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The structure of this chapter is a literature review, followed by method, narrative data, findings, contributions, and conclusion. The literature review supports my sales pitch – individuals with autism are intelligent, emotional, and social individuals. My method is autoethnographic quantum storytelling, I will tell stories. The narrative data are the many stories that I have collected of individuals with autism thinking, feeling, and socializing and tie them to the work setting. My findings are that individuals with autism can be very valuable in the workplace, and with some adjustments that may vary across individuals, individuals with autism can easily be supported in the work setting. My contribution is to the employing organization and the individual with autism. I will conclude with how this shows that individuals with autism are intelligent, emotional, social individuals that belong in the work setting.

The present study applies a therapeutic modality known as sandtray to help 10 graduate students at New Mexico State University (NMSU) reflect on themselves. A shallow, rectangular sandtray, measuring 28.5 inches by 19.5 inches and 3 inches deep, half-filled with sand, is the basic instrument. The basic element of every sandtray is sand which is the basic element of the earth that connects people to their soul. I will introduce the sandtray therapy as a simple, nonverbal method in which small toys are representatives of real phenomena – namely, deep personal issues. Furthermore, I will bring together various approaches toward sandtray therapy as presented by different researchers, along with a personal disclosure of my own experience using this method and by providing photographs of my sandtray. My experience was in accordance with Carl Jung who explained that sandtray figures are characterized in a way that corresponds to the four essential phenomenological functions or personality types identified as the following: thinking, feeling, intuitive, and sensate. In the last part of this chapter, I will discuss the ways in which my sandtray represents my background as a person coming from Persia along with a Persian culture living in the United States while adapting myself to a new life.

The purpose of this paper is to share the story-net approach and to situate it as one that benefits from blending story as Indigenous methodology with non-corporeal actant theory (NCAT). The authors hope it will serve useful in building storytelling communities where Indigenous and non-Indigenous scholars are working to heal together from colonial trauma, reveal the inner workings of historical and ongoing colonial projects, dismantle the agency of colonial projects, and welcome heartful dialogue into the centre of MOS discourse.

The authors employ a storytelling approach which includes mapping the story-net territory and identifying the plot points along the journey. The authors use the story-net approach to story the approach.

This approach served helpful when engaging within story archives and with storytelling collectives comprised of both Indigenous and non-Indigenous persons, peoples and knowledges. The authors found four key premises, which help to narrate the ontology, epistemology, methodology and axiology of the story-net approach and six plot points, which help in mapping the lessons learned from engaging with stories, storytellers, story listeners and the socio-discursive contexts surrounding story-net work.

The authors story an approach that can be useful to support emerging Indigenous scholars while engaging with their non-Indigenous colleagues to do story-net work. This approach may be useful to navigate the tensions to create safer, more humane, inclusive, relational, strengths-based and trauma-informed spaces for engaging with Indigenous stories, storytellers, story listeners and discourses, as well as, to plot the points of contention so as to set the stage for deepening respectful research relations.

This chapter introduces the aims, objectives and potential outreach of the handbook. The handbook is both a quest for insights from leadership theory and practice in the contemporary world and a manifesto for leadership training through a value-based approach to authenticity. Contributors in this handbook do not belong to the orthodox authentic leadership community. They offer varied, provocative views and personal case studies of leadership. Some endorse aspects of the concept of authentic leadership while developing new understanding of authenticity, others suggest that it is flawed; others offer fresh, challenging, leadership insights. The chapter concludes with a brief introduction to all chapters in the handbook.

This paper aims to provide a living tribute to the leading autoethnographer, Alec Grant.

Alec provided Jerome with a list of names of people he might approach to write a tribute on his behalf.

The accounts describe the influence that Alec has had both as an educator and as a trusted colleague for the people approached.

While this is a living tribute, it is about one man and could, therefore, be described as a case study. Some people wonder what can be learned from a single case study. Read on and find out.

Alec has carved out a path for himself. In many senses, he chose “The Road Less Travelled”. He has never shied away from challenging “The System” and defending the rights of the marginalized and socially excluded. It is not a road for the faint-hearted.

For systems to change, radical thinkers need to show the way. “Change keeps us safe” (Stuart Bell).

Alec was a well-known and highly respected cognitive behavioural academic practitioner and the author of key textbooks in the field. He then decided to reinvent himself as an autoethnographer. This has brought him into contact with a much more diverse group of people. It has also brought him home to himself.