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Not only is the prevalence rate of autism spectrum disorder (ASD) rising, but there has been increased attention in the media focused on interactions between autistic individuals and police officers. Research suggests that police officers report concerns regarding how to appropriately support autistic individuals during interactions due to a lack of training opportunities or general knowledge of ASD. To contribute to this emerging research, the aim of the present study was to examine what makes police officers feel more or less confident when working with autistic individuals of all ages in the capacity of their job.

In the present study, police officers' responses (N = 317) to open-ended questions were analyzed using thematic analysis to understand what makes police officers feel more and less confident when interacting with someone with autism.

Analysis yielded several major and minor thematic categories, which were combined into three major factors including (a) effective training, (b) malleable factors and (c) fixed factors.

The findings of this study provide novel insight into police officer confidence to communicate and interact with autistic individuals. This research utilized the voices of police officers to identify areas of need and themes relating to officer confidence. The findings can be immediately used to inform research and practice and to improve relationships between first responders and the autistic community.

The aim of this paper is to examine how the “colleen” archetype was used in the creation of a successful brand personality for a range of soap manufactured in Ireland during the early twentieth century. It reveals the commercial and political agendas behind this move and the colleen's later application to Ulster unionist graphic propaganda against Home Rule between 1914 and 1916.

This case study is based on an analysis of primary and secondary sources; the former encompassing both graphic advertising material and ephemera.

This paper demonstrates how contemporary pictorial advertising for colleen soap was suffused with text and imagery propounding Ulster's preservation within the UK. It also suggests that the popularity of this brand personality may have been a factor in the colleen's appropriation for propaganda purposes by certain strands within Ulster unionism.

This paper is based on original research that expands the historical corpus of Irish visual representation, while also adding notably to discourses within the History of Marketing and Women's History.

To explore the use of video-stimulated reflection during read aloud activities in early childhood to promote self-awareness, reading comprehension, and metacognitive literacy practices.

The increasing visibility and accessibility of video recording devices across learning environments is the cause for investigating their potential utility as effective instructional tools. This chapter outlines a pedagogical approach to the implementation of video reflection in early childhood education. Grounded theory is used to build an understanding of how video can support effective emergent literacy and metacognitive strategy instruction.

Video recordings facilitated students’ reflection. Common reflective themes include revisiting the recorded event in reflective discussion, elaboration on story elements toward increasing comprehension, and explaining students’ own thinking. These findings indicate students’ ability to engage in emergent practices fundamental to a disciplinary literacy perspective.

The use of tablets as a video device in early childhood can be utilized to promote reading instruction and metacognition. Video reflection can leverage practices that are necessary for disciplinary literacies.

Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their exposure to multiple poverty-related risks, African American children may be more susceptible to exposure to toxic stress. Toxic stress affects young children’s brain and neurophysiologic functioning, which leads to a wide range of deleterious health, developmental, and mental health outcomes. Given the benefits of early care and education (ECE) for African American young children, ECE may represent a compensating experience for this group of children, and promote their positive development.

Neuroscientific research on addictions has prompted a paradigm shift from a moral to a medical understanding – with substantial implications for legal professionals’ interactions with and decision-making surrounding individuals with addiction. This study complements prior work on US defense attorney’s understandings of addiction by investigating two further perspectives: the potential “next generation” of legal professionals in the USA (criminal justice undergraduates) and legal professionals from another system (Germany). This paper aims to assess their views on the brain disease model of addiction, dominance and relevance of this model, the responsibility of affected persons and preferred sources of information.

Views of 74 US criminal justice undergraduate students and 74 German legal professionals were assessed using Likert scales and open-ended questions in an online survey.

Neuroscientific research findings on addictions and views that addiction is a brain disease were rated as significantly more relevant by American students to their potential future work than by German legal professionals. However, a majority of both samples agreed that addiction is a brain disease and that those affected are responsible for their condition and actions. Sources of information most frequently used by both groups were publications in legal academic journals.

In the USA, information for legal professionals needs to be expanded and integrated into the education of its “next generation,” while in Germany it needs to be developed and promoted. Legal academic journals appear to play a primary role in the transfer of research on addiction into legal practice.

This study complements prior work on US defense attorney’s understandings of addiction by investigating two further perspectives.

This study explores how one novice teacher navigated his first-year teaching sixth-grade social studies.

One-sixth grade novice teacher was observed during his unit on the Islamic Empire. The teacher was interviewed before the unit began to understand his approach to combating Islamophobia and interviewed again after the unit so he could reflect on the unit and discuss if he believed he had accomplished his original goal. Classroom artifacts (handouts, slide decks, etc.) were collected.

The findings highlight the various forces that impacted the decisions the teacher made in the classroom. Lack of support from administration and various colleagues left the teacher feeling overwhelmed and unable to accomplish his goals. While the teacher started the unit with a clear purpose for teaching against Islamophobia, he ultimately taught a unit where students memorized discrete pieces of information.

This study adds to previous research on the need for providing administrative support for novice teachers to be able to teach in ambitious ways by highlighting the numerous shortcomings.

This paper aims to present an original conceptual model that captures the orientations of new business founders in the fashion design sector as they navigate the tension between creative endeavour and business practice.

The start‐up experiences of 38 fashion designers from the four main fashion centres in New Zealand were examined using an interpretive narrative approach. The designers' enterprise development narratives were analysed using in‐depth literary and conceptual analyses to reveal the nature and context of their start‐up behaviour and the conceptual frameworks they employed to make sense of their start‐up behaviour.

The designers were, to varying degrees, preoccupied with a perceived tension between creative processes and business practices. This tension was typically experienced as a disjunction between self‐identity and the identities supported by the business models designers worked within. Successfully navigating this tension could require significant conceptual shifts or fundamental adjustments in business approaches which challenged designers' original rationales for start‐up. The analysis of designers' responses to the creativity‐business tension and how they made sense of this produced a conceptual framework, a space delineated by three basic enterprise orientations: creative enterprise orientation (CEO), creative business orientation (CBO), and fashion industry orientation (FIO).

This conceptual framework has major implications for policy makers and providers of design education and business support as it offers a means of differentiating between the lived‐in experiences of designers. In so doing it could be used as a tool for tailoring support more appropriately to designers' needs. The narrative approach produced rich, contextualised insights and a template for the further studies that will be required to establish the wider applicability of the framework.

The original conceptual framework presented here provides much needed insight into creative business start‐ups that will allow better targeting of education, support and policy development. The approach used to create this framework is an innovative example of how narrative and sensemaking approaches can be combined to provide rich insights into enterprise creation from the entrepreneur's perspective.

This issue is a selected bibliography covering the subject of leadership.

This chapter aims to examine the ways coaching and mentoring are currently leveraged to deliver leadership development in higher education institutions. By exploring the variety of coaching and mentoring approaches and their deployment at different levels and across different institutions we are able to indicate opportunities for further enhancing leadership development in the sector through coaching and mentoring. The chapter examines peer-reviewed articles, sector reports and insights from key informants crafted into mini case studies. Mentoring emerges as a default approach to leadership development, in particular at early career stages and where inclusivity and diversity feature as part of leadership development programmes. Coaching is evident at the senior levels and offers a wider range of individual leader, senior team and organisational leadership development opportunities. Our cases highlight the range of responses and sophistication of coaching approaches and practices, from the highly embedded to other more piecemeal examples. The findings emphasise the importance of empirical research in this area to better understand and inform the sector of the wider benefits and opportunities of coaching and mentoring in supporting leadership development. Opportunities to support greater inclusivity and diversity in leadership should consider coaching approaches and practices too. This exploration of coaching and mentoring identifies why shifts towards coaching may be evident. It challenges those in the sector – researchers, people management and organisational developers, as well as senior leaders – to adopt more integrated and embedded coaching and mentoring initiatives to support the sector in addressing its current challenges.

The Indiana Writers Center (IWC) believes that everyone has a unique story to tell. The mission of IWC is to nurture a diverse writing community, to support established and emerging writers, to improve written and verbal communication, and to cultivate an audience for literature in Indiana (About the Indiana Writers Center, 2012, para. 1).

For more than 30 years, the IWC, a nonprofit organization, has worked to foster a vibrant literary writing community in Indiana, providing education and enrichment opportunities for both beginning and accomplished writers. (About the Indiana Writers Center, 2012, para. 1).

Teacher, writer, and community activist Darolyn “Lyn” Jones was asked to join the staff at the IWC in 2005 to meet the new initiative: take writing out of the center and to marginalized writers. Her charge was to help writers both find and share their voice.

The origin of this initiative began with a group of girls, ages 12–22 in a maximum state prison. The girls became the Center’s muse and because of their words, the Center was compelled to build, create, and nurture even more youth writers. The backstory of the IWC work with the girls will be featured in this chapter.

The product of that early work has now evolved into Building a Rainbow, an eight-week long summer writing program designed to teach creative narrative nonfiction writing program to youth using a curriculum that helps them identify meaningful moments, see them in their mind’s eyes, and bring them alive on the page in vivid, compelling scenes.

Currently funded by the Summer Youth Program Fund (SYPF) in Indianapolis, the Building a Rainbow writing program is free to youth participants and held in various locations that serve a diverse student population. This chapter will highlight our work with four different community partners: our first group of youth, girls at a maximum state prison, and our current work with an all African-American youth development summer camp for students ages 6–18 run by the Indianapolis Fire Department, a Latino leadership institute that works with Latino students ages 11–16, and a south side, historic community center that works primarily with Caucasian students living in poverty.

By forging new collaborative relationships with arts organizations, schools and universities, community organizations and social service providers, IWC has worked successfully to

• Create community with our writers and with partnering sites

• Identify, sort, and prioritize program objectives (Caffarella, 2002, p. 21) in designing and delivering curriculum that meets the diverse needs of each site’s student group and meets our mission

• Solicit and train instructors, university student interns, and community volunteers (Caffarella, 2002, p. 21)

• Present, publish, and perform our work for the greater writing community.

Create community with our writers and with partnering sites

Identify, sort, and prioritize program objectives (Caffarella, 2002, p. 21) in designing and delivering curriculum that meets the diverse needs of each site’s student group and meets our mission

Solicit and train instructors, university student interns, and community volunteers (Caffarella, 2002, p. 21)

Present, publish, and perform our work for the greater writing community.

Besides learning about the programming above, readers can also read and hear the words and voices of students at the sites as they share their memoirs of people, places, and events that have shaped them.