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Purpose – The purpose of this chapter is to use the particulars of a single case study (Vietnam) to underscore common pitfalls that several governments have made during the emerging and concentrated stages in their policy responses to the HIV/AIDS epidemic and to underscore much needed actions in the HIV/AIDS prevention realm.

Methods – Literature syntheses, policy reports, interviews with in-country stakeholders, and a case study approach are used to explore key issues regarding common government missteps at the concentrated epidemic phase.

Findings – These include coverage of the history of social ills in the country and how these intersect with – first, myths about the spread of HIV within a given region; second, inadequate intervention with high-risk groups and lack of consideration of the ways in which high-risk groups interact with the general population (neglect of bridge populations); and third, poor emphasis on women and young women, who are disproportionately affected by key epidemic transitions, particularly the transition from emerging to the concentrated epidemic phase.

Contribution to the field – Documenting policy lessons in emerging and concentrated epidemics is urgent and can assist within and across nations to help control the spread of HIV/AIDS.

This chapter uses findings derived from interviews with 13 Ontario (Canada) secondary school principals to identify conditions that contribute to emotional labor, experienced in their work. Five workplace conditions that heighten participating principals' emotional labor emerged from the interviews, including advocating for students, work intensification, navigating their local policy context, managing workplace conflict and crises or tragedies in the school community. The findings suggest a need to clarify legislated expectations and responsibilities placed on principals to accurately reflect their work and counter the impact of work intensification. Principals could benefit from additional supports to deal with the impact(s) of work intensification, shepherding the school through crises or navigating shifting policy contexts and conflicts in the workplace. Rather than treating the symptoms that result from emotional labor, concrete efforts are needed to change the culture of the principalship in order to maximize the impact of leadership on student achievement.

Purpose – This chapter discusses the promise of and challenges to providing effective and culturally responsive trauma-focused mental health services to immigrant and refugee youth and their families within school settings.

Design/methodology/approach – This chapter utilizes “practice-based evidence” to outline successes and address the barriers associated with the implementation of school-based, trauma-focused, evidence-based interventions in four immigrant or refugee-dense cities: Los Angeles, Chicago, Minneapolis, and Boston.

Findings – Making cultural adaptations to identified trauma interventions that were consistent with community priorities, cultural norms, and values resulted in more accessible programs and greater engagement in treatment services.

Practical implications – The strategies tested in these real-world settings contribute to the development of culturally competent trauma-informed services for immigrant and refugee youth and their families. Mental health providers and program developers will better understand the need for multilevel engagement strategies and for culturally driven modifications when employing evidence-based programs with immigrant and refugee youth.

Originality/value – This chapter adds to the scarce evidence about useful methods to engage immigrant and refugee youth and families in treatment and to increase the likelihood of positive outcomes.

Purpose – This chapter examines the international Clubhouse movement, which features a unique “partnership model” that enables individuals who have serious and persistent mental illness to take an active role in their recovery. Consumer–provider and consumer–consumer supportive relationships are deepened through engagement in a range of cooperative activities both in the Clubhouse and in the local community.

Methodology – Data for this study have been gathered via case materials, semi-structured interviews, review of official publications, direct experience, participant observation, primary and secondary sources.

Findings – This study is consistent with other research demonstrating the efficacy of the Clubhouse model in providing mental health consumer assistance and support to gain paid employment, an education, and adequate housing.

Research limitations – While data have been gathered from a variety of sources encompassing a large number of Clubhouses, this is a single case study that includes limited comparative analysis with other modalities.

Practical implications – The Clubhouse model is an option that shows great promise for assisting mental health consumers to obtain employment, education, housing, and supportive relationships including peer support. It also promotes leadership development and participation in collective action for policy reform.

Originality/value – The Clubhouse approach is grounded in an empowerment paradigm of helping that emphasizes a strengths-based perspective, resiliency, activated consumers, collaborative partnerships with professionals, high expectations, self-help, mutual assistance, self-advocacy, and collective action for social change.

The aim of this chapter is to provide an overview of the student mental health crisis in Higher Education (HE), and how resilience and grit, two important positive psychological constructs, can be beneficial for university students’ success and wellbeing. As part of a discussion around some of the current approaches to intervening in wellbeing in universities, the chapter provides evidence for the use of PPIs for wellbeing in university students, alongside some of the challenges of implementing these in HE. It also provides an overview of the Thriving Students Framework and presents a case for a multicomponent approach to monitoring and improving educational success. In particular, a wellbeing framework that, alongside resilience, also recognises the importance of strengths, persistence in the face of difficulty, a growth mindset, self-control and mental wellbeing; Academic Tenacity. The implications of utilising this framework for educational attainment in university students are discussed. The Bolton Uni-Stride Scale (BUSS), a single short measure of academic tenacity that combines the attributes enabling measurement and intervention to support university students to thrive, is also presented for educators to use.

The question of ethics has accompanied all discussion of male circumcision and HIV: How can trials be run ethically? How could circumcision be promoted and provided ethically? Is it ethical to provide medical circumcision and payment to under-resourced test subjects? Would it be ethical to not do so? Two comprehensive and widely read papers (“Circumcision and HIV prevention research: An ethical analysis,” Lancet, 2006, and “The first randomised trial of male circumcision for preventing HIV: What were the ethical issues?,” PLoS Medicine, 2005) addressed the ethical issues of these investigations from the perspective of scientific liability, and many of the opponents of male circumcision, for this or other reasons, call their viewpoint a human rights matter. In this paper, I draw from social science and from the harm reduction movement to propose an ethic of wellness, built on causing the least harm and contributing to the most knowledge. This approach to the ethical question is linked to, but distinct from and sometimes at odds with, the traditional canon of medical ethics or bioethics.