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The purpose of this study is to examine how the childhood trauma experiences of CEOs influence firms’ internationalization.

The research used a difference-in-difference method with constructing a treatment group whose chief executive officer (CEO) experienced the great famine in China between the ages of 7 and 11, and a control group whose CEO was born within three years after 1961.

The study reveals a significant inverse correlation between CEOs’ childhood trauma experiences and firm internationalization. However, this correlation is weaker in the case of state-owned enterprises and firms led by CEOs with overseas work experience.

To the best of the authors’ knowledge, this study is the first to extend the theoretical framework to elucidate firms’ internationalization by introducing childhood trauma theory into the field of international business literature. Second, the authors link the literature on the effect of CEO explicit traits and psychological traits on firm internationalization by exploring how CEOs’ childhood trauma experience shapes their risk aversion, which, in turn, influences firm internationalization. Third, the authors address the call for examining the interplay of CEO life experiences by scrutinizing the moderating effect of CEO overseas work experience on the association between CEOs’ childhood trauma exposure and firm internationalization.

Peer support work is increasingly recognised as an adjunct support across various systems of health and social care, and is a core principle in trauma-informed care. Those accessing a wide range of human and social services may have experienced prior trauma. As such, trauma-informed care is a universal organisational model that seeks to realise, recognise and respond to trauma, while limiting possible re-traumatisation when individuals are engaging with systems of care. Peer support can play an integral role in supporting those who have experienced prior traumas. However, trauma does not exist in isolation and the wider environment influences, moderates and contributes to how an individual experiences and heals from trauma. Peers can play an important role helping to alleviate some of the environmental influences by helping to build the capacity of those that use health and social care services.

Housing is a fundamental need for all humans. A roof over our heads can provide safety, warmth and stability. Once we have this stability, our physical and mental health is more likely to be managed effectively. However, housing, or indeed a roof, is not something everyone has the privilege of experiencing. Housing policy across the globe is dominated by capitalistic thinking: the profit becomes the priority. Those marginalised, traumatised and stigmatised suffer the most, many having to access inadequate homeless shelters, still more sleeping on our cold streets. Current service provision favours the middle class. In these circumstances ill-health manifests, responses are often inadequate, yet some innovations develop. Housing First seeks to reach into the homeless population and provide housing to those most entrenched, while Safetynet seeks to provide health-related services to those homeless and experiencing other related problems. Both interventions understand the role peers can play in providing these services.

In this chapter, we explore the intricate relationships between young disabled children, their families, institutional settings, and disability services in Canada, with an emphasis on the challenges stemming from unstable custodial dynamics and governmental interference. Drawing on data from a 9-year longitudinal Institutional Ethnography across three provinces and one territory, we analyze the experiences of 41 families who have interacted with the child welfare system, foster care, adoption processes, family courts, or other custodial procedures – many of them are Indigenous or live with low income. The historic and ongoing state control and institutionalization of disabled children in Canada are interrogated through the lens of settler-colonialism (Awj, 2017; Disability Rights International, 2021). This chapter scrutinizes constructs framed by colonial narratives, including disabled childhoods, notions of disability, the “best interest of the child,” the archetype of the “good parent,” and the designation of custodial “status.” We present Institutional Ethnography as a method of de-constructing these systems and identifying care principles in the changing context of family.

This research aims at explaining the phenomenon of the “black children” (heihaizi), a very little-known generation who lived with concealment under the one-child policy in China. The one-child policy was officially introduced to nationwide at the end of 1979 by permitting per couple to have one child only, later modified to a second child allowed if the first was a girl in rural China in 1984. It was officially replaced by a nation-wide two-child policy and most existing research focused on the parents’ sufferings and policy changes. The term “black children” has been mainly used to describe their absence from their family hukou registration and education. However, this research aims at expanding the meaning of being “black” to explain the children who were concealed more than at the level of family formal registration, but also physical freedom and emotional bond. What we do not yet know are the details of their lived experiences from a day-to-day base: where did they live? How were they raised up? Who were involved? Who benefited from it and who did not? In this way, this research challenges the existing scholarship on the one-child policy and repositions the “black children” as primary victims, and reveals the family as a key figure in co-producing their diminished status with the support of state power. It is very important to understand these children’s loss of citizenship and human freedom from the inside of the family because they were concealed in so many ways away from public view and interventions. This research focuses on illustrating how their lack of access to continued, stabilized, and reciprocally recognized family interactions framed their very idea of self-worth and identity.

This chapter provides an overview on the traditions and values of teaching students with traumatic brain injury (TBI). First, we discuss the prevalence, identification, and characteristics associated with TBI and how those characteristics affect learning, behavior, and daily life functioning. Next, we focus on instructional and behavioral interventions used in maintaining the traditions in classrooms for working with students with TBI. Findings from a review of the literature conclude that there are no specific academic curriculums designed specifically for teaching students with TBI; however, direct instruction and strategy instruction have been shown to be effective educational interventions. Current research on students with TBI is predominately being conducted in medical centers and clinics focusing on area of impairments (e.g., memory, attention, processing speed) rather than academic achievement and classroom interventions. Finally, we conclude with a list of accommodations and a discussion of recommendations for future work in teaching students with TBI.

In March 2020, the Australian Government restricted the entry of travelers into Australia by closing its international borders in an effort to contain the spread of the coronavirus (COVID-19). While Australian citizens who were resident overseas could return to Australia under certain conditions, the border closures significantly affected their ability to return to Australia and as a consequence had a dramatic impact on their lives and the lives of their families. This chapter explores the effects of the Australian government’s decision to close the national border by presenting the lived experiences of Australian citizens adversely affected by the government’s decision. The research is based on an online survey conducted in late 2021 and early 2022. Based on the findings, this chapter explores notions of Australian citizenship rights and privileges in the context of the pandemic, and the profound impacts the national lockout had on Australians as individuals, family members and on their sense of national identity. A central finding of this research reveals how citizens’ separation from family during the lockout placed considerable stress on the family as a social institution and caused significant impacts on Australians’ physical and mental health.