decision-making Processes in Mobile Viral Marketing Campaigns. In: Journal of Interactive Marketing 28 (1), S. 43-54. DOI: 10.1016/j.intmar.2013.08.001
Abstract: The high penetration of cell phones in today's global environment offers a wide range of promising mobile marketing activities, including mobile viral marketing campaigns. However, the success of these campaigns, which remains unexplored, depends on the consumers' willingness to actively forward the advertisements that they receive to acquaintances, e.g., to make mobile referrals. Therefore, it is important to identify and understand the factors that influence consumer referral behavior via mobile devices. The authors analyze a three-stage model of consumer referral behavior via mobile devices in a field study of a firm-created mobile viral marketing campaign. The findings suggest that consumers who place high importance on the purposive value and entertainment value of a message are likely to enter the interest and referral stages. Accounting for consumers' egocentric social networks, we find that tie strength has a negative influence on the reading and decision to refer stages and that degree centrality has no influence on the decision-making process.
2013
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(2013): The effect of social skills training on perceived competence of female adolescents with deafness. In: Iranian Red Crescent medical journal 15 (12). DOI: 10.5812/ircmj.5426
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24693408 Abstract: BACKGROUND Although there are considerable researches on effectiveness of social skills training, little information is available on the effects of such training on perceived competence of adolescents with deafness. OBJECTIVES This study was conducted in special school settings to determine the effects of social skills training on perceived competence of female adolescents with deafness. PATIENTS AND METHODS A prepost quasi-experimental design was used to perform the study. Sixty nine female students with deafness who were enrolled in all of the four different special secondary schools in Tehran, Iran, between 2010 and 2011 participated in this research. Two of four secondary schools were randomly allocated to the intervention group (33 students), and the other two to the control group (36 students). The participants were between 11 and 21 years (Mean = 15.43; SD = 1.89), and more than three fourth of each groups ( i.e. 28 students in each groups) were affected by profound hearing impairment . The intervention group participated in twelve bi-weekly sessions. Pretest and posttest data were collected using the 'Hearing Impaired Children Self-Image Test'. The questionnaire was filled by an interviewer. This questionnaire asks students about their feeling toward their own competence in domains of cognitive, physical, socio-emotional and communication competence and school adjustment. The data was analyzed by using SPSS software, version 16. RESULTS The intervention led to significant improvement in total perceived competence scores of adolescents with deafness (P < 0.001) as well as in three domains of socio-emotional competence (P = 0.003), communication competence (P < 0.001), and school adjustment (P = 0.018). CONCLUSIONS It is likely that learning social skills in adolescents with deafness would improve their sense of competence, and emotional well being.
2012
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(2012): Brief psycho-social training and Self-competence, Social Self-efficacy, Sense of Coherence among Slovak University students. In: PSYCHOLOGY 27, S. 296-297
Abstract: [-]
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(2012): Chinese Education in Diplomacy. In: CHINA-AN INTERNATIONAL JOURNAL 10 (1), S. 77-92
Abstract: This article reflects upon contemporary education in Chinese diplomacy covering three aspects: curriculum contents, teaching methods and teaching goals. It argues that the curriculum contents have the following shortcomings: poor awareness of the real problems in China's diplomatic practices, lack of global awareness that is consistent with China's image as a great country, blurring of the boundaries between academic and policy systems, oversight of practices and lack of good understanding of ancient, early modern and contemporary Chinese diplomacy and lack of adequate training in research methodologies. Teaching methods are problematic as the continued dependence on traditional historical research methods has failed to recognise the usefulness of theoretical analytic tools. Also, the value of case studies has not been fully recognised and utilised. With regard to teaching goals, Chinese diplomatic teaching desperately needs some vitality. This article makes recommendations for improving Chinese education in diplomacy, such as applying psychology in diplomatic education, offering a course on comparative diplomacy, developing a course on diplomacy theory, emphasising diplomatic history and improving the training in social sciences research methodologies.
2011
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(2011): Young Diplomats’ Socialization to the Networked Professional Cultures of Their Workplace Communities. In: VOCATIONS AND LEARNING 4 (3), S. 253-273
Abstract: The purpose of the present investigation was to examine young diplomats' socialization to the professional expert culture of the Ministry for Foreign Affairs of Finland over a six-month on-job training period, as part of their preparation for service in the diplomatic corps. Using social network analysis, we analyzed departments' internal social structures, prevailing social relations, and the young diplomats' role and position in the networks of knowledge acquisition, practical know-how, and professional collaboration. Data collected by contextual event sampling and theme interviews and analyzed by qualitative content analysis were used to characterize the young diplomats' personal social support networks, resources obtained, as well as associated reflections regarding their functioning in and socialization to the departmental workplace community. The results indicated that across the six-month training period, the young diplomats became involved to the workplace communities' networked expertise and were socialized to its expert culture, even if their achieved networking positions differed. The results revealed differences between levels of collective operational practices in the workplace communities as well as the nature of assignments in which the young diplomats participated and for which they were responsible. It was proposed that these differences mirrored distinction between expansive natures of young diplomats' workplace communities as learning environments.
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(2011): Promoting social-emotional competence in preschool: Evaluation of a preventive behavioral training program. In: KINDHEIT UND ENTWICKLUNG 20 (4), S. 219-228
Abstract: This paper reports results of an evaluation study on effectiveness of a social-emotional competence training. Preschool children (n = 127) took part in a training program and are compared to an untreated control group (n = 129) by means of teachers evaluation questionnaires before and after the training. Afterwards, the training effects of a risk group with problematic social behavior are evaluated. General analyses show positive effects on social-emotional competence, but only marginal effects on problem behavior. However, differential analyses of the risk group show positive effects on both aspects. Due to the practicability and the results for the promotion of social-emotional skills, the evaluated training can also be recommended as a universal prevention program.
2009
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(2009): Systematic observation of social competences. Video analysis of an animal-assisted training with children and adolescents. In: PSYCHOLOGY 24
Abstract: Poster presentation at the 23rd Conference of the European Health Psychology Society, Pisa, Italy, September 23-26, 2009
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(2009): Effects of fitness training and yoga on well-being stress, social competence and body image. In: NEUROPSYCHIATRIE 23 (4), S. 244-248
Abstract: Objectives: Aims of our study were to describe and compare influences from a physical activity program and a yoga program on well-being, mood, stress-coping, body-image and social competence in healthy people. Methods: 18 persons attending a gym and 21 taking part in a yoga program answered following questionnaires before entering the program and after taking part for 20 units: Body-Image-Questionnaire (25), Symptom-Checklist- 90R (8), Complaint-List (31), Adjective Mood-Scale (32) and a Visual Analogue Scale for assessing stress-level (10). Results: Statistical analyses show significant improvement in social competence in both training groups; the gym-group report reduced sexual discomfort, whereas people taking part in yoga-group show a reduction in somatization and body-related anxiety as well as an improvement in physical and emotional well-being. Conclusion: Our findings support the evidence that physical activity in general improves psychological well-being, however, gym and yoga seem to have different psychological impacts. Future research should focus on comparing the psychological effects of different physical activity interventions in prevention programmes as well as exercise prescriptions in patients with mental illness.
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(2009): Multicultural Competence and Social Justice Training in Counseling Psychology and Counselor Education A Review and Analysis of a Sample of Multicultural Course Syllabi. In: COUNSELING PSYCHOLOGIST 37 (1), S. 93-115
Abstract: This article presents the findings of a descriptive content analysis of 54 multicultural and diversity-related course syllabi drawn from counseling and counseling psychology programs accredited by the American Psychological Association and the Accreditation of Counseling and Related Programs. Results suggest that most courses adhere to the knowledge, awareness, and skills paradigm of multicultural competence. However, actual course content varies considerably. Whereas the findings identify social justice content as a growing presence in multicultural courses, there is a need to more clearly outline the fundamental points of distinction and overlap between multicultural competence and social justice advocacy in counselor and counseling psychology training.
2008
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(2008): Behaviour training in kindergarten. A programme for the promotion of social-emotional competence. In: PRAXIS DER KINDERPSYCHOLOGIE UND KINDERPSYCHIATRIE 57 (8-9), S. 720-722
Abstract: [-]
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(2008): TEACHER TRAINING IN SPAIN (1838-2008): SOCIAL NEEDS, COMPETENCES AND SUBJECT STUDIES FRAMEWORK. In: EDUCACION XX1 (11), S. 73-101
Abstract: The study presents a longitudinal analysis of the subject studies programmes which, according to the precise needs of society at specific historical moments -between 1838 and 2008- were designed in order to train teachers. The analysis presents the competences with which teachers were provided, as can be contrasted in these subject studies programmes. The aim of the analysis is to provide useful ideas helpful to the design of the present subject studies programmes for the new official degrees (Degree of Teacher in Infant Education and Degree of Teacher in Primary Education) in 2008, which will finally lead to the settlement of the historical debt we have with the teaching profession of the infant and primary levels of education.
2007
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(2007): Enhancing a classroom social competence and problem-solving curriculum by offering parent training to families of moderate- to high-risk elementary school children. In: Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 36 (4), S. 605-620. DOI: 10.1080/15374410701662741
DOI: http://www.ncbi.nlm.nih.gov/pubmed/18088218 Abstract: The Incredible Years parent and classroom interventions were evaluated for the first time in elementary schools. Culturally diverse, socioeconomically disadvantaged schools were randomly assigned to intervention or control (CON). In intervention schools, all children received a 2-year classroom intervention beginning in kindergarten. In addition, indicated children were randomly assigned to also receive parent training (PT + CR) or only the classroom intervention (CR). PT + CR mothers reported that, following intervention, children showed fewer externalizing problems and more emotion regulation than CR or CON children. Observations showed that child-mother bonding was stronger in the PT + CR condition than in the CON condition, and PT + CR mothers were significantly more supportive and less critical than CR or CON mothers. Teachers reported that PT + CR mothers were significantly more involved in school and that children in the PT + CR and the CR conditions had significantly fewer externalizing problems than in the CON condition.
Keywords: Adult, Affective Symptoms/prevention & control/psychology, Child, Child Behavior Disorders/prevention & control/psychology, Child Behavior/psychology, Conduct Disorder/prevention & control/psychology, Developmental Disabilities/epidemiology/psychology, Female, Humans, Maternal Age, Mother-Child Relations, Object Attachment, Parents/education/psychology, Postkasten, Problem Solving, Problem-Based Learning/methods, Program Development, Program Evaluation, Psychotherapy, Group, Risk Factors, Schools/organization & administration, Social Adjustment, Social Behavior, social competence training, social competences, SvA, Teaching, Treatment Outcome -
(2007): Confronting Peaceful Co-existence: Psychological Warfare and the Role of Interdoc, 1963-72. In: COLD WAR HISTORY 7 (1), S. 19-43
Abstract: Interest in Cold War psychological warfare and propaganda operations by both East and West, and the institutions that have pursued them, has increased among diplomatic historians over the last decade. 1 As an addition to the burgeoning literature on the ideological dimension of the conflict, this article examines the foundation and purpose of the International Information and Documentation Center or 'Interdoc'. Founded in 1963 in The Hague, Interdoc was meant to develop a psychological response to the Soviet strategy of 'peaceful coexistence'. Its arrival was the result of discussions between French, German, and Dutch intelligence services, along with individuals from industry and academia, that had taken place over the previous six years. Interdoc's central focus was to increase the level of understanding of communist doctrine and practice by stimulating and making available well-researched information on the policies and realities of the Soviet bloc. By the end of the 1960s Interdoc had expanded into a centre of increasing activity for research, training, conference, and publication programmes. However, at the point when plans were being made to extend its operations by making contacts with the Eastern bloc, Chancellor Brandt's pursuit of Ostpolitik caused a catastrophic withdrawal of German financial support.
Keywords: diplomatic training, SvA 2005
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(2005): Al-Qaeda’s operational evolution: Behavioral and organizational perspectives. In: BEHAVIORAL SCIENCES 23 (4), S. 467-483
Abstract: Al-Qaeda is widely regarded by the military, law enforcement, diplomatic, and intelligence communities as being the foremost threat to U.S. national security and safety. The nature of this threat, however, has changed since al-Qaeda first emerged in the late 1980s. This article describes the emergence of a new form of transnational terrorism and details al-Qaeda's progression from being an organization to an ideological movement. Drawing on a theory of social movements, we analyze its trajectory and the levels of influence. We also offer a behavioral perspective in explaining how al-Qaeda has adapted as a learning organization with new leadership, tactics, and patterns of recruitment and training. Copyright (c) 2005 John Wiley & Sons, Ltd.
Keywords: diplomatic training, SvA 2003
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(2003): Putting visual images and sound on a par with written sources - Proposing diplomatic standards for audio-visual documentation. In: BIBLIOTHEQUE DE L ECOLE DES CHARTES 161 (2), S. 553-601
Abstract: Twentieth-century audio-visual documents (photographs, films and recordings) are as numerous as records on paper. They have become ever more important in both public and private spheres. Nonetheless, historians have not used them to their full extent, because of a twofold obstacle, namely a technical barrier and a methodological problem. Firstly, they come up against the prerequisite that one must acquire some knowledge of the technology and processes involved in making audio-visual documents, just as mediaeval scholars are trained in palaeography and philology. As to methods, there are no analytical tools that might compare with those developed long ago by traditional diplomatic criticism. This article outlines the scientific, technical and methodological elements (form, production, transmission, edition and exploitation) necessary to establish a diplomatics of audio-visual documents and to develop their use for historical research.
Keywords: diplomatic training, SvA -
(2003): Training in coping and pro-social competence abilities in homeless youngsters. In: REVISTA MEXICANA DE PSICOLOGIA 20 (2), S. 201-209
Abstract: The purpose of this study was to adapt, instrument and evaluate a training program of coping skills and prosocial communication, whose goals were to decrease achievement, personal, and home problems. Participants were seven teenagers between the ages of 16 and 21, two men and five women with a homeless history, low achievement and family disfunction. The intervention program considered four programmatic components in the form of exercises discovery, meeting, established rules, and plan (PAPs). The results obtained from a multiple baseline design through scenarios show a decrease in the behaviors reported by subjects in all three scenarios; however, it is necessary to have collateral measures to confirm those data obtained from teenagers' self-reports.
2002
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(2002): Preparing for European diplomacy?. In: JOURNAL OF COMMON MARKET STUDIES 40 (5), S. 849-870
Abstract: The literature on European foreign policy has paid scant attention to one critical aspect - European diplomacy. This article considers the nature of European diplomacy, the ways in which it manifests itself and, most importantly, the preparation of EU officials as well as national diplomats for European diplomacy. It is argued that more attention needs to be paid to training so that they may engage more effectively in European diplomacy. In order to facilitate this, support is lent to the idea of establishing a College of European Diplomacy. Effective European foreign policy needs a professional supporting diplomatic service.