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In this chapter, we review empirical research evidence regarding coping and work–family conflict. Limitations and gaps associated with the existing literature are discussed. Of special note is the finding that there is little systematic research that examines the process of coping with work–family conflict. Building on the general stress and coping literature, we present a theoretical model that is specifically focused on the process of coping with work–family conflict, and highlight presumed personal and situational antecedents. Finally, the chapter concludes with an agenda for future research.

Occupational stress and the role of the family and other non-work activities continue to be an important area of research for organizational scientists. In our sixth volume of Research in Occupational Stress and Well Being, we offer seven intriguing chapters that examine several key issues in work and non-work stress research. The theme for this volume is exploring the work and non-work interface.

Tammy D. Allen, Ph.D., is a professor of psychology at the University of South Florida. She received her Ph.D. in Industrial/Organizational Psychology from the University of Tennessee. Her research interests include work and family issues, occupational health psychology, mentoring relationships, career development, and organizational citizenship behavior. Her research has been published in journals such as Journal of Applied Psychology, Personnel Psychology, Journal of Management, and Journal of Vocational Behavior. She is currently associate editor for Journal of Occupational Health Psychology and serves on the editorial boards of Journal of Applied Psychology, Personnel Psychology, Human Performance, and Journal of Vocational Behavior.

This interorganizational discussion covers Astley and van de Ven's (1983) Organizational Analysis Matrix and key information to understand a broader, macro discussion including the purpose of organizations in society as well as overview the interorganizational relationships between the for-profit sector (i.e., businesses and corporations) and the specific sector of higher education. A consideration of motives, return on investment expectations, and interorganizational behavior is explored. This chapter highlights the complex nature of higher education and the for-profit realm, including inconsistent third-party support and intermingling from the government. Highlights from Sethi's (1975) seminal article serves as the basis for measurement and future expectations in a three-state schema for classifying corporate behavior.

The academic literature within social psychology focuses on describing what leaders and groups do wrong rather than what they do right. We refer to this as the “negative psychology” of leaders and groups. This chapter reviews the negative and positive research perspectives on leadership and groups. We propose that scholarly research makes more references to the shortcomings of leaders and groups rather than their successes. We conjecture that the pressure by the academic community to produce compelling counterintuitive research findings fuels the tendency to concentrate on failures. In contrast, we suggest that popular articles and books more often focus on the positive achievement of leaders and groups because their audience, namely managers, are more interested in learning how to achieve positive results than to avoid negative outcomes. Finally, we suggest that scholarly research on the psychology of leaders and groups could benefit from understanding how to achieve and maintain positive outcomes, whereas popular press may better prevent organizational failure and ruin by understanding managers’ blunders and faults.

Educating students with disabilities in the same classrooms and instructional environments as their natural neighbors and peers (i.e., inclusion) is a promise of significant substance and value for many special educators. When federal legislation mandated that students with disabilities receive a free and appropriate education in least restrictive environments, at least in principle, the schoolhouse doors were opened for all students. In this chapter, we provide a brief historical review of efforts to educate students with disabilities in inclusive environments and provide direction for what we believe are important practices for creating high-quality inclusive learning environments.

In a world of ever-changing educational trends, it is essential for educators to provide a continuum of services to meet the needs of all students. Therefore, employing an inclusive structure or environment is imperative to the implementation of Special Education laws, according to Individuals with Disabilities Education Act and Every Student Succeeds Act. As stipulated in law, all students should be educated in the least restrictive environment with their typically developing peers. This chapter focuses on the role of the special education professional as it specifically relates to the mainstream or inclusion setting. Topics covered in this chapter include an overview of inclusion, the inclusion model, an in-class support model, a content mastery model, and characteristics of an effective special educator, understanding disabilities, assessing and referring to appropriate supports, collecting data for individualized education program meetings, differentiated instruction, and strategies for inclusion. The goal of the chapter is to provide the overall view of inclusion in today’s classrooms in relation to the role of the special education teacher.

Bosnia-Herzegovina has recovered slowly from the war of 1992–1995 partly due to the fact that the Dayton Accord that ended the war created a consociational state segmented by the three majority ethnic and religious groups, the Bosniaks, the Serbs, and the Croats. These “constituent peoples” live in divided spaces, rule the country separately, and have not yet reconciled their differences, impeding the creation of national identity. Women’s nongovernmental organizations (NGOs) and women peacemakers are working toward reconciliation and peace through the construction of an alternative narrative to that of the government’s and creating an increasingly influential civil society. These NGOs, comprised of women “victims” who became “empowered leaders,” are fostering reconciliation and peace through the promotion of the human rights of five groups: (1) deceased victims of the war; (2) surviving victims of the war; (3) minority groups; (4) marginalized groups; and (5) women. By the construction of liminal space through civic art, psychosocial healing, and political action, these groups are creating a new future and building the momentum to push the country forward to a reintegrated society. Leadership of the groups is dispersed throughout the country and comprised of many ethnic groups who collaborate to meet the needs and demands of their followers, who, in effect, have created the leaders and lead inclusively with them. The chapter provides an interesting study of the power of women, who turned victimhood into social action, to build a grassroots civil society that is fostering reconciliation and peace.