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Acute and chronic pain affects more Americans than heart disease, diabetes, and cancer combined. Conservative estimates suggest the total economic cost of pain in the United States is $600 billion, and more than half of this cost is due to lost productivity, such as absenteeism, presenteeism, and turnover. In addition, an escalating opioid epidemic in the United States and abroad spurred by a lack of safe and effective pain management has magnified challenges to address pain in the workforce, particularly the military. Thus, it is imperative to investigate the organizational antecedents and consequences of pain and prescription opioid misuse (POM). This chapter provides a brief introduction to pain processing and the biopsychosocial model of pain, emphasizing the relationship between stress, emotional well-being, and pain in the military workforce. We review personal and organizational risk and protective factors for pain, such as post-traumatic stress disorder, optimism, perceived organizational support, and job strain. Further, we discuss the potential adverse impact of pain on organizational outcomes, the rise of POM in military personnel, and risk factors for POM in civilian and military populations. Lastly, we propose potential organizational interventions to mitigate pain and provide the future directions for work, stress, and pain research.

Since 1985, Advances in Special Education has aspired to advance theories and best practices essential to understanding, treating, and instructing students with disabilities. At times, advancement involves vision and innovation. At other times, new technologies, cutting edge medical procedures, or innovate pedagogical practices capture the attention of special education professionals globally and substantial changes can result in the way students with special needs are instructed. This volume in Special Education International Perspectives invites a call for common ground and global commonalities in all schools. The main theme of this chapter is that teachers matter. The chapter reviews two decade of scientific evidence that supports this theme. The scientific evidence comes from neuroscience and social cognition findings related to the importance of the teacher–student interaction. Environmental influences are not only the physical world but the all-important social world. The chapter begins with an overview of the “social” brain relative to teaching. A practical guide for teacher use of evidence-based educational practices concludes the chapter.

This paper aims to provide a brief and accessible introduction to genetics and epigenetics for forensic practitioners. It provides two primers which define key genetic concepts and explain what epigenetic mechanisms actually are. The primers are provided alongside sections that focus on genetic research relevant to forensic practice, with a range of key messages that support the call to contextualise harmful behaviour and build better awareness of gene-environment relationships.

This is an opinion paper.

Select and seminal studies from the genetic literature that have forensic practice relevance are cited. These include studies from candidate gene research and epigenetic research. They highlight a number of key themes, including the way neurodevelopment and behaviour are contextually adjusted to fit certain environments, with epigenetic changes being an underpinning biological mechanism that facilitates this.

This article aims to introduce forensic practitioners to basic concepts in genetics and epigenetics so that they are able to engage with the relevant literature and understand the far-reaching implications for forensic practice.

It is becoming increasingly useful for forensic practitioners to appreciate how life experiences are encoded into biology through epigenetics. This paper highlights the potential of genetic and epigenetic research to provide major contributions to real-world practice in the coming years. It provides a modern biopsychosocial perspective on harmful behaviour and helps deepen the understanding of our efforts to support behaviour change. It offers ways to think of social and rehabilitative initiatives in biological terms.

This paper is one of few modern texts that focusses on the relevance of genetic and epigenetic research in applied forensic practice. It aims to introduce relevant concepts in an accessible manor. It intends to introduce biologically informed ways of understanding harmful behaviour within context and with attention to its function. It contributes to a de-pathologising narrative.

The purpose of this paper is to synthesize findings from health care research with those in service research to identify key conceptualizations of the changing role of the health care customer, to identify gaps in theory, and to propose a compelling research agenda.

This study combines a meta-narrative review of health care research, and a systematic review of service research, using thematic analysis to identify key practice approaches and the changing role of the health care customer.

The review reveals different conceptualizations of the customer role within the ten key practice approaches, and identifies an increased activation of the role of the health care customer over time. This change implies a re-orientation, that is, moving away from the health care professional setting the agenda, prescribing and delivering treatment where the customer merely complies with orders, to the customer actively contributing and co-creating value with service providers and other actors in the ecosystem to the extent the health care customer desires.

This study not only identifies key practice approaches by synthesizing findings from health care research with those in service research, it also identifies how the role of the health care customer is changing and highlights effects of the changing role across the practice approaches. A research agenda to guide future health care service research is also provided.

Several studies have been conducted on social inequalities. Despite highlighting inequalities between the rich and poor, researchers often overlook the fact that disabled people in Africa are marginalised more than their counterparts elsewhere. Using critical discourse analysis (CDA) as a theory and data analysis method, this study sought to answer two questions: (1) What is reported about the inclusion of disabled people in using digital media? (2) How is it reported? Twenty-two articles were purposively sampled: 15 from Newsday and 7 from The Herald published between 20 November 2017 and 24 September 2022. Findings indicate that the two papers exposed marginalisation of disabled people in an educative and informative way and had erudite analysis from disabled columnists. This was successful because the papers relied on the disabled community as sources of information and contributors of published material. The papers also engaged stakeholders such as corporates, government and civil society organisations. It is recommended that other newspapers and many forms of mass communication provide a representation of people with different forms of disabilities. Future studies could seek the views of disabled communities about their presentation in the digital media through disabled writers and providers of information.

Being excluded blights the lives of the mentally ill. Exclusion is both cause and consequence of mental ill‐health and extends beyond material deprivation to exclusion from the activities which give meaning to life. Promoting inclusion is central to the work of all mental health practitioners and the purpose of this paper is to advance the practices which support this.

The literature on what supports social inclusion and the related concept of recovery is reviewed. The working practices and prevailing theoretical models in psychiatry are also considered in the context of understanding how these practices and models can support socially inclusive and recovery‐orientated ways of working.

Social inclusion and recovery interact dynamically. Central to being “in recovery” is the experience of being included. Social inclusion is also a platform on which to participate in life's activities and to learn to “live well” again. The practices which support these approaches are consistent with medical models of care, with the bio‐psychosocial model that prevails in psychiatric practice and with existing guidelines on the nature and purpose of the therapeutic relationship.

Obstacles are described that impede adopting new practices and these include creating additional work, increased risk in a risk averse environment, and incompatibility with current models of medical practice. This paper seeks to describe the cost of exclusion, the value of inclusion, the practices which support recovery and social inclusion and to refute the arguments for not adopting these ways of working.

This article aims to provide a new paradigm for thinking about disability, which can be applied to other social groups, historically invisible and whose rights have been violated. The Model of Communication and Legitimate Acknowledgement of Disability (MCLAD) tries to break with the logic of continuing to add terms and euphemisms around the issue. The author proposes a new line to think about relationships in democratic societies. Taking the step from inclusion to acknowledgment does not imply another way of naming the disability, but rather addressing the problem from concrete practices of recognition. In order to arrive at the proposal of the MCLAD, the author will make a journey that addresses how disability has been understood throughout history, according to the study of different authors.

Disability has been perceived over time in many different ways, which led some authors to build models in order to explain certain social approaches to the subject. This article traces a journey from the first model to the present. In turn, it proposes a new one: the MCLAD, which is characterized by a paradigm shift: moving from inclusion to acknowledgment. To substantiate this, three categories are presented: acknowledgment, distance and vulnerability. The different theories and concepts that support the model will also be presented. The purpose of the MCLAD is to deepen the idea of empowering people with disabilities as part of today’s diverse societies and closing historically constructed gaps which are still in force.

The MCLAD proposes three categories: acknowledgment, distance and vulnerability. In turn, in each of them, there is a link between three axes: person with disability/society/state, analyzing the dynamics of these relationships presented, will provide us with the necessary elements to understand the proposed turnaround.

Although the different models will be presented according to the chronological order of definition over time, all of them still coexist today, in many cases in hybrid and naturalized ways in social practices. Recognizing what practices and conceptions are behind each model, allows us to recognize and resignify the ways of communicating toward people with disabilities (PWD) and on the issue of disability. It also allows other specific recognition practices, such as the legitimization of public policies from the laws that protect them.

To replace the paradigm of inclusion for that of acknowledgment and to recognize how the three categories (acknowledgment, distance and vulnerability) are linked with the three issues (PWD – society and state) allowing specific relationship and practises of legitimate or not acknowledgement. When the author affirms that the MCLAD implies a paradigm shift, the author means that it provides some elements from legitimate acknowledgment to complement aspects which inclusion does not address, and that the other models did not take into account. These are: the self-acknowledgment of people with disabilities and the sense of responsibility linked to empowerment; vulnerability as a category of reconciliation, which is typical of every human being; the contribution of the Phenomenology of the Among to think about how relationships and practices actually occur in society and, finally, the role of the state, which must watch over all its citizens, avoiding the distance between discourse (laws) and practices and, above all, avoiding exclusion from the system due to lack of monitoring of actions.

It should be noted that the MCLAD starts from the idea of language as a constructor of realities and conceives communication as an enabler of the acknowledgment of the other, who is also subject to rights. At the same time, it vindicates the voice of people with disabilities as protagonists (“Nothing about us without us”) and fosters the need for PWD themselves to be active in their struggles, promulgating legitimate acknowledgment. At the same time, it points out that the empowerment of PWD implies not only that they are aware of their rights but also that they themselves know and fulfill their duties within the democratic societies of which they are a part of and which, at least discursively, are regulated by laws. In other words, being empowered is also being responsible for living in society.

The main contribution that the MCLAD has to offer is to replace the paradigm of inclusion for that of acknowledgment. And, throughout the path followed in this article, an attempt has been made to establish that the turnaround is not to capriciously install a new concept (acknowledgment), but to demonstrate that the new paradigm involves three categories that sustain and support a model that seeks to be the basis for effective public policies, for a society that values diversity and for people who feel worthy and contribute to dignify others.

Despite an enormous growth of the literature and research on inclusive education during the last two and a half decades, theory and practice on inclusive education are still inconsistent across the education systems worldwide. It is defined, conceptualised and practised differently across diverse socioeconomic contexts and groups of scholars and practitioners. While some promote educating all students in a mainstream classroom setting irrespective of their abilities and physical, emotional and behavioural challenges, others emphasise improving the overall quality of education for all children from diverse backgrounds. Given that education is a multidimensional social enterprise, promoting a single perspective at the cost of others or merely emphasising the role of schools and teachers may hardly result in improved education outcomes and guarantee equal learning opportunities for all. This chapter will critically review the relevant theory and discuss the different approaches to inclusive education. Then it will discuss the potential challenges to inclusive education across the education systems. Finally, the chapter will offer an inclusive way forward for improving the quality of education for all children, irrespective of their backgrounds, in mainstream schools in multicultural contexts.

The purpose of this paper is to explore the connection between organisational cultures and the employee's resistance to change at five hospital wards in Western Sweden. Staff had experienced extensive change during a research project implementing person‐centred care (PCC) for patients with chronic heart failure.

Surveys were sent out to 170 nurses. The survey included two instruments – the Organisational Values Questionnaire (OVQ) and the Resistance to Change Scale (RTC).

The results indicate that a culture with a dominating focus on social competence decreases “routine seeking behaviour”, i.e. tendencies to uphold stable routines and a reluctance to give up old habits. The results indicate that a culture of flexibility, cohesion and trust negatively covariate with the overall need for a stable and well‐defined framework.

An instrument that pinpoints the conditions of a particular healthcare setting can improve the results of a change project. Managers can use instruments such as the ones used in this study to investigate and plan for change processes.

Earlier studies of organisational culture and its impact on the performance of healthcare organisations have often investigated culture at the highest level of the organisation. In this study, the culture of the production units – i.e. the health workers in different hospital wards – was described. Hospital wards develop their own culture and the cultures of different wards are mirrored in the hospital.