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Mental health issues are exceedingly prevalent in society. Approximately one in five people will experience a mental illness within their lifetime and serious mental illnesses are most likely to emerge between the ages of 16 and 24. This research endeavored to gain a better understanding of teachers’ knowledge and perceived roles in dealing with students with mental health issues. The purpose of this paper is to explore teacher education programs and other resources accessible to teachers as well as barriers to their continued learning about issues related to mental health.

In total, 75 secondary school teachers completed an online survey consisting of 42 Likert-style questions constructed with the main objective of the study in mind. The questions were organized under five different subheadings in the survey in order to provide some direction regarding the research questions. Measures of central tendency were utilized to determine frequencies of responses. The researchers created summary tables of the data for analysis purposes.

Teachers indicate that it is within their role to deal with mental health issues, but many do not have the knowledge to do so. Teacher education programs are not providing enough preparation for teachers and, although available, many teachers do not have knowledge of resources produced by interest groups.

Teacher education programs, both pre-service and in-sevice, must respond to the needs of teachers. In doing so, the authors can then address the needs of students and assist them in the challenges that mental illnesses present.

While an educator's role does not officially include being a mental health practitioner, it is their role to educate all students. This inevitably requires an understanding of the connection between mental health issues and how they affect a student's ability to learn and to live a healthy life.

Resiliency theory suggests “the most important and consistent protective factor is that of adults caring for children during or after major stressors” (Masten et al., 1991, p. 431). Who better placed to assist them than teachers?

This research adds to the ever-increasingly difficulty tasks that teachers are charged with implementing. It identifies a clear need for increased attention to preparing teachers.

Purpose – The purpose of the chapter is to introduce interviewing as an exploratory research approach for understanding the lived experiences of individuals and groups in sports and physical cultural contexts. The author draws on her own research with snowboarders to illustrate some of the standard and unique issues related to conducting interviews as part of ethnographic fieldwork.

Design/methodology/approach – The chapter begins with a brief history of the development of qualitative interviews and their various uses in sport studies. The author then provides a description of her use of ‘postmodern-inspired’ interviews as part of a broader ethnographic study of snowboarding culture. Following this, she adopts an alternative representational approach to illustrate some of the practical, ethical, political and embodied issues for reflexive researchers working in the critical paradigm and conducting interviews in sport and physical cultural fields.

Findings – The chapter illustrates the value of a postmodern approach to interviewing that recognises the interview as more than textual, and gives greater consideration to the affective, sensuous, relational, embodied and socio-spatial dimensions of each interview event.

Research limitations/implications – The chapter examines the strengths and limitations of qualitative interviewing, with particular attention to the potential and perils of interviewing in the sports field.

Originality/value – The chapter provides a succinct introduction to the use of interviewing in sport and physical culture, and makes an innovative contribution by focusing on ethnographic interviews.

The purpose of this paper is to outline the development, structure, and implementation of a new programme for domestic abuse (DA) perpetrators.

A needs-led DA perpetrator programme is proposed, named as “Up2U: Creating Healthy Relationships” (Up2U). The background to Up2U, its aims, configuration, and delivery methods are presented in this paper. To illustrate Up2U, the targets for change and referral population in the development site are discussed. Furthermore, the paper reflects on some of the implementation decisions and the steps taken towards evaluating the impact of Up2U in the development site.

Research supports provision of treatment targeting perpetrators’ criminogenic needs, delivered with responsivity to their learning styles, at an intensity that matches their risk. Change on treatment targets can be evaluated in the context of differences in recidivism outcomes to help assess whether impact can be attributed to the programme. It can also serve as a more proximal index of success/failure for individual clients. Such implementation and evaluation decisions are a benefit of the present researcher-practitioner partnership.

Up2U is innovative by being risk-and needs-led rather than taking a gendered approach to DA treatment, and this new evidence-based approach may reduce partner abuse. This is the first paper to outline Up2U’s structure, content, implementation, and measurement.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

Generally, theory and research investigating the effectiveness of mentoring has offered little resounding evidence to attest to mentoring programmes being a strategic initiative that make a real difference in reducing the educational inequities many minority students endure. In contrast to this existing research base, the Australian Indigenous Mentoring Experience (AIME) has often been cited as one of the most successful mentoring initiatives within Australia. It is the purpose of this chapter to examine how AIME may impact on the educational aspirations and school self-concept of Aboriginal and Torres Strait Islander students.

A series of multi-group analyses were centred around Confirmatory Factor Analysis (CFA) and structural equation modelling techniques that sought not only to explore the psychometric validity of the measures utilized within this study, but also to identify how the measures may be related after accounting for background variables (e.g. gender, parental education).

The results found that the measures utilized held strong psychometric properties allowing an increased level of confidence in the measures used and the conclusion that may be drawn from their use in analyses. Overall, the results suggested that AIME is an effective tool for increasing not only the educational aspirations of Aboriginal and Torres Strait Islander students but also their levels (and utility) of School Self-concept and School Enjoyment.

The implications suggest that not only is AIME an essential tool for closing the educational gap between Aboriginal and Torres Strait Islander and non-Aboriginal students, but also our understanding of mentoring must be extended well beyond simplistic notions of role-modelling.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

Previous research has indicated that helping professionals working with traumatised individuals are susceptible to adverse effects which can be recognised as secondary traumatic stress (STS). The purpose of this paper is to explore STS in police officer’s investigating childhood sexual abuse (CSA) in the UK.

This study employed a cross-sectional, quantitative design. An online questionnaire was completed by 101 Child Abuse Investigation Unit (CAIU) police officers in England and Wales. STS, coping strategies, anxiety, depression and demographic information was collected for all participants.

It was indicated that increased exposure to CSA, measured by number of interviews in the past six months, was associated with higher levels of STS. Positive coping strategies, negative coping strategies, anxiety and depression all had a strong, positive relationship with STS.

This paper is a first step to understanding STS in CAIU police officers in the England and Wales. This area of research remains under-developed and would benefit from further attention in the future.

This is the first known study of its kind in the UK.

In 2005 Manchester United was taken over by US businessman Malcolm Glazer, in part because of the club's brand name prominence in the global sport of soccer. This paper examines how Manchester United rose to a pre-eminent position in world football through its on-field performances and its off-the-field management strategies. It shows how the club took its storied history into world markets to take full advantage of globalisation, the opportunities extended through the English Premier League's reputation and developments in global media technologies. Astute management of club resources is identified as the major factor in global brand management.