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This chapter examines the effects of mental health services and stigma on changes in self-concept and well-being for individuals with SPMI.

Data for this chapter come from structured interviews and service data for 140 individuals with severe and persistent mental illnesses. We use structural equation modeling to examine the relationship between perceived and internalized stigma, as well as the relationships among stigma, self-concept (self-esteem and mastery), and well-being (quality of life and functioning).

We find that case management is negatively related to quality of life and psychiatric services are positively related to functioning. Crisis services and assessment are associated with mastery in opposite directions. Internalized stigma is positively associated with self-esteem and mastery, and negatively associated with functioning. We do not find a relationship between services and stigma.

A limitation to this chapter is the sample size, which prohibits us from examining a full range of services and outcomes. Nonetheless, our findings provide information about how services and stigma impact well-being, and may be used as a starting point for considering strategies for improving services and reducing stigma. Future work should consider pairing outcomes with services to determine their effectiveness.

This chapter builds on previous research that examines the relative effects of services and stigma among individuals in community health care by extending measures of both services and stigma, and by examining the relationship between them, in order to better determine their implications for self-concept and well-being.

This chapter discusses the various ways in which audiovisual (AV) media industries have cooperated with the tourism industry and explores the emergent areas for cross-innovation. It demonstrates the gradual mediatisation of tourism, but also how the added value from location tourism has started to affect, for instance, the operation of the film industry. It then discusses the emergence of tourism gamification that came about with the arrival of smartphones equipped with an ever-increasing variety of sensors relevant to location and mobility awareness. The chapter finishes by discussing the affordances and forms of augmented reality being used in the service of the cultural heritage sector and the broader tourism sector.

Suppliers do not only maintain relationships with customers for the customers’ benefits but also for their own sake. Various important value‐creating functions of business relationships with customers have been identified in the past. However, the preconditions of this inter‐organizational value‐creation have not been addressed in depth. Drawing upon a database of over 200 customer‐supplier relationships, adaptations, trust and commitment are identified as key drivers for value creation. The results of this study have considerable consequences for the management of inter‐organizational relationships and networks regarding the process of how value could be created in business markets.

This chapter assesses how luxury travel imaginaries were modified in the aftermath of the outbreak of the coronavirus pandemic. Drawing on long-term fieldwork among travel influencers, the chapter presents their response strategies to the COVID-19 pandemic. Based on an analysis of evidence from participant observation in tourist sites, network visualisations, in-depth interviews and platform profiles, I trace the transformations luxury travel imaginaries have undergone since the beginning of 2020. Before this global crisis, travel influencers became new puissant players in the highly globalised tourism industry as they regularly received assignments from tourism boards and hotels. Although brand sponsorship was considered a substantial source of revenue for travel influencers, their collaborations in travel destinations and the monetisation of travel content on YouTube were further assets to secure a livelihood. The coronavirus outbreak, however, turned their life-worlds upside down. This ethnographic investigation identified three main responses of travel influencers to the current long-term crisis of tourism: (1) diversification of content creation and orientation towards other influencer genres, (2) support for local tourism organisations and online promotion of staycations and (3), finally, travel to tourist sites for circulating online content on safe travel standards. Digital platforms became a major arena where the future of tourism has been re-negotiated in the wake of the COVID-19 outbreak. The in-depth investigation suggests that travel influencers were in a position to create new powerful representations of luxury as safe travel since they acquired the skills to establish stable storyworlds for their travel experiences, which attracted the attention of large platform audiences.

In this chapter, we contribute to the conceptualization of self by engaging in a self-study of teacher education practices in which we distilled our perspectives on incorporating mindfulness in teacher education. Mindfulness is currently incorporated in teacher learning and education mostly toward stress-reduction and well-being, yet its ancestries stress its role as a path toward self-knowledge. Working in teacher education departments set in Israel, on the one hand, and Canada, on the other, we describe the place of the practice in our personal lives and articulate how we view its contribution to teacher education. Specifically, we focus on how “self” features in our endeavors, by examining “who it is” in the teacher that we seek to evoke/invoke by the application of mindfulness? We engaged in dialogue and reflective writing, in which each of us served as the other's critical friend in an attempt to clarify our different views. Oren emerges with a view of mindfulness as invoking “self as moment-to-moment experience” and the “teleological self,” both crucial for teachers. These senses of self mobilize us away from sociopolitical identities toward human-to-human relationships and reground teachers in the values they view as core to their call to teach. Conversely, Karen stresses the practice as a primer for situating the self in the sociopolitical. It enables deeper engagement in critical pedagogy, invoking teachers' “fluid self” situated in open-mindedness. Here mindfulness becomes a practice of social justice that allows us to acknowledge marginalized voices. Highlighting these different approaches, we contribute to the understanding of the role of mindfulness in teacher education. In particular, we extend the practice's main positioning within teacher well-being to its role within the discourse of teacher identity.