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The purpose of this paper is to assess perceptions of organizational readiness to integrate clinic-based community health workers (cCHWs) between traditional CHWs and potential cCHW employers and their staff in order to inform training and implementation models.

A cross-sectional mixed-methods approach evaluated readiness to change perceptions of traditional CHWs and potential employers and their staff. Quantitative methods included a printed survey for CHWs and online surveys in Qualtrics for employers/staff. Data were analyzed using SPSS software. Qualitative data were collected via focus groups and key informant interviews. Data were analyzed with NVIVO 11 Plus software.

CHWs and employers and staff were statistically different in their perceptions on appropriateness, management support and change efficacy (p<0.0001, 0.0134 and 0.0020, respectively). Yet, their differences lay within the general range of agreement for cCHW integration (4=somewhat agree to 6=strongly agree). Three themes emerged from the interviews which provided greater insight into their differences and commonalities: perspectives on patient-centered care, organizational systems and scope of practice, and training, experiences and expectations.

Community health workers serve to fill the gaps in the social and health care systems. They are an innovation as an emerging workforce in health care settings. Health care organizations need to learn how to integrate paraprofessionals such as cCHWs. Understanding readiness to adopt the integration of cCHWs into clinical settings will help prepare systems through trainings and adapting organizational processes that help build capacity for successful and sustainable integration.

The purpose of this paper is to explore and develop appropriate responses to the workforce development needs of Aotearoa New Zealand Therapeutic Communities (TC).

Matua Raki took a workforce development design approach using principles of participatory/co-design.

A scoping exercise undertaken to explore the workforce development needs of Aotearoa New Zealand TC concluded that there was a shortage of addiction practitioners ready, willing and able to work in the TC environment and that a workforce development solution was desired by stakeholders. Following the scoping exercise a demand analysis found that there was a need for a TC training programme to be delivered in the Aotearoa New Zealand context. Outcome: a culturally appropriate TC training programme was developed in consultation with a wide range of stakeholders. The training programme was then piloted with a group of 23 practitioners. Evaluation of participant engagement and satisfaction indicated that the training programme was appropriate to both the needs of the workforce and the TC context.

The TC training, developed as a result of this workforce development design approach provides unique content and processes to meet the needs of the TC workforce in the New Zealand context.

Building a digital language archive requires a number of steps to ensure collecting, describing, preserving and providing access to language data in effective and efficient ways. The purpose of this paper is to describe how the Computational Resource for South Asian Languages (CoRSAL) group has partnered with the University of North Texas (UNT) Digital Library to build a series of interconnected digital collections that leverage existing UNT technical and metadata infrastructure to provide access to data from and for various language communities.

This paper introduces the reader to the background of this project and discusses some of the areas important for representing language materials where both University of North Texas Libraries (UNTL) metadata and CoRSAL metadata practices were adapted to better fit the needs of intended audiences.

We discuss a workflow for standardized language representation (the Language field), defining roles for persons related to the item (Creator and Contributor fields) and including subject representation for language materials (Subjects and Keywords fields).

Although further work is needed to improve language data representation in the CoRSAL digital language archive, the model adopted by the team and lessons learned could benefit others in the language archiving community.

This paper is a significantly extended version of the presentation made at the 1st International Workshop on Digital Language Archives in 2021.

Americans have become increasingly interested in their ethnic heritage in recent years. Assimilated Euro‐Americans, whose ancestors arrived in the New World generations ago, are rediscovering their roots and are enrolling in foreign language classes, taking up folk dancing, learning ethnic cuisine, tracing their genealogical pedigrees, and returning to the religious traditions their parents may or may not have passed on to them. Now it's “in” to be ethnic.

This research letter outlines the “AFAANZ shark pitch 2020” research journey and reflects on the application of the pitch template to the authors’ research topic on innovation, future profitability and stock returns.

This study begins by outlining how the research started, followed by the choice of authors’ replication study. This study then outlines the authors’ interactions with the corresponding author of the original study and the journal editor. The authors also detail their personal journey of using the pitch template.

The pitch template facilitated the identification of a replication study that has significant impact in informing Australian policy decisions. It allowed the authors to succinctly articulate and refine their research ideas.

This research letter highlights authors’ mistakes in using the pitch template and what they learned from interacting with the original authors and journal editor.

The purpose of this paper is to (n=472) examine how negative, user-generated content on Facebook impacts stakeholders’ perceptions of the organization.

At Phase 1, stakeholders’ perceptions about the organization – public relationship, corporate social responsibility, attitude toward the organization, and reputation of the organization were assessed. A week later, at Phase 2, participants were exposed to negative Facebook comments. This study employed the theory of inoculation as a way to bolster stakeholders’ attitudes to protect against attitude shift following exposure to negative, user-generated comments.

Paired sample t-tests indicate stakeholders’ perceptions of the organization – public relationship and corporate social responsibility significantly decrease after stakeholders read negative, user-generated content. The pattern of means supports the idea inoculation can prevent against attitude shift.

Strategic communication professionals should be aware of the impact negative posts can have and develop a strategy to respond to negative comments on Facebook.

There is limited experimental research examining the impact of negative Facebook posts on stakeholders. It extends current literature and provides practitioners with some guidance on the impact of negative, user-generated content.

Thepurposeofthisarticle wastoexaminethe effectsofstrengths-basedapproaches in co-curricularandcurricularleadershiponfirst-yearstudents’holisticthriving,academicthriving, social thriving, and psychological thriving. We used propensity score matching and regression analyses with survey data from the Thriving Quotient, which was administered to first-year students at a large, public research university(n = 548). The results suggest students’ enrollment in a strengths-based leadership minor course was associated with higher levels of thriving in social, academic, and psychological domains. Students’ participation in strengths-based student organizationswasassociatedwithhigherthrivinginsocialdomains,whileconcurrentenrollment in the strengths-based leadership class and participation in strengths-based student organizations was associated with significantly higher holistic thriving, social thriving, and psychological thriving.

The purpose of this paper is to examine ideas and notions in the founding and development of the area of mental health services in school in Sweden, with special focus on school psychology and school social work.

From a history of thought perspective, this paper investigates public Swedish school-related documents from the early 1900s up until the 1980s in order to reveal the influential ideas about school health care, children’s needs, and professionals’ responsibilities. These ideas are linked to the twentieth century development of the behavioural sciences, the school system, and the welfare state in Sweden.

Two main turning points are identified. The first occurred in the 1940s when psychologists and social workers were invited to become part of schools as experts on children’s mental health care, implying that mental health issues had become included in the school’s responsibility. The second turning point came in the 1970s when the tasks and the ideational context for the mental health experts changed dramatically. The first turning point challenged the dominant explanation model, a model that relied on scientific references to medicine, and eventually led to an acceptance of psychology instead as dominant provider of explanatory models. The second turning point affected the tension between child and system, and implied a subordination of the needs of the system for the benefit of the needs of the child.

This paper highlights how views on children’s needs and on the responsibilities of school and its professionals have been constructed and conceptualised differently over time and how those views are connected to changes in science, school, and society.

Drawing on the literature from cognitive neuroscience and auditing research on professional skepticism (PS), this paper identifies new research questions, determinants, and theories that may resolve current problem areas in PS research. We identify the following PS research areas that neuroscientific perspectives can potentially improve: 1) theory, 2) trust, 3) trait and state skepticism, 4) deception/fraud detection, and 5) skeptical judgment and action. The paper concludes with a discussion of the critical question of whether integrating a neuroscientific perspective in PS research is worthwhile and provides further direction for future research.

Cognitive Behavioural Therapy (CBT) is an evidence-based treatment for common mental health problems that affect children, young people and adults. The suitability of CBT for children has been questioned because it requires children to think about their thoughts, feelings and behaviours. The purpose of this paper is to investigate which cognitive and affective capacities predict children’s ability to relate thoughts, feelings and behaviours.

A total of 59 typically developing children aged between 8 and 11 years took part in the study. CBT skills were assessed on a story task that required children to relate the character’s thoughts to their feelings and behaviours. Children also completed an assessment of IQ, a feeling-of-knowing metamemory task that assessed metacognition, and a higher-order theory of mind task. Furthermore, parents rated their child’s empathy on the children’s empathy quotient.

The findings suggest that CBT is developmentally appropriate for 8–11 year old children; however, young children and children with mental health problems may have impaired metacognition and CBT skills. Metacognition and empathy may moderate the efficacy of child CBT and warrant further investigation in clinical trials.

This study provides evidence for the cognitive and affective skills that might predict the outcome of CBT in children. Metacognition and empathy predict children’s ability to relate thoughts, feelings and behaviours, and therefore may moderate the efficacy of CBT.