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In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.

Research ethics and integrity stipulates that research must be conducted with responsibility towards the research community and should benefit the intended population. This chapter will share insights from an ongoing research programme to reduce family conflict in the context of dementia care while discussing the accompanying ethical considerations. Research into dementia care has primarily focused on improving outcomes for the care dyad, leaving the influence and input of the wider family unit under investigated. Family conflict can detrimentally impact the quality of care provided and leave caregivers vulnerable to psychosocial difficulties. Family conflict occurs in the context of dementia care but there is little research on how to reduce, or prevent, such conflict occurring. In this research programme, a systematic review investigated the effectiveness of interventions that include the wider family unit to reduce family conflict; only one study was included which evidenced the lack of interventions in this area. A qualitative scoping review was then conducted to explore the lived experiences of caregiving families with experience of family conflict and reported solutions. It was found that conflict occurred due to factors including care decisions and role transitions which impacted relationships and affected care provision. Solutions to conflict were less often reported, indicating an important gap in the literature. Interviews with Alzheimer's Society staff and volunteers revealed that stigma and denial surrounding dementia were prevalent, and families were often reluctant to seek external help. This research programme is currently establishing public patient involvement (PPI) to develop the research methodology and interview questions for people with dementia (PWD) and their family caregivers to explore their lived experiences and potential solutions to family conflict. To conclude, this research programme will propose a family-focused intervention aimed at systemic family conflict for those caring for someone with dementia.

Apprenticeships for higher education institutes (HEIs) at degree and postgraduate levels in the UK have been challenging to provide, requiring increasingly complex collaboration and investment. This questions longer-term viability, creating a new perspective investigating evidence of value and impact for UK HEIs. This integrative literature review examines existing apprenticeship literature and showcases new knowledge for HEIs to update and inform future decision-making. Knowledge created offers a new framework, an “apprenticeship knowledge-based checklist model” and a perspective to explore further.

This integrative literature review examines apprenticeship provision viability for UK HEIs across several disciplines since commencement.

Analysis of selected studies across three research themes critiques potential apprenticeship practice for HEIs: stakeholder collaboration, widening participation and work-integrated learning. Results provided a new integrated perspective via governance levels: strategic, academic department, and teaching team.

The research draws from multiple disciplines representing current literature in the HEI Apprenticeships field. However, the context in which programmes are delivered by HEIs and employers differs significantly, so factors continue to emerge.

Practical implications drawn from these findings aim to cultivate dialogue before embarking/withdrawing from HEI Apprenticeship programmes. It offers employers guidance expectations when partnering with university providers. For global apprenticeship provisions, it offers a checklist for re-valuating practice.

The research identified new knowledge implications from existing literature in a field experiencing rapid growth. It offers valuable contributions: a knowledge-based checklist model constructed for HEIs to evaluate existing and future viability provisions at each governance level. It is a catalyst for new practice approaches and an agenda for further research.

Metaverse, that is extended reality (XR)-based technologies such as augmented reality (AR) and virtual reality (VR), are increasingly believed to facilitate fundamental human practice in the future. One of the vanguards of this development has been the consumption domain, where the multi-modal and multi-sensory technology-mediated immersion is expected to enrich consumers' experience. However, it remains unclear whether these expectations have been warranted in reality and whether, rather than enhancing the experience, metaverse technologies inhibit the functioning and experience, such as cognitive functioning and experience.

This study utilizes a 2 (VR: yes vs no) × 2 (AR: yes vs no) between-subjects laboratory experiment. A total of 159 student participants are randomly assigned to one condition — a brick-and-mortar store, a VR store, an AR store and an augmented virtuality (AV) store — to complete a typical shopping task. Four spatial attention indicators — visit shift, duration shift, visit variation and duration variation — are compared based on attention allocation data converted from head movements extracted from recorded videos during the experiments.

This study identifies three essential effects of XR technologies on consumers' spatial attention allocation: the inattention effect, acceleration effect and imbalance effect. Specifically, the inattention effect (the attentional visit shift from showcased products to the environmental periphery) appears when VR or AR technology is applied to virtualize the store and disappears when AR and VR are used together. The acceleration effect (the attentional duration shift from showcased products to the environmental periphery) exists in the VR store. Additionally, AR causes an imbalance effect (the attentional duration variation increases horizontally among the showcased products).

This study provides valuable empirical evidence of how VR and AR influence consumers' spatial bias in attention allocation, filling the research gap on cognitive function in the metaverse. This study also provides practical guidelines for retailers and XR designers and developers.

Evidence-informed decision-making is considered best practice when choosing interventions in applied settings across health, social care and education. Developing that evidence base, however, is not straightforward. The pupose of this paper is to describe the process implemented by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network (SF-DDARIN) that systematically develops an evidence base for behaviorally based interventions.

In this case study, the progressive research steps undertaken by the SF-DDARIN to develop the evidence base for an online reading intervention, the Headsprout® Early Reading programme (HER®), which uses behavioural principles to promote learning to read, are described.

A series of discrete projects targeting gaps in the evidence base for HER^® led to funding two randomised controlled trials in England, one in education and one in health and social care.

This case study illustrates an original, creative and effective way of collaborating across academic research departments and applied settings to extend the evidence base for a chosen intervention systematically.

This paper showcases how the PAR embedded in posthumanist perspectives enabled us to navigate several complexities in the field through methodological situatedness and pluralism. It also attempts to critically outline the drivers and barriers that shaped our capacities to engage with the PAR.

The Tamil Nadu state in the Bay of Bengal along the southeast coast of India is one of the six regions in the world where severe tropical cyclones originate throughout the year. Storm surges in this region are well known for their destructive potential due to strong winds and heavy rainfall. This paper describes our participatory action research (PAR) journey towards strengthening grassroots action by providing access to safe and affordable housing for cyclone-impacted households (CIHs) in the Villupuram district of Tamil Nadu, India. The PAR was guided by an adaptive innovation model (AIM) that draws inspiration from posthumanism, action research and reflective practice traditions.

The insights from the PAR insist that we must recognise and work with diverse knowledge systems and situated practices to develop meaningful disaster risk reduction (DRR) and climate adaptation strategies. Our approach has to be rooted in the lived experiences of various vulnerable groups, their entanglements with nature and their everyday struggles of interacting with a complex social-ecological system.

This paper is an outcome of a PAR in a cyclone-impacted village in Tamil Nadu, India. The discussions and findings of the paper are original in nature and have not been published elsewhere.

The purpose of this study is to explore the development and implementation of diversity, equity and inclusion (DEI) practices in hospitality and tourism organizations through the lens of structuration theory.

This study deployed a three-stage Delphi technique involving DEI experts in hospitality and tourism organizations to build a consensus. Specifically, individual agency, development and implementation of DEI practices and best DEI practices were explored through the Delphi technique.

The findings of this study feature a framework for DEI practices and the intersection between individual agency and organizational structure. The results of this study further showcase the theoretical importance of structuration theory in understanding how organizations develop and implement DEI practices.

This study reveals unique perspectives on DEI within hospitality and tourism organizations, pointing to the imperative need for leadership in initiating, developing and implementing change. This study also extends previous research by highlighting how DEI practices are initiated, developed and implemented through individual agency and organizational structure.

This paper aims to serve as a commentary on the paper titled “Implementation of an Adapted Handwriting Without Tears® Programme for Children with Developmental Disabilities in a Special Education Setting.”

It provides an overview of educational strategies that can be used in school settings to support professionals in acquiring skills relevant to their practice and promoting the acquisition of new abilities for their students.

It explores three critical aspects of education: measuring academic progress, using evidence-based methods and enhancing educator training.

This work represents the personal perspective of a professional working in the service delivery field for children with developmental disabilities in schools and rehabilitative centres.

The topic of student engagement (SE) has received considerable attention in the literature for its robust correlation with many positive educational outcomes in higher education (HE). However, among these desirable outcomes, student competencies have rarely been examined despite their importance in employability. While universities are expected to improve graduates' competencies and prepare them to adapt in an uncertain and complex workplace, the results are still limited. Therefore, this study attempts to examine the impacts of SE on student competencies in HE in Vietnam, focusing on the out-of-class environment. It also aims at developing a measurement instrument for out-of-class SE.

Based on student self-reports, this study collected two different datasets of 492 and 490 undergraduate business students in Hanoi to implement separate exploratory and confirmatory factor analyses. The measurement instrument of out-of-class engagement was adapted from the literature review and developed based on qualitative research, which combined the four subconstructs of participatory, emotional, cognitive and agentic engagement.

Findings confirms four subconstructs of SE in the out-of-class context where agentic engagement is a valid and distinct aspect. Findings further show that, among these four subconstructs, cognitive and agentic engagement have significant impacts on all four important student competencies for business students, while participatory and emotional engagement do not.

This study confirmed out-of-class SE has significant positive impacts on student competencies in HE, especially with out-of-class cognitive and agentic engagement. The findings show evidence of different impacts between participatory and agentic engagement, in which while participatory has no impacts on student competencies, agentic engagement significantly contributes to competencies of managing self, communicating and managing people and tasks. This implies different outcomes can be expected from different levels of engagement.

From a managerial point of view, the findings of this study strongly suggest that higher education institutions (HEIs) should view the out-of-class environment as an important extended learning context for students' complete development. Besides, as student out-of-class participatory engagement is not sufficient to the formation of student competencies, HEIs should strengthen out-of-class cognitive and agentic engagement among students. From the leadership perspective, building a good campus environment with various opportunities to involve students in diversified extra-curricular activities is beneficial to university students.

This paper contributes to the body of knowledge in SE by establishing a theoretical linkage between out-of-class engagement and student competencies and provides sufficient statistical significance. In addition, it validated out-of-class agentic engagement as a separate and distinct subcomponent of out-of-class SE and confirmed the positive impact of out-of-class engagement on student competencies for business students.

The Covid-19 pandemic has exacerbated social risks around the world, highlighting inequalities and eroding social cohesion in and between nations. The challenges posed by this global crisis to world governments can be overcome with cooperation between the public and private sectors. Several studies support the importance of external corporate social responsibility (CSR) activities in sharing knowledge with citizens and external stakeholders, with benefits for the company and for society. Few studies have investigated the relationship between knowledge management (KM) and sustainability. This work aims to investigate the influence of the gender variable in the sharing of CSR knowledge, focusing on the area of human rights.

The panel regression analysis was performed on a sample of 660 European companies listed over the years 2017–2020. The hypotheses tested in panel regression were then corroborated by a further test.

The results show a positive influence of women directors in the external disclosure of human rights. Evidence would assign a positive role to gender in sharing knowledge.

The findings offer new insights into the role of gender on KM and sharing. The results show that gender can be a factor that stimulates CSR knowledge. The presence of women directors can be a useful tool to increase the relational capital of the companies and to share knowledge outside the company.

The study contributes to the poor literature between knowledge sharing and sustainability. Evidence would assign a positive role to gender in sharing knowledge.