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The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

This is not a formal review or meta-analysis.

This paper will be a useful resource for teachers and those interested in PK-20 education.

This paper highlights the problems and opportunities for bringing compassion into education settings.

To date, no review of compassion in PK-20 exists.

The purpose of this study is to identify and synthesise the best evidence on health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.

A mixed-methods systematic review was conducted in accordance with the Joanna Briggs Institute methodology for mixed-methods systematic reviews using a convergent integrated approach. A systematic search was done in January 2023 in PubMed, CINAHL, Scopus, Medic and MedNar databases. The results were reported based on Preferred Reporting Items for Systematic Reviews and Meta-analyses. The data was analysed using thematic analysis.

Ten studies were included in the review (five qualitative and five quantitative). The thematic analysis identified seven analytical themes as follows: treating professionals as individuals with an empathetic and understanding approach; building a culture for open and safe communication; being there for professionals; giving all-encompassing support; showing the way as a leader and as a strong professional; building circumstances for efficient work and better well-being; and growing into a compassionate leader.

Compassionate leadership can possibly address human resource-related challenges, such as health-care professionals’ burnout, turnover and the lack of patient safety. It should be taken into consideration by health-care leaders, their education and health-care organisations when developing their effectiveness.

This review synthesised the knowledge of compassionate leadership in health care and its benefits by providing seven core elements of health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.

The purpose of this study is to examine the effects of servant leadership (SL) and innovative organizational culture (IOC) on employees' innovative work behavior (IWB). In addition, this paper attempts to examine the mediating role of perceived organizational support (POS) in these relationships.

Data were collected from 280 employees working in technopark companies located in Turkey, which require intensive IWB. Structural equation modeling and bootstrapping procedure were used to test the hypothesized relationships.

The findings suggest that SL, and IOC are significantly and positively related to employees' IWB. The results also show that SL and IOC stimulate employees' IWB through POS.

Because this study was carried out by employing a cross-sectional research design with data obtained from the same source, the inferences about the causality among the variables cannot be inferred.

The empirical findings suggest that organizations should make efforts to promote SL and improve IOC in order to harvest IWB from their employees. Moreover, organizations and managers need to recognize the importance of the POS by employees, and therefore form an adequate working environment, create and utilize policies and procedures accordingly.

This study suggests ways for organizations to enhance their innovativeness through IOC and SL applications in pursue of harvesting employees' IWB using POS by employees as mediator. This study is also original, in that no previous studies have investigated the mediating role of POS in the relationship between IOC, SL and IWB.

本研究旨在探討僕人式領導和創新組織文化對僱員的創新工作行為的影響; 研究亦擬探討就上述有關的影響和關聯而言、組織支持感所扮演的調節角色。

研究的數據取自在土耳其的科技園區裡工作的280名僱員 (在科技園區工作，僱員須具備強大的創新工作行為) 。研究採用結構方程模型和拔靴法程式去測試假設的關聯。

研究結果間接表明了僕人式領導和創新組織文化與僱員創新工作行為之間的關聯是正相關的，而且，這相關性頗為顯著。研究結果亦顯示，僕人式領導和創新組織文化均會透過組織支持感、促進僱員的創新工作行為。

由於研究採用橫斷研究設計，而使用的數據又取自同一來源，故變數間的因果關係是無法推斷的。

本研究之經驗結果建議組織應鼓勵推行僕人式領導，亦應努力提昇創新組織文化，以能取得僱員創新工作行為所帶來的成效。而且，組織和管理階層必須明白使僱員感受到組織的支持是很重要的，因此，組織和主管須創造一個良好的工作環境，並制訂適當的政策和處理各種事宜的程式，以能提高組織支持感。

本研究為組織提供了增強創新能力的建議，方法是透過促進創新組織文化和採用僕人式領導，並利用僱員組織支持感的調節作用，以取得僱員創新工作行為所帶來的成效。另外，本研究是獨創的，這是因為從前沒有研究、去探討在創新組織文化和僕人式領導與創新工作行為之間的關聯上、組織支持感所扮演的調節角色。

The purpose of this paper is to provide a historical overview of compassionate release policies in the USA and describe how these policies have been used during the COVID-19 pandemic. The authors then describe how these programs have been shaped by COVID-19 and could be reimagined to address the structural conditions that make prisons potentially life limiting for older adults and those with chronic illness.

This paper is primarily descriptive, offering an overview of the history of compassionate release policies before and during the COVID-19 pandemic. The authors augmented this description by surveying state Departments of Corrections about their utilization of compassionate release during 2019 and 2020. The findings from this survey were combined with data collected via Freedom of Information Act Requests sent to state Departments of Corrections about the same topic.

The findings demonstrate that while the US federal prison system saw a multifold increase in the number of individuals released under compassionate release policies in 2020 compared to 2019, most US states had modest change, with many states maintaining the same number, or even fewer, releases in 2020 compared with 2019.

This paper provides both new data and new insight into compassionate release utilization during the COVID-19 pandemic and offers new possibilities for how compassionate release might be considered in the future.

This study explores how compassionate managerial leadership style can help to mitigate workplace stressors and alleviate stress experiences among employees — particularly in an extreme situation, such as the current global COVID-19 pandemic. The study's context is Nigeria's banking, manufacturing and healthcare sectors, which have a history of high employee stress levels.

Using a qualitative, interpretive methodology, the study adopts the thematic analysis process (TAP) to draw and analyse data from semi-structured telephone interviews with 10 banking, 11 manufacturing and 9 frontline healthcare workers in Nigeria.

It was found that a compassionate managerial leadership can drive a considerate response to employees' “fear of job (in)security”, “healthcare risk” and concerns about “work overload, underpayment and delayed payment”, which respondents considered to be some of the key causes of increased stress among employees during the current COVID-19 pandemic.

The study is limited to exploring the relationship between compassionate managerial leadership and an organisation's ability to manage employee stress in the COVID-19 situation, using 30 samples from organisations operating in three Nigerian cities and sectors. Future studies may involve more Nigerian cities, sectors and samples. It may also possibly include quantitative combination to allow generalisation of findings.

In order to survive in extreme situations, such as the COVID-19 pandemic, organisations are forced to take drastic and often managerialist-driven work measures which can trigger high stress levels, low productivity and absenteeism among employees. Hence, organisations would benefit from implementing compassion-driven policies that are more inclusive and responsive to the workplace stressors facing employees.

Employee stress has been widely explored in many areas, including definitions, stressors, strains, possible interventions and coping strategies. There remains, however, a dearth of scholarship on how management-leadership compassion can help to reduce employee stress levels in extreme conditions, such as the COVID-19 pandemic — particularly in emerging economies.

The purpose of this study was to develop a multi-component counseling program and examine the short-term effects of an 8-session program.

This present study was a research and development of a multi-component counseling program for enhancing resilience. The concept of resilience was reviewed based on a synthesis of existing research, together with an exploration of qualitative data derived from an interview with ten caregivers of older persons with dementia. Six domains of resilience were identified: physical, relationships, emotional, moral, cognitive and spiritual; which were then used to develop the eight-week program. The program was examined by a panel of three experts for content validity, which yielded an index of 0.87. The program was then tried out with 60 caregivers recruited and assigned 30 caregivers in the intervention and control group. The Caregiver’s Resilience Scale (CRS) was used by trained nurses to evaluate the program and data were analyzed using repeated measures ANOVA.

The results indicated that the resilience scores of the participants in the intervention group were statistically significantly higher than those of the control group at one month after program participation and at the follow-up three months later (p < 0.05).

It could be concluded that the program yielded support for the evidence-based practice of non-pharmacological intervention. The program would be suitable as a clinical practice guideline to provide help to caregivers of older persons with dementia at the outpatient setting.

Similar to religion, spirituality is considered a private affair along with issues of faith, hope, and love (Palmer, 1998). American public education has been reluctant to address such issues due to our cultural norm of “separation of church and state” (Love and Talbot, 2000, p. 1) yet the American Council for Education calls upon higher education to provide students ways to explore their personal values, world beliefs, and spirituality (Chickering et al., 2006; Dalton and Crosby, 2006). As such, the purpose of this paper is to explore student leaders’ perspectives on how leadership development activities influenced their sense of spirituality.

A qualitative case study design was used to explore responses from ten student leaders who completed a leadership development program in the Spring 2015 at a public four-year institution. As part of the leadership development program, students were paired a peer mentor while they completed leadership workshops, a reflection paper, self-assessment, and an ongoing community service project painting murals with individuals who have intellectual disabilities. Participants were from various majors and religious backgrounds and had completed the leadership development program two months prior to their participation in this study.

Findings revealed that leadership workshops, self-assessment, reflections, peer-to-peer mentorship, and an ongoing shared community service project, influenced students’ perspectives of spirituality and their leadership identity. Student leaders both did and did not differentiate the developmental process of leadership from the spiritual development process, defining both as cognitive and emotional development deeply grounded in self-awareness. Study participants shared that through self-reflection, developing their inter and intra personal skills through conducting service, shaped their understanding of their spiritual identity and developed their sense of self.

Study results are not generalizable but provide insight into the experiences and perceptions of student leaders on two hard-to-define topics: spirituality and leadership. The order of the interview questions may have influenced the thought process leading up to student’s responses connecting spirituality and leadership concepts. Another limitation is that the leadership activities were designed and coordinated by the lead investigator. Hence, there may be findings that were influenced by the investigators’ personal beliefs about leadership. Study participants may have also felt more comfortable discussing their beliefs about spirituality because of their familiarity with the lead investigator.

Results support the notion that non-faith based public institutions may intentionally support the spiritual development of students through the context of leadership development program activities. Approaching spiritual and leadership development through Baxter Magolda’s (2009) theory of self-authorship allows students to experience new activities coupled with personal self-reflection, to deepen their self-understanding, compassion for others, and self-awareness. This learning is an ongoing process that expands as students engage in contemplative practices such as mindfulness training provided through leadership workshops, self-reflection, and peer-to-peer interactions and self-assessment.

This case study illustrates that intentionally designed and implemented leadership development programs may cultivate both the spiritual and leadership identities and behaviors of students. Also, this study reveals that spirituality and leadership are not mutually exclusive processes because both are deeply rooted in connecting to our community, connecting to our greater purpose and our higher consciousness about who we are and how we treat others. Hence, this work may support educators develop more compassionate and empathetic students who are agents of positive social change.

This qualitative case study suggests a new framework for public institutions to support students’ leadership and spiritual development through the theoretical framework of self-authorship. As such, educators can stop being fearful about discussing religion, spirituality, and matters of the heart if they use this framework to design leadership developmental activities.